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Sequence 32I. Neurological Claremont, Claude. (1968). The two children. Communications, 3/4, 6-18, (7). 33 Feexman, Jerry E.… |
Sequence 3435 Declaration of the rights of the child. (1969). Communications,~' 3-7, (5). Garcia, Vicki Wilson. (1979).… |
Sequence 4344 Claremont, Claude. of Montessori. (1949, June 3). The activity school--The purposefulness Times Educational Supplement… |
Sequence 46Long, John. (1982). NAMTA Quarterly, The elementary child, the curriculum and Montessori. 2, 10-16, (7). 47 Lucas, Ann F… |
Sequence 5152 Barnard, Grace Everett. (1916, February). Montessori conference at the NEA 1915 meeting. The Kindergarten and First… |
Sequence 52Mack, Jane. (1976). Conference announcement. The Constructive Triangle, l, 5, o>. Montessori congress. (1951, May… |
Sequence 5960 Evans, Olive. (1968, July 7). The Montessori method--pro and con. New York Times, .2, p. 4, (1). Fleege, Urban. ( 1968… |
Sequence 7071 Latifi, Azra. (1973). Around the Child, The discovery of the child and of an aim for life • ..!..?., 59-60, ( 2).… |
Sequence 7273 Montessori, Mario. (1972). Voices from the past and the present. Communications,_!, 2-4, (3). Montessori, Mario, Jr… |
Sequence 76Steward, J. A. (1912). Madame Maria Montessori. Journal of Education, 11, 702, ( 1). St. John, A. (1927). Montessori and… |
Sequence 79Haring, Norris. (1963). Reflections upon contemporary learning theory and application in a structured environment Paper… |
Sequence 85Swamy, s. R. (1965/66). History as a means of development. Around the Child, 10, 26-30, (5). HUMAN CHARACTERISTICS/… |
Sequence 94Didactic materials. (1919, November 6). Times Educational Supplement, p. 557, (2). Dwyer, Muriel. (1973). Operation solid… |
Sequence 96Montessori, Mario. (1974). Playing with numbers. Connnunications, .!.ll, 9-10, (2). 97 Montessori, Mario. (1959).… |
Sequence 9899 After 1907 Books still in print are not available from NAMTA, Not every edition of Montessori' s books was… |
Sequence 104(1936). Principles and practices in education. Lecture delivered at the Institute of Medical Psychology, London, 1936.… |
Sequence 105106 (n.d.). The three levels of ascent. Reprinted (1962). Around the Child, 2, 1-3, (3). (1933). The two natures of the… |
Sequence 106107 Centenary ce le brat ions in 1970. ( 1969). Communications, i, 29-30, (2). Centenary celebrations in 1970. (1970).… |
Sequence 109110 Madame Montessori is here; Talks of work. (1913, December). Chicago Herald Tribune. 1_, p. l, ( l). Maffi, Quirino… |
Sequence 110Montessori to come to Panama-Pacific Exposition. (1914, August 3). New York Times,!, p. 7, (1). Montessori in exposition… |
Sequence 115116 Jones, Sanford, (1983). Introduction to the music workshop, In AMI Study Conference: August 1982. (pp. 61-63).… |
Sequence 135Stern, Peggy. (1976). On the education of parents. NAMTA Quarterly, I, 10-13, (4). Trochta, Charlene. (1976). Parent… |
Sequence 171173 Harmon, Thomas. (1965). The Hudson Montessori Association. Montessori Review,!, 9-11, (3). Harmon, Thomas. (1965/66… |
Sequence 172174 Hutchinson, Lily. (1924). Call of Education,!, A review of the Montessori movement in England. 68-73, (6). Ingle,… |
Sequence 175A Montessori mother. 0978). [Letter]. Communications, .!_, 34, (1). The Montessori movement in Holland. (1924). Call of… |
Sequence 179Tagore, Rabindranath. Montessori School. (1934). An address: On the opening of the Rajhat Reprinted (1961) Around the… |
Sequence 181183 Gillet, Anne Marie. (n.d.). Introduction to biology. Holland: Association Montessori Internationale. (12). Gupta,… |
Sequence 202204 Midwest training course, Chicago, Illinois. (1965). The Constructive Triangle, !, 21, (1). Montessori in America.… |
Sequence 3@ {l!u ilnr ïs f( It ft{#flÊ . ff#. FëÊF - EKE+R].(#]ëÉ<" Ët0q ,P " i n#SËg'I!#HftqqK… |
Sequence 6house; it belongs to a friend of children.” Tt was signed with the communist emblem: the hammer and sickle. In country… |
Sequence 8112 MEINE MUTTER MARIA MONTESSORI Oktober ten einem Ruf nach Indien und halfen dort bci dcr Ausbildung von Lehrcrn. In… |
Sequence 63CHAPTER 2 The Sensorial Richness of Prenatal Life The idea that nothing penetrates the uterus is definitely outmoded. The… |
Sequence 87variation in teacher backgrounds and interpretation of curriculum principles. Another problem is the dearth oflongitudinal… |
Sequence 74'Aquinas, T. $1<1111110 Theologica. Thinl Part (Suppl.) Q. 4!l, a.:{. Reprinted in Ci,il<l a11d Frrmily. 16… |
Sequence 131intensity of the Montessori vision that makes the system work; knowl- edge of the materials is bound by the interiority of the… |
Sequence 6THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 11stand. They would bring this back and take another which contained other pictures to which to apply other names. Experience… |
Sequence 22THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 27child can experience in nature that there is something eternal, present everywhere and always, which seems to have organized… |
Sequence 9observe her subjects in a holistic manner; consequently, her research was naturalistic or ethnographic. From her first… |
Sequence 15the use of video-taped observations. She also depended on the random- ness of the assignment of the children to compensate for… |
Sequence 75A critical factor in this study is what was measured. Bereiter did not measure what the Montessori program was teaching by the… |
Sequence 81Commentary The design and execution of this study is quite acceptable, but one criticism of the study would be the small… |
Sequence 80rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 72References Banta, T.J. Tests for the evaluation of early childhood education: The Cincinnati Autonomy Test Battery (CATB). In… |
Sequence 499. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 523. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 10912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 144Week Three: July 13 to July 17, 1992 THE LESSONS OF EVOLUTIONARY CHANGE AND THE EMERGENCE OF THE TRANSCENDENT SELF:… |
Sequence 49conuibuted to her being somewhat ostracized by the scientific and educational establishment and her being labeled as "… |
Sequence 61promptings of the moral self, that erects obstacles and barriers in the way of the development of intelligence, that condemns… |
Sequence 131implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 7EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 50Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 51Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 31Hopkins, W.G. and Brown, M.C. 0984). Development of Nerve Cells and their Connections. Cambridge: Cambridge Univer- sity… |
Sequence 99kitchen. Adding section by section, piece by piece, they discovered the style pattern and saw that the repeats in Malory are… |
Sequence 128by the husband. This cycle is found among the Native Americans of the eastern United States and Canada as well as among the… |
Sequence 18logical characteristics and each needs a prepared adult to help the individual help himself. The four planes of development… |
Sequence 19product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 25of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 106the teachers do not already know tJ1e answer. Even when tJ1e form of the question seems to invite a variety of answers, tJ1ere… |
Sequence 130unafraid to take bold initiatives with new partners so that all of America's children would be part of the success story… |
Sequence 143and writing. Teachers have written about their experiences, anecdotaJly and informally, through diaries, logs, and narratives… |
Sequence 175proximity to Rice University, a world renowned Medical Center, and a thriv- ing, vibrant cultural artS community. The School… |
Sequence 11of life when young people lhrive on real life experience and active involvement. And lhe adults seemed to the adolescent… |
Sequence 42This Is a wonderful profession, but It Is not easy. We must pro- vide the structure for the soclal group and have clear… |
Sequence 68fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 90Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 17and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
Sequence 107the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,… |
Sequence 48THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 84REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 121Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 248Meanwhile, Professor Marcel Capraru of the Casa Corpului Di- dactic (Turnu-Severin, Romania), with the assistance of the… |
Sequence 42similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
Sequence 7"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 15Child working with Botanical Cards, Laren, Holland, 1939 lO The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 16Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 23and "Where is the fruit?" Eventually we made several groups of envelopes which dealt with flowers and fruit… |
Sequence 41of creation should fashion that the e it but absorb it i h~y will feel that o lace to live in, a p ace w ere generosity… |
Sequence 47Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 17THE INTERNATIONAL STUDY CENTRE Since Maria Montessori inaugurated the first Casa dei Bambini in 1907, Montessori schools have… |
Sequence 55Margot Waltuch, Ada Montessori, and Mario Montessori Baarn, Holland, 1963 50 The NAMTA Journal • Vol. 24, No. I • Winter 1999 |
Sequence 59She was a teacher, a leader, and a charismatic personality, but she was full of humanity and fun. She felt you could not live… |
Sequence 61ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 64several languages. His genuine kindness attracted them all. He under- stood the immense importance of their inner power, their… |
Sequence 147better still, to the value of work in general, "with its wide social connotations of productiveness and earning power… |
Sequence 211Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 21Silver polishing, Laren, Holland, 1948 16 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 235Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 250READERS RESPOND TO THE WHOLE-SCHOOL MONTESSORI HANDBOOK; INSPIRES ADMINISTRATOR-TEACHER RETREAT The scope, organization… |
Sequence 187Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 206Becker, Wesley C. "Consequences of Different Kinds of Parental Discipline." Review of Child Development Re… |
Sequence 208Kohn, Alfie. No Contest: The Case Against Competition. Boston: Houghton Mifflin, 1986. Landes, William M., & Richard… |
Sequence 210Zahn-Waxler, Carolyn. "Conclusions: Lessons from the Past and a Look to the Future." Altruism and Aggression… |
Sequence 25But as well as this material territory to be exposed to the child, with the ways in which man has come into contact with other… |
Sequence 106The four planes of development, as recognized by Dr. Montessori, are four stages, relatively equal in length, in the formation… |