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Sequence 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1 by Silvana Quattrocchi Montanaro Dr. Montanaro speaks of how Montessori… |
Sequence 7teenagers-wake up, and they help out, and then the husband goes fishing or hunting for mushrooms, and then he comes back and… |
Sequence 1Baiba Krumins and Camillo Grazzini, 2002, Paris, France l06 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 13sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 1STUDY-CONFERENCE IN STRASBOURG, AUGUST, 1962 by Vera Gander and Camillo Grazzini This year it has been the turn of eastern… |
Sequence 12STUDY-CONFERENCE IN STRASBOURG, AUGUST, 1962 by Vera Gander and Camillo Grazzini This year it has been the turn of eastern… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 71sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 149Baiba Krumins and Camillo Grazzini, 2002, Paris, France l06 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 3depressed, and one may feel the need of that solace for strength when depressed. But the wine itself does not feel the need… |
Sequence 19distinction, they feel the need of learning. Then you can teach them the Commandments, religion, and things like that. And… |
Sequence 18a couple stores in that area, and we publicized the need to remove the dam, and we gathered money to try to get it taken down… |
Sequence 1PLACES FOR BELONGING: FROM WOMB TO HOME TO MONTESSORI SCHOOL by Judi Orion Judi Orion chronicles,from a psychological and… |
Sequence 1MONTESSORI UNDER THREE: THE FOUNDATIONS OF HUMAN PERSONALITY by Judi Orion Looking at the roots of human personality, Ms.… |
Sequence 6In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 15well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 2MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
Sequence 5pages. Uniquely, the main character describes the world completely through his olfactory experiences. Suskind is so skilled… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 8Brain Gym, developed in the 1970s by Paul E. Dennison, PhD, an education specialist, is a series of twenty-six exercises using… |
Sequence 61i ~ "' 1 t:: f. i @ Antique Wooden Stamp Game This early stamp game box was manufaaured in The Hague by… |
Sequence 84A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 86Factory where handicapped war veterans manufactured furniture and materials for Montessori classes, Paris, I 9 I 8 France,… |
Sequence 88Display Case Practical life and language materials from La Maison des Enfants, Sevres (Paris), France, I 930s This case… |
Sequence 90Practical Life and Language Materials, continued From 1933 to 1938, Margot Waltuch was a directress at La Maison des Enfants… |
Sequence 124Movement and Silence Walking on the line was a daily occurrence about midday-often out-oJ- doors .... The children [in Sevres… |
Sequence 126Movement and Silence, continued Children love silence and immobility and practice it spontaneously. One day [in Sevres,… |
Sequence 152Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 162Exploring Language, continued The alphabet in direct connection with spoken language-that is the way to achieve the art of… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1691946. Education for a New World. Adyar, Madras, India: Kalakshetra. 1948. De J'enfant a /'adolescent (From… |
Sequence 179Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
Sequence 188Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 47The time in the past is gone when Rome and Greece were mixed with the memories, sometimes justly unsympathetic memories, of… |
Sequence 14or what we perceive something to be, we open the world of possibility with endless boundaries. ln a speech delivered in South… |
Sequence 16PSYCHOLOGICAL SUPPORT THROUGH INCLUSION We have also to be aware that emotional problems can delay or damage the learning… |
Sequence 6is the culture they construct? How does a society begin? How are societies different, yet the same? The formative questions… |
Sequence 2THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 12problems are very, very treatable. If babies are squinting or if their eyes are misaligned, encourage the parents to get the… |
Sequence 1NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 5This is why the Montessori method, which was devised for a typical child, needs some adaptation for a child on the spectrum.… |
Sequence 14Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 1FOLLOW THE p ARENT: p ARENT EDUCATION AT THE MONTESSORI SCHOOL OF LAKE FOREST by Ann Jordahl A11nforda'1/ emphasizes… |
Sequence 1HIGH ANXIETY, THE SEQUEL by Patrick F. Bassett Patrick Bassett offers wan11th, h11111or, and opti111is111 for independent… |
Sequence 4• Best case-continued growth or modest dip of+/- 3-5% (the normal fluctuation inde- pendent schools experience during… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 10France as "this new, angry empire of light and reason" that sought to tear down "all the pleasing… |
Sequence 20CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 22Emphasizing what I saw that was good, I was able to give talks to these teachers, but after all these years of internal… |
Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 1118 Chapter II School, Family and Society 11.1 Let's save the children! San Diego, 1917: "Last summer I went… |
Sequence 6School, Family and Society 123 Moreover, in 1918 Montessori had been received in private audience with pope Benedict XV,… |
Sequence 8School, Fami(I' and Society 125 his dignity and sensibility. With The Child in the Fami~1·. Montcssori's… |
Sequence 3319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 836 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 does miss something. The more all “perishable” items, anything that can… |
Sequence 3155 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder cultural pathology that… |
Sequence 5247 Mazzetti • The Ecology of the Mind Courtesy of Vanessa Toinet, Ecole Montessori du Morvan, Bard-le-Regulier, Burgundy,… |
Sequence 7285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
Sequence 7285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
Sequence 9287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 9287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 28 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Dr. Montessori understood and appreciated the importance of community in… |
Sequence 848 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the roots. My eyes would contemplate the cockleweeds without searching… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 2351 Black • Montessori All Day cal Library, 1978. Reprinted in The NAMTA Journal 21.3 (1996, Summer): 8-23. Verschuur, Mary… |
Sequence 464 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
Sequence 1171 Begin • Montessori Early Childhood Education in the Public Sector children who needed special assistance, and eligibility… |
Sequence 2888 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 aPPendix B general Program informaTion for ParTiciPanTs’ organizaTions… |
Sequence 2124 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 center, The Montessori Institute, and they recruited parents from the… |
Sequence 7129 Trierweiler • An Overview of Family Star Montessori School fit their hands and myriad opportunities to take care of… |
Sequence 1Feature reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about coming to America in 1962… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 1MulTiculTural inclusion in an urBan seTTing by Martha Urioste Martha Urioste tells a compelling history of public sector… |
Sequence 266 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 During the late 1950s and 1960s, the Denver Public Schools (DPS)… |
Sequence 468 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Northeast Denver elementary schools that were out of compliance with the… |
Sequence 569 Urioste • Multicultural Inclusion in an Urban Setting the use of artificial rewards, including stars, tokens, • letter… |
Sequence 872 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tion. I was greeted with respect by the office staff and the Mitchell… |
Sequence 1175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 1377 Urioste • Multicultural Inclusion in an Urban Setting Montessori teachers expected all parents to observe in class- rooms… |
Sequence 1478 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Meanwhile, after nine years of the Ten Steps to Montessori Imple-… |
Sequence 1680 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 only quadrant of the city voting “yes” for the bond election. Bur- dened… |
Sequence 2286 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 followed successfully during these challenging times! “Never doubt that… |
Sequence 1UndeRsTandinG The yoUnGesT ChildRen: hoW To BUild a deep aWaReness of The ToddleR WiTh paRenTs and CaReGiveRs by Nichole… |
Sequence 1sTUmBle inTo GRaCe by Jennifer Rogers Jennifer Rogers writes with apt and lyrical snippets from her perspective as a… |
Sequence 15121 Black and Davis • Montessori All Day, All Year of an environment that fully supports the child’s development, we provide… |
Sequence 656 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 variations that exist in English (or any other nonphonetic language).… |
Sequence 1ObservaTiOn: a PracTice ThaT MusT be PracTiced by Karey M. Lontz Karey Lontz’s article on learning how to “dominate by… |
Sequence 24310 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 behavior. Some individuals experience over- or under-responsive- ness to… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 54AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 117Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 118Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 372 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 gunship, with its seventeen cannons and its ability to sail fast in… |
Sequence 776 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 problems most traditional governments had been able to ignore. The… |