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Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 141Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 152language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 154These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |
Sequence 164materials, and the latter is essential if we are to devise appropriate presentations for children in the future. • To pass… |
Sequence 227developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 13It must be stressed that this stage is of the utmost importance both for the young children and for those who emer school at… |
Sequence 15taught by Spanish speakers and given to Spanish speakers in a Spanish-speaking country, so I decided I needed to learn Spanish… |
Sequence 13is necessary within the limits of the farm for the adolescent to understand the potential joint venture between nature and… |
Sequence 14on a collective basis. The farm's profits, if any, are, for the most part, sown back into the students' next group… |
Sequence 4premise: Socialization is central to who we are as human beings. It's the reason for our big brains. My second premise… |
Sequence 7the abstraction of it on a large scale to be convincing and comprehen- sible. A culture of responsibility toward one another… |
Sequence 2music and art, on the one hand, and totally ignoring the fact that there are children who are interested in exploring physics… |
Sequence 1THE HIGH SCHOOL, NOBLE CHARACTERISTICS, AND PEACE by Guadalupe Borbolla Guadalupe Borbolla's humanities outline goes… |
Sequence 2First and Second Dimensions The first and second dimensions aie subjects that encompass academic materials required in the… |
Sequence 3I would like to present two examples of Little Communities as prepared environments: Colegio Montessori de Tepoztlan in Mexico… |
Sequence 4that help protect the environment. Montessori understood young adolescents, their spiritual attraction, their keen humanistic… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 15We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 4of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 1MONTESSORI EDUCATION IN EXILED TIBETAN CHILDREN'S VILLAGES by Ela Eckert translated by Sue Irwin Resenrc/rer £In… |
Sequence 2these schools are run privately; Montessori is seldom found in the regular school system. Setting up a Montessori class is… |
Sequence 23• Around sixteen thousand children are taken care of in Tibetan Children's Villages. Between two thousand and three thou… |
Sequence 18Getti11g Things D011e • reacting to instructions Expressing Attitudes • expressing need Subject Content Language Arts •… |
Sequence 20Grammatical Structures • me gusta/n • te gusta/n - le gusta/n • tengo un/una ... • tengo/tiene _ anos. • esta/n +… |
Sequence 21• use rhythm instruments while singing traditional Mexican songs • use metric measurements to make polvorones • use… |
Sequence 127To balance requires great attention, New Zealand, 2006 Walking o balance beam, United States, 2000 Happily striding towards… |
Sequence 140Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 143Studying the time/ine of life on earth, a geologicof.biological progression of animals, plants, and earth changes, Japan,… |
Sequence 148Montessori Farm Programs in Africa, Australia, and Mexico Shepherding pygmy goats, Telperion Farm School. serving ages 3-18… |
Sequence 149m l~1:.11i, ''I ll I l I i,, -,1, I I IHJ 111 J Playing the didgeridoo, Wadja Wadja High School, 2005… |
Sequence 156Peace and Education, continued Montessori in Latin America: From Argentina to Mexico, 1911 to 2007 Montessori schools had… |
Sequence 179Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 13trees, and all life that emanates from the natural world (Montessori, From C!tildhood to Adolescence 19). This inner… |
Sequence 6Only one year older (age sixteen), when adolescents at the Colegio Montessori de Tepoztlan (Cuernavaca, Mexico) were exposed… |
Sequence 8mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 3success to their Montessori experience. Isn't that success enough? Who has the time and energy to take on more than that… |
Sequence 16the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 3many teachers and schools simply do not want to work with the chi.ldren that we label "special needs" chil… |
Sequence 8Figure 3 Figure 4 decomposing and recomposing actual geometrica I objects. This starts in the Children's House, where… |
Sequence 3My training is primary, and my work before adolescent was in the Children's House. As Chris Kjaer was saying, "… |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 1CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 3morning Professor Benedetto Scoppola introduced us to the excit- ing content of the Psico-Aritmetica and Psico-Geo111etrfa,… |
Sequence 16When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 8things and then perhaps discuss and question his observation. This was one way of developing intelligence, his ability to find… |
Sequence 12009 NAMTA BASELINE SPECIAL EDUCATION SURVEY analysis by Barbara Kahn Whnt does n survey of eighty-two Montessori schools… |
Sequence 2• 18% Midwest (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 25buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 1USING PEACE STORIES AND TIMELINES AS FOUNDATIONS FOR INTERDISCIPLINARY WORK WITH UPPER ELEMENTARY AND ADOLESCENT MONTESSORI… |
Sequence 5ing with this journey. It is one in harmony with the preparation for adult life Dr. Montessori speaks about in the educational… |
Sequence 33time, it's the people in it, it's how they relate to the place, it's how they relate to each other. And in the… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 3course the child should not be afraid to do work for the geometry book; the search for perfection should be not stressful.… |
Sequence 7backed steel rulers be used for making geometric drawings, thanks to Dr. Claremont's urgings. Dr. Claremont knew that the… |
Sequence 4The children are allowed to observe one another, helping them prepare indirectly for new work or review work already… |
Sequence 7the process, all the children understand that no one is allowed to hurt the other children, and they can talk to each other… |
Sequence 10incarnate and mirror the respect that we demonstrate through our presentations of information and inclusion of this cultural… |
Sequence 11children who are allowed to observe the natural life going on around them appreciate the respect that adults show by allowing… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 2INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 7Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 1256 Part One - Toward the Children's House: The Formation Years vegetable garden, and inside the "House"… |
Sequence 2104 Par/ Two - For a Science of 1he Formation of Man towards the Children's Houses. In 1910 there were another two… |
Sequence 3011 the Move with the "New Child'' 105 the means for conducting work that the child seeks and wants.… |
Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 13On the Move with the "New Child" I 15 attention to the study of the dynamics of child psichic life. The… |
Sequence 9144 Purl Two - For a Science of'the Formation of Alan teacher must always be open lo the new paths indicated by the… |
Sequence 14Hopes and Disappointments 149 children's cultural gains: The triumphal chariot. The image of four horses represents the… |
Sequence 15150 Part Two - For a Science <~f the Formation of Man new inclusions mentioned above, Montessori kept in most of the… |
Sequence 10them develop their ability to focus and listen intently to stories and poems, this experi- ence needs to be available to… |
Sequence 14Sometimes this finely tuned phonological system misfires somewhere along the line. The most commonly diagnosed language… |
Sequence 2THE SEARCH FOR A NEW DEFINITION OF CREATIVITY by Guadalupe Borbolla Begin11ing with traditional definitions of creativity,… |
Sequence 2CHILDREN THE MAKERS OF CULTURE: THE ARTIST WITHIN by Olga Dantus Olgn Da11t11s writes 11 refreshing, impressionistic view of… |
Sequence 5• Use no value j11dge111ent. Be objective and descriptive: "You used a lot of red." "I see a lot… |
Sequence 14bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 8The Just Community D yn amlc In Nature Strong in Principle Skill Development Critical Thinking Problem Solving… |
Sequence 4Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 5The teacher paid attention to details,"to the shape of the parts of the body the child washes," and &… |
Sequence 10processes of observation, comparison, reasoning, knowledge, and socialization, without overlooking emotional development. In… |
Sequence 12In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 13guides in the contemporary society adapting themselves to the new situations. The adult is responsible for the development… |
Sequence 85Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years Mathematics The power of the… |
Sequence 88Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The Montessori Curriculum for the… |
Sequence 6world of our ancestors. In an increasing global world, we must be continually aware that we share our planet and its natural… |
Sequence 2the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 8Sofia with child in the atrium in the 1970s. Photographer unknown. These expressions all indicate serene enjoyment, which… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 23(five- to six-year-olds, in Mexico, Ttaly), who, because they have greater graphic abilities, have represented the shepherd as… |
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 4168 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 suddenly every detail of every encounter becomes an invitation into… |
Sequence 6180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 But even more important, from a Montessori perspective, the adolescent,… |
Sequence 7197 Hutchison • Teaching Nature: From Philosophy to Practice There’s a strong focus on self-esteem and per- sonal identity… |
Sequence 8208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 5253 Berry • The Great Work of the New Millennium everything is both object and subject. As objects they are used; as… |
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 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |