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Sequence 18participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 16Tile Arts The arts of the Himalayan region are astounding. The colors are rich and the images reflect thousands of years of… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 2Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 38Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 3new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 8year after year, not of one, but of a multitude of persons who have nothing in common with us, not even years, is indeed a… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
Sequence 11Concentration is a critical ingredient in the promotion of optimal human functioning. Because parents, teachers, and other… |
Sequence 12used to support this view of play are Lev Vygotksy's socio-cultural theory and Jean Piaget's constructivism.… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 318 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
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 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 5122 Par/ Two - For a Science of Ifie Formal ion of Man compared to her previous one, she went to the Child Education… |
Sequence 8School, Fami(I' and Society 125 his dignity and sensibility. With The Child in the Fami~1·. Montcssori's… |
Sequence 10School. Fa111i~v and Sociely 127 Lombardo Radice, who drafted those programs, had intended religious education in an open… |
Sequence 11128 Part Two - For a Science of the Formation of Man Finally, the fact that the atmosphere of orderly and disciplined work… |
Sequence 18Hopes and Disappoi11l111e11ts 153 Dil'i11i illius magistri of Pius XI of I 929. Moreover. it reads: ·•every education… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
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 7Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 9Far.from lta(I': First Europe and then India 163 Montessori's intellectual path thus opened up to new themes.… |
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 14168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
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 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 16movement are some of the activities the child has the opportunity to do every day. A long and uninterrupted work period… |
Sequence 4veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 176Mon<essori National Curriculum for the Second Plane of Development from Six to Twelve Years Fundamental needs of… |
Sequence 285Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 13section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
Sequence 16EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 8114 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 contact between groups has varied from peaceful trade and exchange right… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 2136 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 life” (from the chapter “Life as a Telluric Force,” page 75, cited in… |
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 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 11147 Lillard • Playful Learning and Montessori Education Choice in Montessori education varies by level (Lillard 2005). Free… |
Sequence 15151 Lillard • Playful Learning and Montessori Education up the Red and Blue Rods, the first of the Montessori mathematics… |
Sequence 17153 Lillard • Playful Learning and Montessori Education it. For example, a child might realize independently that two sides… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 16176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 1171 Begin • Montessori Early Childhood Education in the Public Sector children who needed special assistance, and eligibility… |
Sequence 1Feature reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about coming to America in 1962… |
Sequence 5221 Verschuur • Reflections lessons learned from forTY-Plus Years in The classroom Dr. Montessori saw education as an aid to… |
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 1suPPorTing The Dyslexic chilD in The MonTessori environMenT by Alison Awes Alison Awes provides a comprehensive review of… |
Sequence 5175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 17187 Awes • Supporting the Dyslexic Child in the Montessori Environment task and by breaking the whole task down into its… |
Sequence 19189 Awes • Supporting the Dyslexic Child in the Montessori Environment Letter sounds are introduced with the sandpaper… |
Sequence 20190 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 However, this will only happen because the child has been in- directly… |
Sequence 2104 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 It is a Latin word that origi- nated in 509 BCE when Romans founded… |
Sequence 3105 Schaefer • History and Civility Then during the Renaissance, the Age of Science, and the Enlight- enment–a period of… |
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 668 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sources of information about development for this period, so much so… |
Sequence 9159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 4168 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 raise a $3,000 down payment. It came down to the deadline for closing on… |
Sequence 8172 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 In closing, I have two things that I want you to think about. First, we… |
Sequence 2176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 14120 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 the children. There are expectations for how each member of the team… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 26 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 as being characterized by “experiment, observation, evidence, rec-… |
Sequence 37 Sackett • The Scientist in the Classroom world or grow to destroy the world. It is in this context that he concluded his… |
Sequence 1519 Sackett • The Scientist in the Classroom We understand that it is not enough to know what to do in those environments, we… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 6104 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 that sixth graders who did not even glance at a screen for five days… |
Sequence 1MonTessori prAcTices: opTions For A digiTAl Age by Mark Powell Mark Powell’s plea for an open-minded view on the full scope… |
Sequence 13165 Powell • Montessori Practices: Options for a Digital Age especially when their attention is not compromised by… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 1874 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Evan, Age 4½ Evan is four and one-half years old. He has been in an… |
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 11111 Lontz • Observation: A Practice That Must Be Practiced wanted to. They could choose work. And those negative behaviors… |
Sequence 24 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 connected to the work she is doing that she is completely oblivious to… |
Sequence 2250 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Child study is an old-fashioned term. Interestingly, it originated at… |
Sequence 7293 Luborsky • The Role of the Occupational Therapist ADHD and Motor Development Of particular interest to the OT is the… |
Sequence 51337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 2169 Doerr, Good, and Waski • The Water Molecule inspire students in the creation of action plans that could be used for… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 3Montessori and Assessment page 54 question #5: what are the positive effects of the test? One principal suggested that the… |
Sequence 4AMI Journal 2017 - 2018 page 67 In an attempt to see science, geography, history, music, and art into one whole picture of… |
Sequence 1Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 1The Casa dei Bambini: Paths to Culture This talk was presented at the NAMTA conference titled The Casa dei Bambini on the… |
Sequence 1Science and the Montessori Casa dei Bambini Some years ago in Toronto a battle raged around the merit or demerit of colouring… |