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Sequence 1Dr. z7[, zVfontuddori bonoure? at Rom.e 26L Dr. M. &Iontessori. honoured at Rome. "11 Messagero" of… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 6Orthodox: A Study to Determine the Relative Improvement of the Preschool Child with Brain Damage Trained By One of Two Meth-… |
Sequence 44. A classroom not fully equipped with the full range of commercial and handmade materials, or a classroom in which the… |
Sequence 5mathematical achievement on the Standard school tests. Kimmins asked that he be allowed to administer a series of individual… |
Sequence 21'Aquinas, T. $1<1111110 Theologica. Thinl Part (Suppl.) Q. 4!l, a.:{. Reprinted in Ci,il<l a11d Frrmily. 16… |
Sequence 2Pwn7>kin Moonshine. Tudor, Tasha. Henry Z. Walck, David McKay, New York, 1938. Scmu, 's Favo1·ite Story. Aoki,… |
Sequence 4D(iys of U1e Mammoth Hunters, by Mary Elting and Franklin Folsom, and If Yo1.i Grew Up With Ge&rge Wash·ington by Ruth… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 6The Cozy Book. Hoberman, Mary Ann, illustrated by Tony Chen. Viking, New York, 1982. Close Your Eyes. Man:ollo, Jean, pictw·… |
Sequence 6stand. They would bring this back and take another which contained other pictures to which to apply other names. Experience… |
Sequence 4till we came to something that stopped us. The air does just this. It falls into every hole in the ground, filling it right up… |
Sequence 2twelve years. In 1948 she writes, "This plan of Cosmic Education as a foundation stone of the ADVANCED METHOD was… |
Sequence 2to accept the fact of evolution. Darwin lies beside Newton in Westmin- ster Abbey for this great contribution. His theory of… |
Sequence 2essential principles, and which he believed were an improvement over her materials. These materials are not described, however… |
Sequence 3This study is interesting because it is the only research in the liter- ature which specifies Montessori materials by age-… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 8Lieberman, Philip. (1984). The Biology and Evolution of Language. Cambridge, Massachusetts: Harvard University Press. Moerk,… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 3progress had become very impo1tant in the seventeenth and eighteenth centuries. Prior to that time people had thought more or… |
Sequence 119. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 1MONTESSORI EDUCATION AND CHILDREN PLACED AT RISK OF SCHOOL FAILURE by Christopher Harris Mr. Harris' short but… |
Sequence 912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 1THE ASSISTANT TO INFANCY: A SPECIAL EDUCATOR by Dr. Silvana Quattrocchi Montanaro Dr. Mont.am.aro introduces the arigins of… |
Sequence 1THE MEANING OF "MATERNAL CARE" by Silvana Quattrocchi Montanaro The role of the faJJier and rrwtlier in… |
Sequence 1THE FATHER'S PRESENCE by Silvana Quattrocchi Montanaro WHAT IS A "FATHER"? , Every child has a… |
Sequence 1THE VALUE OF SEPARATION by Silvana Quattrocchi Montanaro Dr. Mon:tanaros philosophicaJ, outlook on separation as 'f)Q,rt… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 1ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 5Kahn: When you took the course in England, with Mario Montessori, how did cosmic education become evident to you? Gunawardena… |
Sequence 10can't that runle get there if he has to keep going another half? I have heard kids say there has to be something wrong… |
Sequence 1WHOLE L\NGUAGF.: A WHOLE EDUCATIONAL REFoRM by Yetta M. Goodman and Kenneth S. Goodman Citing the progressive movement of… |
Sequence 12References Atwell, N. (ed.). (1989). Coming to know: Writing to I.earn in the intermediate grades. Ponsmouth, NH. Heinemann… |
Sequence 5kind of question, one subject matter, others are engaged by another set. You know that when you want to get a group of kids… |
Sequence 1LANGUAGE UNFOLDING IN THE CHILD by Joen Beermann Despite pressure ftom parents who are concerned about their child's… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 11References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 11basic truths. But the child ... discovered truths which it had never been our intention to include within it {pp. 6-7).… |
Sequence 20viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging… |
Sequence 10could serve an apologetic function, if needed. Descartes' physics depended on God's action at every turn. Boyle and… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 22Carew, T., et al. 0990). The Development of Leaming and Memory in Aplysia. In J. McGaugh, N. Weinberger, and G. Lynch (Eds… |
Sequence 23Hopkins, W.G. and Brown, M.C. 0984). Development of Nerve Cells and their Connections. Cambridge: Cambridge Univer- sity… |
Sequence 24Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 2LITERATURE AND GRAMMAR by Mrs. Francesca Claremont Transcribed and Edited by Jim and Frances Fitzpatrick Here follow two… |
Sequence 10coming in on the noun which gives the stress and keeps the rhythm right. Each child speaks the noun when he comes in;… |
Sequence 12A'II schools, . where it is hu- can concatenation of lines to their position. The drawings along the borders of the… |
Sequence 3exciting, I hearli/y recommend the following books to aid you in your studies: Baughman, Emest(1966). A TypeandMotif-Jnde.… |
Sequence 11have been traced, and seventeen Robin Hoods. This snowballing happens because there are so few names. Even in England-… |
Sequence 18reasons. It doesn't appear in Bosnia and Herzegovina because in those countries large feet are considered beautiful on a… |
Sequence 21by the husband. This cycle is found among the Native Americans of the eastern United States and Canada as well as among the… |
Sequence 10creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 19resolute without becoming impenetrable to evidence and losing all traces of intellectual and moral humility. It means, as one… |
Sequence 12product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 15Dumtschin,). (1988, March). Recognize language development and delay in early childhood. Young Children, p. 20. Geyer, G. (… |
Sequence 4and writing. Teachers have written about their experiences, anecdotaJly and informally, through diaries, logs, and narratives… |
Sequence 16Ardini, R. 0979). Feminism and science. In R. Arditti, P. Brennan, & S. Cavrak (Eds.), Science and liberation. Boston… |
Sequence 17Miller, J. B. 0 976). Toward a new psychology of women. Boston: Beacon. Montagu, A. (1986, August 7). Qtd. in Woodstock Times… |
Sequence 2in order to study medicine. At that time, a woman who went among men, and especially among naked bodies which she cut to… |
Sequence 1F~----------------- MONTESSORI AND LEARNING DISABIUTIES by Sylvia 0. Richardson American education is currently under attack… |
Sequence 18behavior and learning such as posture and coordination, the development of directionality and laterality, and the development… |
Sequence 3of life when young people lhrive on real life experience and active involvement. And lhe adults seemed to the adolescent… |
Sequence 12References Boehm, W. (1973). The actuality of the Montessori method in the light of modern preschool education. Around the… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 156References Boehm, W. (1973). The actuality of the Montessori method in the light of modern preschool education. Around the… |
Sequence 1GROUNDS FOR CHANGE: LEARNING THROUGH LANDSCAPES IN BRITAIN by Bill Lucas There are more than 30,000 schools in Britain.… |
Sequence 4animals as somehow existentially closer to people. If this is so, then maybe children would be much more interested in the… |
Sequence 9community level where solutions need to be found for the more appro- priate management of the landscape. By beginning with… |
Sequence 10Froebe}, F. (1887). The education of man (Trans. W.M. Hailman). New York: Appleton. (Original work published 1886) Hart, R… |
Sequence 12The idea Montessori is trying to get across is something so novel, so stupendous, that-as she herself says-she really needs a… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 8opmentof which is theimportantthing. The chapter of Frames of Mind (Gardner 1983 / 1993) that gets overlooked is the… |
Sequence 15games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the… |
Sequence 8Greek, ·French, Latin, science, history. High school ends with the toughest exam in one's life. Without passing it, one… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 1OUTDOOR SETTINGS FOR PLAYING AND LEARNING: DESIGNING SCHOOL GROUNDS TO MEET THE NEEDS OF THE WHOLE CHILD AND WHOLE… |
Sequence 7is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 17REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 22clergymen from England who started visiting the Alps and wrote up how beautiful and majestic these things were, and they… |
Sequence 4adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness… |
Sequence 6of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,… |
Sequence 51from recess, and they were all talking amongst themselves, very animatedly, and she walked over and said, "What'… |
Sequence 58Kohn, A. (1992) No contest: The case against competition (Rev. ed.). Boston: Houghton Mifflin. Kohn, A. (1993). Punished by… |
Sequence 11We will come to realize that each child has artistic potential and each child will relish the deep satisfaction derived from… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 2ERDKINDER UNDER CONSTRUCTION: WHAT THE FARM SCHOOLS SHOWED Us by David Kahn Mr. Kahn is directing a project to start a farm… |
Sequence 7Its principal feature never changes. It is "application to work." An interesting piece of work, freely… |
Sequence 10of the institution is the development of values, self-knowledge, harmonious relations, and a balance between the needs of the… |
Sequence 28potential classroom spaces could provide for double-track use of the property: Day visitors could use the classroom while… |
Sequence 10studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 2"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 9and "Where is the fruit?" Eventually we made several groups of envelopes which dealt with flowers and fruit… |
Sequence 1London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 1London, England THE CHILD BEFORE SEVEN YEARS OF AGE THE CHILD AFTER SEVEN YEARS OF AGE and WHAT CHILDREN TAUGHT DR.… |
Sequence 10If we are raising a generation that finds violence normal, what kind of society are we building? Certainly not one that will… |
Sequence 13"normal" education and that "normal" children desperately needed help. If Dr. Montessori… |
Sequence 8REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 16It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |