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Sequence 80THE ORIGINAL PRINCIPLES OF THE SILENT JOURNEY by Barbara Gordon Bnrbnrn Gordon recounts tlie evol11 tio11 of The Si lent… |
Sequence 117Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 174Korpela, K. "Adolescents' Favorite Places and Environ- mental Self-Regulation." Journal of… |
Sequence 247As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 259Benefits: Health coverage on om group plan, Support for Professional Development, Paid Holidays, sick and vacation days.… |
Sequence 272Maria Montessori lnstitu More Than Just A Job As the only UK based training recognised by the Association Montessori… |
Sequence 48Musica Montessori and the Art of Woodworking, continued Original folio of musical selections collected by Elise (Lisi) Broun… |
Sequence 75Information about the Montessori teaching materials that were not yet available in Germany around that time is given in the… |
Sequence 76A Montessori Beacon to the World Sometimes very tiny children show a precocious skill and accuracy of movement that must… |
Sequence 77"the sole authorized manufacturers of Montessori materials for Great Britain and the Dominions." Around… |
Sequence 78A Scottish Montessori School The child has a great passion to learn. If he did not, how could he find his bearings in the… |
Sequence 80Bringing Montessori to Children in Special Need Some of the children [ tubercular patients] were mobile, others were n!… |
Sequence 85The Second Co/or Box with artificial silk thread tablets This is a sensorial material for refining the co/or sense. Today… |
Sequence 94Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 107neighborhood elders or councils in the remotest areas, in certain cases barely accessible by car. One such training program… |
Sequence 112Tanzania: The Help the Children Project Selecting a handmade mop, Montessori Nursery-school, Koriokoo, Dar es Saloom,… |
Sequence 128Movement and Silence, continued Children love silence and immobility and practice it spontaneously. One day [in Sevres,… |
Sequence 141• ;t,r,,',,•:,I.; • 1r1'111 ~-- ,. I I o , .,l1L i II " , Thus it will be seen that the work of… |
Sequence 142Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 154Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 155You [Maria Montessori] have very truly remarked that if we are to reach real peace in this world and if we are to cany on a… |
Sequence 166Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 167/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1691948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 170Books Published by Maria Montessori Mario Monressori, /roly, 191 2 __ during Her Lifetim_e _____ _ 1909. II Metodo de/Ja… |
Sequence 178Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 181Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
Sequence 188Notes and Sources, continued Centenary Exhibit. The collection also contains Lisl's beautifully handwritten notes of Dr… |
Sequence 190Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 199REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 265COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 316REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 327FROM CARE OF OTHERS AND THE ENVIRONMENT TO COMMUNITY SERVICE AND SOCIAL RESPONSIBILITY: THE EMERGENCE OF THE SOCIAL AND… |
Sequence 351NAMTA CONFERENCES UNDERSCORE SOCIAL AND EDUCATIONAL REFORM Conferences during the spring and fall of 2007 expressed a theme… |
Sequence 361miles west of Chicago. We have a very low staff turnover rate, and are looking for a Preschool Directress who will be… |
Sequence 372O ~ Montessori ~'1Rft\ Institute MINW Northwest Come to the beautiful Pacific Northwest for Mo-ntessori Teacher… |
Sequence 373including band and choral. Experi- ence in drama is a great asset as well as Montessori elementary training or adolescent… |
Sequence 73MONTESSORI AND CHILDREN WITH AUTISM SPECTRUM DISORDERS by Monica Sullivan-Smith Monicn S11llivan-S111itlz describes an… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 218Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 219Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 220Wl•rner, 11. Co1111111rati1•1• P~ychofogy of Mc11tnl Dct>t'lopmmt. \.ew Yori-.: lnternation,ll Uni\er~itie._ Pre._… |
Sequence 224N AMT A 2008-2009 CoNrER[ CE SCIIEDUL( \ltark your calendar for these upcoming conferences. \It ore infor- mation will be… |
Sequence 21artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 15CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 21THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 47Montessori, Maria. The Formation of Mn11. 1949. Madras, India: Kalakshetra, 1986. Montessori, Maria. Unpublished lectures. Dr… |
Sequence 60REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 63THE SCIENCE BEHIND THE ABSORBENT MIND: NEUROBIOLOGY FOR MONTESSORIANS by Lise Eliot Drawing on her extensive experience in… |
Sequence 81There are some recently discovered neurons up in the frontal lobe-you may have heard of them-called mirror neurons, that are… |
Sequence 85NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 97BIRTH AND REBIRTH: PARALLEL DEVELOPMENTAL PASSAGES IN INFANCY AND EARLY ADOLESCENCE by Louise J. Kaplan This article looks… |
Sequence 131MONTESSORI FROM THE START: FOUNDATIONS FOR INDEPENDENCE by Lynn Lillard Jessen and Paula Polk Lillard Ms. Jessen and Ms.… |
Sequence 191PREPARING THE HOME FOR OPTIMAL MOVEMENT OF THE CHILD UNDER THREE by Alyssa Conklin-Moore and Sarah Moudry Assistants to… |
Sequence 229NAMTANEWS NAMTA AND INTERNATIONAL PARTNERS INITIATE MAJOR MEDIA PROJECT NAMTA is about to introduce its largest media project… |
Sequence 78Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 182Hannaford, C. S111nrl Moves: Why Leaming ls Not All i11 Your Head. Arlington, VA: Great Ocean Publishers, 1995. Hart, R.… |
Sequence 219Suggested Readings Moats, L.C., & K. E. Dakin. Basic Facts about Dyslexia and Other Rending Proble,ns. Baltimore: The… |
Sequence 224phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 238with ADHD will improve and develop enough coping skills so that their symptoms no longer have a negative impact on their… |
Sequence 258Goertz, Donna. Childre11 Who Are Not Yet Peaceful: Prevent- ing Excl11sio11 i11 the Early Ele111e11tary Classroom. Berkeley:… |
Sequence 103• Figure 1. Two charts illustrating spiritual territory. The first chart, the one on the left, depicts" all sorts of… |
Sequence 108Therefore, this idea of language as being something that divides as well as something that unites is very important and very… |
Sequence 121Montessori, Maria. Unpublished lecture. International Montessori Conference. Amsterdam. 1950. Montessori, Mario M. The… |
Sequence 172studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 248BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 153Educationbeginswith parent-infant programs and continues through toddler, primary, elementary and middleschool.… |
Sequence 10THE DEVELOPMENT OF LANGUAGE by Annette M. Haines An11ette Hni11es begins with the "e111bryo11ic co11stmctio11&… |
Sequence 13human function of language is reflected in the book of Genesis. In the first pages we read: When the Lord God had formed out… |
Sequence 20Montessori, Maria. Tile For111ntio11 of Mn11. 1955. Oxford: Clio, 1989. Montessori, Maria. Unpublished lectures. Dr. Maria… |
Sequence 39REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 87Batshaw, Mark L., & Yvonne M. Perret. Cltildre11 with Disabilities: A Medical Primer. 3rd ed. Baltimore: P.H. Brookes… |
Sequence 240Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 243Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 21ated this side of our mission when she es- tablished Educateurs sans Fronticres to offer support and inspiration to the… |
Sequence 24Montessori principles and practices unfold and the children blos- som in the same way as we see all over the world. From this… |
Sequence 108Mary, with her brother and father, searched for, col- lected, and sold "curies" (short for "… |
Sequence 109society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 125CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 128MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 150to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 7Lawrence Krauss, who spoke at the NAMTA Baltimore Confer- ence, T!le Science of Evol11tio11: Studies across All Disciplines,… |
Sequence 12How SCIENCE FITS INTO THE WHOLE MONTESSORI CURRICULUM by Gretchen Hall Gretclten Hall presents a universal definition of bot… |
Sequence 64How SCIENCE AND HISTORY LEAD TO COMMUNITY SERVICE by Annabeth Jensen A nabet/1 Jensen's presentation is the proceedings… |
Sequence 103I once asked some students, "What is the function of a brick? What does it do? What is its job?" Some said… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 268hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 31Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 3218 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 3622 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 41Science and Society: The Woman Question 27 How to deal with claims of woman's inferiority? By abandoning the reasons of… |
Sequence 4228 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 43Science and Society: The Woman Q11es1io11 29 effective action that everywhere honored women's industriousness and left… |
Sequence 4430 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 51Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 120106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |