Search Inside Documents
Displaying results 601 - 700 of 1125
Sequence 37Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 10Orthodox: A Study to Determine the Relative Improvement of the Preschool Child with Brain Damage Trained By One of Two Meth-… |
Sequence 64mathematical achievement on the Standard school tests. Kimmins asked that he be allowed to administer a series of individual… |
Sequence 888. For example, Diana Baumrind, "Current Patterns of Parental Authority:' Developmental Psychology Monograph,… |
Sequence 118Ghent Montessori School seeking August 1987 Primary (3-6) and Elementary (6-9) trained teachers. Established school of 110… |
Sequence 119future growth. The school has current enroll- ment of 15 students with a capacity for 28. Sale price includes a building with… |
Sequence 100Pwn7>kin Moonshine. Tudor, Tasha. Henry Z. Walck, David McKay, New York, 1938. Scmu, 's Favo1·ite Story. Aoki,… |
Sequence 93stresses the same idea in her writing: "the child must learn by his own individual activity, being given a mental… |
Sequence 20essential principles, and which he believed were an improvement over her materials. These materials are not described, however… |
Sequence 21This study is interesting because it is the only research in the liter- ature which specifies Montessori materials by age-… |
Sequence 47Footnotes l Sofia Cavalletti, "The Spiritual Development of the Child," Montessori Thlks to Par- ents,… |
Sequence 81Lieberman, Philip. (1984). The Biology and Evolution of Language. Cambridge, Massachusetts: Harvard University Press. Moerk,… |
Sequence 97ENGLAND El.ementary in England. The first 3 Ele- mentary Schools in England are opening in autumn 1989. Unique opportunity… |
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 74language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 16Do not focus on specific, individual deviations. Do not label the child. Do not overemphasize. Deviations are like a sickness… |
Sequence 23intellect. Junes believed that all consciousness is motor. Whatever holds the attention determines action. Interest in an… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 10912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 119organi,.e and teach in central London. Applica- tions to: Mrs. Hood, 7 Park Mansions, London, SWll4HG. Phone(071)622-76li8.… |
Sequence 5THE ASSISTANT TO INFANCY: A SPECIAL EDUCATOR by Dr. Silvana Quattrocchi Montanaro Dr. Mont.am.aro introduces the arigins of… |
Sequence 8Assistants to Infancy can provide parents, who are the "natural special educators," with information about… |
Sequence 11First A.M.I. Assistants to Infancy Course - Rome Assistants to Infancy staff: Silvana Montanaro, Director of Training, Gianna… |
Sequence 39THE MEANING OF "MATERNAL CARE" by Silvana Quattrocchi Montanaro The role of the faJJier and rrwtlier in… |
Sequence 47THE FATHER'S PRESENCE by Silvana Quattrocchi Montanaro WHAT IS A "FATHER"? , Every child has a… |
Sequence 62THE VALUE OF SEPARATION by Silvana Quattrocchi Montanaro Dr. Mon:tanaros philosophicaJ, outlook on separation as 'f)Q,rt… |
Sequence 141CANADA SASKATOON MONTESSORI SCHOOL needs AMI directress(3to 6)forSept. '90. AMI adminis- trator; est. 1979, 2 classroom… |
Sequence 8ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 44MAHATMA GANDHI AND MARIA MONTESSORI (1969) by A.M. Joosten Mr. Joosten offers an interesting comparison of two important 2oth… |
Sequence 71----------------------------- -~--- - .. - - - i~ii.-- f t , Q .• .. t~ Mildred Gunawardena's Primary… |
Sequence 138Texts: Guest Scholars: • Abelard, Duuectica: First Complete Edition of the Parisian Manuscript, edited y L.M. DeRijk. Assen… |
Sequence 156INNER CITY MONTESSORI ASSOC.,2 Eum- lla St., Burwood NSW 2134, Australia. Queensland Australia: Beautiful One Day, Perfect… |
Sequence 46realized that this was like those rabbit-pirate pictures or the vase-profile pic- tures where you have a reversible… |
Sequence 27Footnotes 1. Thomas Berry. (1988). The dream of the earth. Sierra Club, p. 206. See also: (a) Thomas Berry, "Coming… |
Sequence 28The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
Sequence 49conuibuted to her being somewhat ostracized by the scientific and educational establishment and her being labeled as "… |
Sequence 21le is clear from an analysis of human development that education is an indispensable function in che formation of man.… |
Sequence 37LANGUAGE UNFOLDING IN THE CHILD by Joen Beermann Despite pressure ftom parents who are concerned about their child's… |
Sequence 68In a 1.946 lecture in London Montessori said, "Education today needs one reform. If it is to prepare man for the… |
Sequence 75References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 49its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 50Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 52ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 104SOME THOUGHTS ABOUT THE SPIRITUAL DEVELOPMENT OF THE TEACHER by Kay Baker Kay Baker's succinct speech (presented at the… |
Sequence 106a prepared environment to act freely, Montessori came to a fundamental realization: "The child works for his own… |
Sequence 32Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 89would be supportive of the contemporary whole language approach. The use of oral grammar games also would assist children in… |
Sequence 93LITERATURE AND GRAMMAR by Mrs. Francesca Claremont Transcribed and Edited by Jim and Frances Fitzpatrick Here follow two… |
Sequence 98of my ·career was washing dishes with Bernard Shaw after a very large social gathering. Bernard Shaw's share of the… |
Sequence 102my school like the plague one year. Do you know it? There was a youth and a well-beloved youth And he was a squire's son… |
Sequence 105the t i n ings ngl o- fY, au & f>eau ng is po- ttry, tincf:'from the p f other na- tions, f… |
Sequence 161as "the first child porno" (The Diary of Anne Frank: The Critical Edition, p. 92). While we walk through… |
Sequence 8THE AooLESCENT AND THE FUit.JRE by Margaret E. Stephenson Miss Stephenson presents adolescence in a definitive theorectl… |
Sequence 34achieving the development of the human personality, rather than the narrower one of providing culture only, then a close… |
Sequence 97A WORLD CORE CURRICULUM by Robert Muller Robert Muller's World Core Curriculum suggests a new world educational… |
Sequence 90References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 29Maclean, P. D. 0985b). The triune brain in conflict. Fam.if;y, Play, and the Separation Call, 12. Maturana, H. R., &… |
Sequence 33THE DEVELOPMENTAL CRISES OF THE FIRST THREE YEARS by Silvana Quattrocchi Montanaro, M.D. Introduction In our growth… |
Sequence 51DR. MAruA. MONTESSORI AND THE CHILO by Dr. Mario Montessori I hope that you are not going to be disillusioned by what I say.… |
Sequence 59We give far too much attention to the conscious, and hardly any to the unconscious. And yet, it is the unconscious which… |
Sequence 72References Albe rich, E. 0972). Natura e compiU di u.rza catechesi modenza. Torino-Leumann: LDC. Aquinas, St. T. (tr. 1941… |
Sequence 142Talalay, P. (Ed.). (1964). Dmgs in society. Bahimore: Johns Hopkins University Press. Taylor, J. (1865). The duty of nursing… |
Sequence 35MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 163Navarra, J. G. (1955). The development of scientific concepts in a young child. New York: Columbia University Bureau of… |
Sequence 185IN MEMORIAM ELISE BRAUN BARNETT 1904-1994 On November 20, 1994, the Montessori community lost a tireless lover of children… |
Sequence 217Minimum teacher salary is $24,413.00 (1994-95 Salary Schedule). An AMI or AMS elementary certification is necessary as well… |
Sequence 221~ MONTESSORI TEACHER EDUCATION COLLABORATIVE INQUIRE ABOUT TRAINING TODAY! w ASHINGTON, DC, SUMMER PRIMARY COURSE (AGES 3… |
Sequence 173TRAINING THE MONTESSORI TEACHERS by Claude A. Claremont, PhD STUDIO HOUSE IN WAR-TIME "It's an ill wind that… |
Sequence 18cation was perhaps best summarized by Anna Freud, daughter of the founder of modern psychiatry, when she wrote: In a Casadei… |
Sequence 98to such narrow limits that it was quite useless in helping us to solve our social and international problems." This… |
Sequence 55established in 1974 and has 4 Casa classes (with Extended Day) and 1 Toddler class. We are a parent-run school, with an AMI… |
Sequence 32Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 49REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R… |
Sequence 55Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 56They are preoccupied with the mechanical side of teaching the children to read and write and do not take the intelligent… |
Sequence 62At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 69CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 182When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 214THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 239MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 8their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 170England The South London Montessori School. Head Teacher Required. An AMI trained (age 3-12) Montessori Head Teacher… |
Sequence 21Development" 1 and more detail in From Childhood to Adolescence (French first edition 1948). What were the… |
Sequence 46COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 50is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 121Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 166To-day, however, I wish to speak of the adult and of man's psychological structure, as the child has revealed it to us.… |
Sequence 179Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 226work with group of committed par- ents. Start in Sept 97 /Jan 98 initially to work with current Children's House pupils… |
Sequence 376main Road, Whakatane, New Zealand, Fax 07 3070491, EMAIL- sprouts@wa ve.co.nz. United Kingdom ENGLAND: Vacancy for Elemen… |
Sequence 10when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 13A taxi driver who brought her back home one day did not want to accept the fare. "You are Dr. Montessori, aren't… |
Sequence 70London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 87Advanced Course, London, 1957-58. Mario Montessori is seated in canter of front row. Muriel Dwyer: far left, front row.… |
Sequence 88London, England THE CHILD BEFORE SEVEN YEARS OF AGE THE CHILD AFTER SEVEN YEARS OF AGE and WHAT CHILDREN TAUGHT DR.… |
Sequence 21Mario Montessori was unique in a very special way. He was highly intel- ligent, wise, naughty, and great fun. He was… |
Sequence 23He was almost alone in supporting us, and although it was never possible for him to visit the various training centers, he… |
Sequence 31Montessori is first about the whole development of the person-the spiritual, intellectual, and physical human being. Our… |
Sequence 61ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 67South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the… |