Search Inside Documents
Displaying results 501 - 600 of 1528
Sequence 1136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 2Hopes a11d Disappointments 137 the horizon must not stop there; that is the reason - not only this - for the elimination of… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 2156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
Sequence 3Farji-0111 Italy: First Europe and then India 157 promises became almost offensive, Maria Montessori would not hesitate to… |
Sequence 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 6160 Par/ Two - For a Science of the Formation of Man disappointments, requests for help, mediations, threatened break-ups and… |
Sequence 8162 Part Tll'O - For a Science of rhe Formation of Man ln August 1937 there was the 6th international Montessori… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 13Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 15Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 16170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 19Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst… |
Sequence 21Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30… |
Sequence 3178 Part T11·0 - For a Science of !he Formation of Man She also kept a shortened version of the Inaugural Address, which had… |
Sequence 1Maria Montessori Through the Seasons of the "Method" 193 Bibliography Alatri G., "Le prime Case… |
Sequence 2194 Maria Montessori Through the Seasons of the "Method" handicapped child], in Vita dell 'i11fwda.… |
Sequence 3Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 4196 Maria Mo111essori Through 1he Seasons o,/the "Method" Nuova Italia, 1994. Cives G., "… |
Sequence 5Maria Montessori Through the Seasom of the "Method" 197 D'Arcangeli M. A., Luigi Credaro e la Rivista… |
Sequence 6198 Mario Montessori Through the Seasons of the "Method" Fomaca R .. "La scuola italiana c ii… |
Sequence 11Maria Montessori Through the Seasons of the ''Method" 203 child education in the Children's llouses… |
Sequence 14206 Maria Montessori Through the Seasons of the "Method" "Notizie sul movimento per il metodo… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 16208 Maria Montessori Through the Seasons of the "Method" Scientific Pedagogy' to 'The Discovery… |
Sequence 2212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |
Sequence 24or to "know" something. Of course, Dr. Montessori didn't need to know which neurons were firing in the… |
Sequence 35Pink, Daniel. A Wl,o/e New Mind. New York: Riverhead Books, 2005. Ramachandran, V.S. A Brief Tour of Humnn Co11scio11s11ess… |
Sequence 5how to get along with others, how to respect people who knew more than what they did, was the normal way for all humans to… |
Sequence 4veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 8the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 2FORMATIVE EDUCATION: FOUNDATIONS FOR CHARACTER DEVELOPMENT by Pat Ludick and Michael Waski A meditation on the inner life of… |
Sequence 2THE STUDY OF HUMAN PROGRESS AND THE BUILDUP OF CIVILIZATION by Shekkola Barnett Gray and John McNamara Bot!, S'1ekkola… |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 5The teacher paid attention to details,"to the shape of the parts of the body the child washes," and &… |
Sequence 14I thank Dr Giovanna Alatri, collaborator of the Mauro Laeng Historical Museum of Didactis at University Roma Tre and promoter… |
Sequence 15We have to wait until the 1926 edition of l/ Metodo de/In Pedngogin Scientificn, the third ltalian edition, to have a more… |
Sequence 20Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 13section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
Sequence 16Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 1REFLECTIONS ON THE DEATH OF SOFIA CAVALLETTI AUGUST 23, 2011 by David Kahn, 2012 Other i111portant threads in these… |
Sequence 2the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
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 1the house of children lecture, KodaiKanal, 1944 by Maria Montessori This article vividly describes the indoor and outdoor… |
Sequence 515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 919 Montessori • The House of Children Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its… |
Sequence 846 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There are studies of elementary school children that rate the children’s… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
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 1Place and PedaGoGy by David Orr David Orr’s classic article links education to living in the outdoors and studying all… |
Sequence 16234 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 websites Natural Learning Initiative: www.naturalearning.org LEED (U.S… |
Sequence 2270 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 workers, fisherfolk, engineers, students, incorrigible writers, weeping… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 37173 Lillard • Playful Learning and Montessori Education Schacker, Jennifer. 2003. National Dreams: The Remaking of Fairy… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 1children’s house: the PrePared environment as an oasis by Cheryl Ferreira Cheryl Ferreira vigorously pursues the Montessori… |
Sequence 242 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 my research as it relates to children and nature, and relate it to my… |
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 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 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 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 2462 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 applied scientific and medical pedagogy. Through these programs, a… |
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 34204 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 22. International Dyslexia Association, “Dyslexia Basics.” 23. Shaywitz… |
Sequence 39247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |
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 10160 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 distress together with a desire to alleviate it) begins long before the… |
Sequence 2452 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Sid Caesar and Your Show of Shows. Fischer, B., & Boynton, A. (… |
Sequence 1BattlIng for the soul of educatIon: MovIng Beyond school reforM to educatIonal transforMatIon by John Abbott John Abbott is… |
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 12104 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Cognitive apprenticeship gives us a whole new way of looking at the… |
Sequence 1111 Wolf • Chapter Three: A Child’s Tale in spoken language. For example, humans rarely employ rhyme or alliteration when… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
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 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 446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 9109 Lontz • Observation: A Practice That Must Be Practiced from all over the world to see this work. They wanted to see these… |