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Sequence 70Display Case Teaching materials manufactured by P. Johannes Mueller, Berlin, 1920s Displayed here are original Germon… |
Sequence 72Teaching Materials, continued Material for developing the auditory sense Three of six sound boxes, each producing a… |
Sequence 84A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 141paleontology, and zoology, as well as natural history as a whole. The third story tells the origins of humans, with a… |
Sequence 144Adolescent Boarding Program in the United States Q. 0 :c C " J ]Q1;;.;..«=.i,.:....¥al....:=~ilell Adolescents… |
Sequence 164Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 179Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
Sequence 187Another Viennese Montessorian and Holocaust survivor who made a significant contribution in the United States was Lena Gitter… |
Sequence 9ACT VI. THE ADOLESCENT, THE FARM, NATURE, AND CIVILIZATION- THE EMERGING PLANES OF EoUCATION-1936-PRESENT Now, for the third… |
Sequence 14complexities involved in the maintenance or the loss of life. One message that is apparent is that Life is fragile and… |
Sequence 43exhibited in the later, experienced, seasoned tone of the old Plato of his last work, The Lnws. Intimidating? You bet. In… |
Sequence 10the good leader, the good manager will exercise that power in a partnership structure. These are very important distinctions… |
Sequence 3The meeting was crowded with medical people, educators and teachers. Europe and the world were stil I under the cloud and the… |
Sequence 8How do we both direct and protect the power of the will so that it can grow? This, in my opinion, is our greatest challenge… |
Sequence 13For example, a common reason for referral is that the child is observed to be quite vulnerable to distraction and to have… |
Sequence 6Through MIP, we developed a program for adolescents with AS called the Prelude to Inclu- sion(\ which embraces the… |
Sequence 3Two-year-olds are sometimes called "the terrible twos." But in an environment that meets their needs, they… |
Sequence 12comes of their studies, they are met with a mixture of alternative, complementary, and unrelated studies, provided by their… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 11ing the second year of our program, a student with a passion for marine biology set up a fifty-gallon marine reef aquarium.… |
Sequence 4Figure 1. Timeline of mathematics. Graphic by David Waski. primary tracking mechanism used in our schools today. It has bad… |
Sequence 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 4be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 5courses in the constant back and forth between self and other, in the dynamics of going out for ex- ploration and coming… |
Sequence 11children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
Sequence 4into adolescence. (My future plans, when all of us are on one cam- pus, would be for the sixth-years to continue as… |
Sequence 21Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |
Sequence 3weather, built environments, and the social circumstances of daily life). Carefully designed natural environments can help… |
Sequence 14the circle in printing the letter b; they form the circle before drawing the vertical line in printing the letter d. Anna… |
Sequence 2When I met Dana she was three years old. She was lying on a mat in an overcrowded day room of an institution surrounded by… |
Sequence 28(The Culture of Educntio11), that we have to come to a point today where it is difficult to persuade youngsters that there is… |
Sequence 7Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 19a lesson on some of these things that they've had before is kind of boring for them because there isno context for it. So… |
Sequence 42ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 15In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 10In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 1HIGH ANXIETY, THE SEQUEL by Patrick F. Bassett Patrick Bassett offers wan11th, h11111or, and opti111is111 for independent… |
Sequence 3REVISITING SKILLS This historical approach helps tremendously with one of the big- gest challenges I face, and that is the… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 12needs, something larger and greater than their obvious goals was being achieved. With each additional new idea and discovery,… |
Sequence 12to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 27were tracked across the school day by segregating the pools of Tuesday /Thursday and Wednesday /Friday ESM signals into three… |
Sequence 35REFERENCES Bagot, Kathleen L. "Perceived Restorative Components: A Scale for Children." Children, Yo11th… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 3new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 13Rather than writing rhapsodically with no formal limitations, Beethoven uses a given form and then innovates within that.… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 6Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
Sequence 2INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 17form several tragedies in a single day long tour de force. In order to ensure that all the invited nobles and their retinues… |
Sequence 46 Part One - Toward the Children's House: The Formation Years social problems linked to demands for better work and… |
Sequence 116 Chapter II Science and Society: Phrenasthenic Children II. I Civil commitment and scientific research Berlin, 22… |
Sequence 2Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 1284 Maria Montessori Through the Seasons of the "Method" Illustrations 19: ''Admiration and… |
Sequence 14School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 17134 Part Two - For a Science of the Formation of Man also published an article by Erwin Krauss, a follower of Alfred Adler,… |
Sequence 18School, Family and Society 135 Montessori as an honorary member of the Fascist party. Over the last few years many scholars… |
Sequence 2212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |
Sequence 25about storytelling, we're on solid ground to say that when engaged in storytelling, children are processing at many… |
Sequence 15a table, then say tnble and pause, the child will practice the word. In any case, now the new child knows what we call a table… |
Sequence 7sonal formation and practical training to be able to make it happen. The primary goals of Montessori education are the… |
Sequence 13Summarizing the key findings of Stuart Brown's research forces us to take a close look at the following realities: 1.… |
Sequence 2PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 5importance of this particular sensitivity in the adolescents we work with or, on the other hand, how often, out of genuine… |
Sequence 16Agricultural works: preparation of land wi1hout stones and transport of earth with wheelbarrows (Berlin). Hence, through… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 15Montessori focuses not on the evils or the threats created by science and technology (though we know she felt them deeply-as… |
Sequence 9Jn Ed11cntio11 and Peace, Montessori writes, Young people can become passionately involved in doing calm, serene, beautiful… |
Sequence 3A word about the title: before Sofia died in August 2011, she was able to give her "yes" to the final draft… |
Sequence 313 Montessori • The House of Children Greek art, the temples are round and the pillars are fluted in structure. In royal… |
Sequence 634 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intertwine. This may explain the fascination which these gadgets hold… |
Sequence 6112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 10210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 16216 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and we took them through all kinds of experiences and exercises, and… |
Sequence 2260 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 such a distinction, we might be inclined to say that even the way of… |
Sequence 4262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 21157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 28188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 9191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 1Feature “The lines ThaT make The clouds” The essence of The maThemaTical mind in The firsT six Years of life by Ginni… |
Sequence 1BuilDing The inclusive MonTessori school by Pam Shanks Pam Shanks describes Raintree Montessori School, an exemplary inclu… |
Sequence 1014 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Functional Inclusion The second level of inclusion, functional inclusion… |
Sequence 2327 Shanks • Building the Inclusive Montessori School and conversationally. During this one activity, Isabel is practicing… |
Sequence 1654 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 intuitive feeling that it looks like a place where their child could be… |
Sequence 1579 Urioste • Multicultural Inclusion in an Urban Setting In November 1995, the DPS board of education, after a work ses-… |
Sequence 2108 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 move towards a truly inclusive society. In particular for children and… |
Sequence 4110 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The necessary coMPonenTs for creaTing inclusive schools First, we need… |
Sequence 3173 Awes • Supporting the Dyslexic Child in the Montessori Environment Among other things, the NRP found overall that… |
Sequence 5175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 10180 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 of children who were poor readers in the third grade remained poor… |
Sequence 21191 Awes • Supporting the Dyslexic Child in the Montessori Environment Dyslexic readers in Montessori follow this same… |
Sequence 1468 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 (role exploration). Choice provides individual motivation, a sense of… |
Sequence 698 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 admiration for unfettered markets, disdain for the public sector, the… |
Sequence 1515 Wolf • Chapter Three: A Child’s Tale perspective, we do not need another study to keep proving that the vocabulary… |
Sequence 797 Krumins Grazzini • The Hungry Mind need to understand both the world and humanity? How does the world function in all its… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 238 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 piece of embroidery—the whole constitutes a magnificent cloth. (From… |