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Sequence 5I want you to imagine Kerala-a long, thin state that stretches along the southwest coast of lndia-a state where the av- ernge… |
Sequence 6pared to many developed countries. Life expectancy in the United States is only two years more than Keralas, and our literacy… |
Sequence 6Modern Education in Asia, and the Need for Montessori Today, modern education based on the British system can be found in… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 24American students, to share their culture and to ask questions about life in our country. l was invited to meet with the… |
Sequence 6change for this privilege, the students have built an outdoor horno (adobe oven), constructed a beautiful fence, fabricated… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 36disparate writers, one the sixth century BC Greek philosopher Hera- clitus who said, "You can't step in the same… |
Sequence 4106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 5On the Move with the "New Child" 107 Spanish one in I 9 l5; the Dutch in 1916, and the Danish in 1917. In… |
Sequence 6108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
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 14116 Part Two - For a Science of the Formation of Man materials; playful and expressive activities, with particular regard lo… |
Sequence 1118 Chapter II School, Family and Society 11.1 Let's save the children! San Diego, 1917: "Last summer I went… |
Sequence 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 4Schoof. Family and Sociezv 121 organization of work, penrnttmg the possibility of self-development and giving outlet for the… |
Sequence 12School, Family and Society 129 would be respected and guaranteed in Italy. In the "Introduction" to the… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 1A PLACE FOR WONDER: READING AND WRITING NONFICTION by Georgia Heard Georgia Henrd's intuitive knowledge about wonder… |
Sequence 16bark of trees. Essentially we were putting a frame around different sensory images and helping the children to translate them… |
Sequence 18are prepared for in a sense but we can't use our abilities, courage, determination, choice, and decision-making powers… |
Sequence 1HISTORY IN THE FIRST PLANE p ART I: THE FOUNDATION FOR GLOBAL AWARENESS AND PEACE by Uma Ramani The infant being born into… |
Sequence 11Shaping Human History We know that human history has not all been positive. If we understand the role of the first-plane… |
Sequence 1HISTORY IN THE FIRST PLANE p ART II: PEACE STUDIES IN THE CASA, SUPPORTING THE CREATION OF THE MNEMIC SELF by Uma Ramani… |
Sequence 2the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 414 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 one for a library, one for a kitchen, another for a laboratory, and so… |
Sequence 515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 4138 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 classroom. A group of children became very passion- ate about plants and… |
Sequence 5139 Leonard • Deepening Cosmic Education bling. They were captivated not only by the beauty of the plant world, but by its… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
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 9161 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder The study of cells—… |
Sequence 1the resurGence of cosMic storytellers by Brian Swimme Brian Swimme’s insights about the Story of the Universe look to the… |
Sequence 2192 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 fear of taking children outside—a concern for the wildness of nature (… |
Sequence 5195 Hutchison • Teaching Nature: From Philosophy to Practice aim is to help children go confidently into the real world,… |
Sequence 8198 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 activism, social justice, the developing world, and other topics not… |
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 9209 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century fuel cells that promise to inaugurate a new… |
Sequence 10210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 3221 Moore and Cosco • Greening Montessori School Grounds by Design could start work on the outdoor renovation plan, a time-… |
Sequence 15233 Moore and Cosco • Greening Montessori School Grounds by Design Kaplan, R. “The Nature of the View from Home:… |
Sequence 1ePiloGue: the child and the environMent by Molly O’Shaughnessy Molly wrote this article thirteen years ago. It is a fitting… |
Sequence 1ePiloGue: the child and the environMent by Molly O’Shaughnessy Molly wrote this article thirteen years ago. It is a fitting… |
Sequence 4140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
Sequence 686 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 time provided services that supported the whole without anyone directing… |
Sequence 16176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 1The BesT for The YoungesT: The PaTh Toward uniTY by Connie Black, Roxana Linares, Molly O’Shaughnessy In this three-part… |
Sequence 59 Black, Linares, O’Shaughnessy • The Best for the Youngest But there are larger, systemic issues that interfere with optimal… |
Sequence 1620 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have books and high school was not offered. When she came to the United… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 1monTessori all daY: gracious living wiTh children BeYond The hours of a TYPical school daY by Connie Black Connie Black… |
Sequence 331 Black • Montessori All Day I would like to give you a perspective that is backed by Dr. Montessori’s writings as well as… |
Sequence 634 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 were in the home of their Children’s House more of their waking hours… |
Sequence 836 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 1846 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 regard to the child himself. Those simple daily activities are for the… |
Sequence 1947 Black • Montessori All Day opportunities for leadership and guidance of younger peers when they are not included. Of… |
Sequence 254 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 associate Jacqueline Cossentino and Steven Hughes of the Center for… |
Sequence 1monTessori earlY childhood educaTion in The PuBlic secTor: oPPorTuniTies and challenges by Janet Begin Janet Begin’s paper… |
Sequence 262 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 economist James Heckman (“The productivity argument”), invest- ing in… |
Sequence 363 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 2181 Begin • Montessori Early Childhood Education in the Public Sector a commitment to serving students from low-income… |
Sequence 3125 Trierweiler • An Overview of Family Star Montessori School Family Star also has very diverse staffing in order to most ef… |
Sequence 1whaT is The ideal infanT grouP care environmenT: monTessori nido versus infanT daYcare Programs by Emily Shubitz Emily… |
Sequence 3151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 11159 Shubitz • What is the Ideal Infant Group Care Environment Daycare centers are not always open to the idea of using cloth… |
Sequence 1Feature reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about coming to America in 1962… |
Sequence 2218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 4220 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the materials and the order of presentation. At the same time Mr.… |
Sequence 8224 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 much to learn about what each child needs by listening and being open.… |
Sequence 48 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lation as a whole. I believe that it is best to place young children in… |
Sequence 1957 Nehring • Implementing Inclusion Theory into Practice Getting to know a child with challenges involves knowing the child… |
Sequence 3109 Dattke • A Montessori Model for Inclusion these. These models are simply variations of placing children with… |
Sequence 1MulTi-sensory, hanDs-on ManiPulaTives anD aDulT esl by Timothy J. Stapleton Timothy Stapleton describes the use of multi-… |
Sequence 9179 Awes • Supporting the Dyslexic Child in the Montessori Environment a language in which spatial memory is central, as… |
Sequence 15185 Awes • Supporting the Dyslexic Child in the Montessori Environment If a diagnosis is made, an adult should explain to the… |
Sequence 30200 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 chologists and special education teachers can serve as consultants to… |
Sequence 5213 Luborsky • Occupational Therapy and Montessori—Kindred Spirits sori’s approach in the United States. According to the… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 1Grace and courteSy and Beyond by Pat Schaefer Taking up the cause of grace and courtesy across the planes of education, Pat… |
Sequence 365 Bettmann • Nurturing the Respectful Community through Practical Life A quote from E. M. Standing may be worth reflecting… |
Sequence 668 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 limited and without duplicates so that the maxim • “less is more” is… |
Sequence 10148 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 We were the first school in Connecticut to show the film, “Race to… |
Sequence 333 Andrews • The Social Relevance of Montessori in the First Plane service providers, and the state and federal government.… |
Sequence 12102 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 A wise, global citizen loves his home, his land, and his own people and… |
Sequence 6144 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 who like her had very light blond hair. Adults in the United States have… |
Sequence 317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 1872 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In conclusion, I would like to address the idea of the teacher himself… |
Sequence 379 Webster • Practical Life from the Second Plane to Third Plane beauty to meet our needs. Each generation fulfilled the… |
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 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
Sequence 4110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 44 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Most children in the developed world will acquire some degree of reading… |
Sequence 2929 Wolf • Chapter Three: A Child’s Tale developmental researchers have discussed this domain of play and literacy, we want… |
Sequence 20150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
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 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
Sequence 1The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we cannot imagine. This is our hope.” In… |