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Sequence 246 Part One - Toward the Children ·s House: The Formation Years What was meant to be a great investment and profitable… |
Sequence 448 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 650 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 7Proposal for a Scientific Pedagogy 51 Parents did not pay anything to send their children to the "House",… |
Sequence 852 Part One - Toward the Children's House: The Formation Years Montessori accepted the job also because she had a… |
Sequence 1054 Part One - Toward the Children ·s House: The FonnaIio11 Years These observations made her change the furniture: low… |
Sequence 13Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 4106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 12114 Part Two - For a Science of !he Formal ion of Man child is the man that is not yet agile in movement and language - and… |
Sequence 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 3120 Par! Two - For u Science of !he Formation of Man novelty for them on this very first day"4. Then other children… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 16School, Family and Society 133 5 Montessori reports on her Barcelona experience in / bambini vive111i 11ella Chiesa. Note di… |
Sequence 1136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 6Hopes and Disappointments 141 with geometric drawing and a second stage with actual free drawing. Finally, removing the… |
Sequence 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 6160 Par/ Two - For a Science of the Formation of Man disappointments, requests for help, mediations, threatened break-ups and… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 2A Classic Work of Pedagogy 177 right from the title, what had been announced in the Introduction to the 1926 edition: the… |
Sequence 15190 Part Two - For a Science of the Formation of Man revised somewhat from time to time and not replaced by another book;… |
Sequence 11Maria Montessori Through the Seasons of the ''Method" 203 child education in the Children's llouses… |
Sequence 14206 Maria Montessori Through the Seasons of the "Method" "Notizie sul movimento per il metodo… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 1211 Maria Montessori Through the Seasons of the '·Method'" Index of Illustrations Illustrations I, 2, 9,… |
Sequence 14bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 3In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 4Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 6ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 9ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 12In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 432 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their… |
Sequence 7145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 2108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 59 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not… |
Sequence 610 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title… |
Sequence 1014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 8108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 2374 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 these objects which the child will need. It is not sufficient for her to… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 1The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 1A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since we think today… |
Sequence 2AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 1The Totality of Montessori introduction I have been asked today to begin this conference with some words on “The Totality of… |
Sequence 2Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 35Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 42AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 48AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 53A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 101The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 36Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 43AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 49AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 54A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 102The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 610 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 about the children of privilege in America, “The children snatched the… |
Sequence 2732 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 References Blain, Lionel. “Two Philosophies Centered on Hope: Those of G… |
Sequence 9Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 1The Spiritual Development of the Child by Sofia Cavalletti In the summer of 1975 Sofia Cavalletti conducted the first U.S.… |
Sequence 6mense history that God has made and is making with man throughout the centuries. Each of us has entered into this history and… |
Sequence 2Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had… |
Sequence 6older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit… |
Sequence 1Maria Montessori, a musical play in ten scenes on the life of Maria Montessori, was written and produced by the students of… |
Sequence 318 Teacher: (After 2 minutes) 5, 4, 3, 2, I - TIME! Everybody stop! Now count the number of words you have written - put this… |
Sequence 2seem able to give a more complete response. From the psychological point of view, it appeared to us that the child finds in… |
Sequence 101102 (1929). Education of mentally defective children. Lecture given in Barcelona, Spain. Reprinted (1977). Communications… |
Sequence 112Smart, Dr. J. Ewart. Dr. Maria Montessori 1870-1952--The origins of Montessori. Holland: Association Montessori… |
Sequence 180182 With Dr. Montessori in Barcelona. (1919, Hay 1). Times Educational Supplement, p.208, (2). Zimmerman, Carla L. (1974… |
Sequence 1From the Archives THE MONTESSORI APPARATUS. (1919) By Claude A. Claremont, B.Sc. Assistant to Dr. Montessori in her… |
Sequence 3adjustment of the movements, a closer attention; and hence it is quite natural that it should come later. The older children… |
Sequence 4MARIA MONTESSORI - P/EDAGOGEN MED DET STORE HJERTE 87 I Casa dei Bambini lxrte b0rnene at skrive fire-fem maneder, for de… |
Sequence 364 HETBESTE Augustus verscheidene honderden arme gezinnen uit hun vuile en overbevolkte kazerne woningen gehaald en… |
Sequence 5October specially prepared cnvironment, one in which he could make his own discoverics and arrive at concepts throughhis… |
Sequence 7108 MEINE MUTTER MARIA MONTESSOR/ Oktober fiinf Jahren konnten die meisten und Mutter war allein mit dreien Kinder der Casa… |
Sequence 318 DET BESTE September fremst forundret mor, var ikke at tilbakestaende barn kunne klare seg sa godt, men at normale barn… |
Sequence 5Seleção de The Reader’s Digest Outubro, 2020 5 surpresos. E logo, um por um, começaram também a conseguir escrever dizendo… |
Sequence 3I I 58 SELECClONES DEL READER'S D!GE-S_T Noviembre El primer paso consistio en libe rar a los niiios civilizandolos… |
Sequence 586 MIN MOR. MAR.IA MQNTESSOR.I med en klass som just hade Hirt sig skriva nllgra ord, skrev l')on foljande mening pll… |
Sequence 29With the move into the low income populations Montesserians will be able to address an oft voiced criticism of our work. Many… |
Sequence 74Photo by Paul Biwer. "Today, in areas of high concentratwn of low income chil- dren in this country, conditions of… |
Sequence 76third of all American children. Several states already have school populations where minority children are in the majority.… |
Sequence 49conuibuted to her being somewhat ostracized by the scientific and educational establishment and her being labeled as "… |
Sequence 25DISCOVERY OF THE CHILD by HiJdegard Solzbacher D,: Montessori, who was a scientist and physician and not a trained educa-… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 7THE IMPORTANCE OF MONTESSORI 2000 New American Schools Development Corporation (NASDC) was founded in 199 l by Lamar… |
Sequence 11MONTESSORI 2000 MISSION T he United States of America is thirsting for bold, new education designs. The exponential knowledge… |
Sequence 168Montessori talked a good deal about the "spiritual preparation" of the teacher(1936, pp. 115-123), and it… |
Sequence 18concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 169REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 26SLIDE SHOW TO INTRODUCE WHAT Is MONTESSORI PRESCHOOL? Maria Montessori was, in many ways, ahead of her time. Born in Italy… |
Sequence 133We might now continue our conversation with Montessori: "Now that you have returned to your studies, what are you… |
Sequence 140each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 171THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
Sequence 243nature of the method. 24 The final result was that, as Montessori herself writes: "The world of official education… |