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Sequence 7Prayer The confirmation of what we said about the children's joy is found in the child's prayer, which is never the… |
Sequence 8Sofia with child in the atrium in the 1970s. Photographer unknown. These expressions all indicate serene enjoyment, which… |
Sequence 31See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 3433. Translator's note: Although Sofia Cavalletti does not mention it in the text, I have taken the liberty of naming this… |
Sequence 644 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There have been some amazing studies done right here in South Chicago.… |
Sequence 10116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 8142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 4150 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Phoebe Allen received her elementary training in Bergamo, Italy, in 1974… |
Sequence 11163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 6188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 3281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 3281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 18106 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 meaningful and that, therefore, my life, in self-surrender, had a goal… |
Sequence 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 1the montessori adolescent and the Pedagogy of Journey by Larry Schaefer Another historic Montessori essay puts into writing… |
Sequence 1into the city: near north montessori school and the uses of environment by Rick Mosher Rick Mosher’s coining of the word… |
Sequence 2114 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Our program is relatively large for a Montessori school; we have more… |
Sequence 13125 Mosher • Into the City ness, health care, city government, and so on. The points that the young people raised were… |
Sequence 15127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 1community, freedom, and disciPline in a caring montessori environment by John McNamara John McNamara’s historically rich… |
Sequence 8150 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 When we took the personality of the child into account in and of itself… |
Sequence 17159 Ludick • The Positive Personality of the Montessori Adolescent Dazzling by flashes of his light! Then she suggests, he… |
Sequence 1toWard the ultimate goal of Peace: hoW a montessori education at the high school level suPPorts moral develoPment through… |
Sequence 32192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 363 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 3151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 5153 Shubitz • What is the Ideal Infant Group Care Environment It is essential for the proper functioning of the nervous… |
Sequence 18166 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have seen children totally change as they acquire a love for things and… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 1iMPleMenTing inclusion Theory inTo PracTice by Catherine Nehring Catherine Nehring is a passionate advocate for inclusion… |
Sequence 2159 Nehring • Implementing Inclusion Theory into Practice Answering the Question, Will My Child Receive the Necessary… |
Sequence 1276 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 It was also obvious that all of our parents from across the city were… |
Sequence 2030 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of education, for this is the only way to build a new world and to bring… |
Sequence 1hiStory and civility by Larry Schaefer Larry Schaefer’s history of civility is a succinct summary of the implicit and… |
Sequence 6108 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 maria monteSSori’S GreateSt act of civility On August 31, 1898 Maria… |
Sequence 8110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 20110 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Leonard, G. “An Interview with Thomas Berry.” The NAMTA Journal 16.3 (… |
Sequence 10160 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 distress together with a desire to alleviate it) begins long before the… |
Sequence 713 Ewert-Krocker • Scaffolding for Discovery in the Third Plane ronment. We see the outcomes in maturity, responsibility,… |
Sequence 317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 735 Sawyer • Group Flow and Group Genius that goal. But Silver noticed something unusual about the adhesive—it formed itself… |
Sequence 1442 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 notice the lack of flow and leave to find new challenges elsewhere.… |
Sequence 1644 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 entious listener. These are the magical moments, the best moments in… |
Sequence 2048 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 2351 Sawyer • Group Flow and Group Genius Group flow fades after a few years. Page 376 of: Weick, K. E., & Roberts, K… |
Sequence 294 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 That there is no easy an- swer to this question concerned the Ancient… |
Sequence 1the hungry mind: from the first to the seCond plane of deVelopment by Baiba Krumins Grazzini Baiba Krumins Grazzini has… |
Sequence 48 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 finally settled on medicine as her life’s work. She became a physi- cian… |
Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 466 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gies in the prepared environment is not necessarily new. At lunch our… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 1Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And prepArATion For liFe by Greg MacDonald Greg MacDonald cites… |
Sequence 1Technology And The prepAred environMenT For The Third-plAne child by Cynthia Castiglione Cynthia Castiglione presents Near… |
Sequence 2132 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 How are you adaptable? • How do you allow your classroom, your school… |
Sequence 2154 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gone and knocked on the doors of the rocks in order to call forth from… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 9109 Lontz • Observation: A Practice That Must Be Practiced from all over the world to see this work. They wanted to see these… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
Sequence 11195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 5253 Patell • Observation esting over a period of time before something interesting actually occurs. Montessori says “be… |
Sequence 2400 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 also note the fact that during this period of fixed attention, even very… |
Sequence 1helPing children WiTh aTTenTional challenges in The MonTessori classrooM: inTroducTion by Catherine Nehring Massie… |
Sequence 19373 Murphy-Ryan • The Role of the Physician for “poor” gene contribution, or inadequate parental surveillance of adherence… |
Sequence 1How tHe matHematical minD of tHe aDolescent DeveloPs from early aDolescence to late aDolescence by Michael Waski “It is… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 1moral DeveloPment: from cosmic eDucation to aDolescent action by Elizabeth Henke “The most essential component to offering… |
Sequence 250 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Here is an essential principle of education: to teach de- tails is to… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 2AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 5AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 6AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 4AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 2The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 6The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 5AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 1The Toddler and the Teenager: A Comparison of the First and Third Planes of Development This talk was presented at The Fourth… |
Sequence 5Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 15Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 31The Toddler and the Teenager page 138 The Toddler and the Teenager: A Comparison of the First and Third Planes of… |
Sequence 32AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 37The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 41The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 50AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 58AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 84AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 94AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 16Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 32The Toddler and the Teenager page 138 The Toddler and the Teenager: A Comparison of the First and Third Planes of… |
Sequence 33AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 38The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 42The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 51AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 59AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 85AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 95AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 119AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |