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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 12problems are very, very treatable. If babies are squinting or if their eyes are misaligned, encourage the parents to get the… |
Sequence 8stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 5This is why the Montessori method, which was devised for a typical child, needs some adaptation for a child on the spectrum.… |
Sequence 11working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 14Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 16We also want to consider the social aspect of the adolescent. People often see this as a detriment, so if you go into a more… |
Sequence 37Ele111e11tnry (6-9 nnd 9-12) and Adolesce11t (12-15) Tuition Ranges Figure 22 shows tuition ranges for lower elementary (6-9… |
Sequence 8which typically are very difficult to see, imagine, or demonstrate. We need to be clear about our message, though. In a recent… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 2for peace during an era in which the rea I ities of world war were both recent past and near future. At the European Congress… |
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 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 231Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years PDHPE Curriculum for Children Aged… |
Sequence 2MONTESSORI' s PLAN OF w ORK AND STUDY: AN EXPLICATION by Laurie Ewert-Kroeker The slim essays on Erdkinder in the… |
Sequence 3In the spirit of these tasks, and in an effort to serve communities who feel compelled or inspired to provide environments for… |
Sequence 4ties looking to evolve a moral and spiritual mission in the young adult, the insight of this journal gives some direction to… |
Sequence 2point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
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 3177 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the healing and restorative aspects of nature tomor- row… |
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 743 Montessori • Movement and Character nastics. It also develops ability, for this child had to be very careful not to spoil… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
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 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 745 Nehring • Implementing Inclusion Theory into Practice environments that are physically located in situations very differ… |
Sequence 1175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 14166 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 recoMMenDaTions anD acTion Planning Based on this small-scale study, I… |
Sequence 4212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
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 13103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 4110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
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 1The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If a parent were to ask what science and… |
Sequence 1ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation may, even with the best… |
Sequence 1Designing montessori DisciPline frameworks for all settings by Katy Myers During the process of conceptualizing the school… |
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 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 1459 Allen • Of Natural Science When I was looking for a parallel quote from Montes- sori’s writings, this one stood out to me… |
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… |
Sequence 1PREFACE By Jacquie Maughan In the fall of 1975, Volume 1, Number 1 of the North American Montessori Teachers’ Associ- ation… |
Sequence 5mond, and Dr. Patricia Kuhl (a specialist in early child- hood language development at the University of Wash- ington who… |
Sequence 234 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Instruction from Indiana University. Today, she serves as the Executive… |
Sequence 6Leonard & Allen • Experiences In Nature 93 August. “How often is the soul of man—especially that of the child—… |
Sequence 6160 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 160 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 NAMTA: A… |
Sequence 2Belgium, the States, France and Italy. I would like to add what I have seen myself directly, or indirectly through past pupils… |
Sequence 3When plays were just developing in the early days of the Italian theater, the audience came provided with a suitable… |
Sequence 3Dock", which is eight, nine, ten in the same language. Why I do not use these is because they are actually survivals… |
Sequence 9Working and Earning Many of the activities of Erdkinder - whether in a hostel, on the farm, or in the shop - provide… |
Sequence 12adaptable than the mother. I don't even talk about the fathers. Tomorrow, if you go to Europe for three months, the… |
Sequence 232 rabbits, ducks and chickens; use and market their products such as eggs, milk, yogurt, cheese and wool; account for the… |
Sequence 4"Community" begins to become a reality for the young child when he/she apprehends that each person has… |
Sequence 514 Cued speech is not that difficult to learn, especially for Montessori teachers. During the State hearing a member of the… |
Sequence 4Montessori: How do you feel that children can be saved from this kind of thing? Neill: Well, the first thing is to be loved. l… |
Sequence 8evidently there is tremendous attraction felt by the child for the spoken word, for the way people talk. One will even acquire… |
Sequence 3making Montessori more widely-known by the larger academic community and the public at large. The Legislation Committee is… |
Sequence 1The Education of Defective Children by Dr. Maria Montessori Any contribution which we can make towards the training of… |
Sequence 1Teacher Discussion Groups: Insight and Ref err al Kahn-Furman Interview David Kahn: When did you start working with… |
Sequence 1Reorganization of AMI: Administrators Meet at Unicoi by John K. Long "Let us not be limited by patterns of the past… |
Sequence 4Reorganization of AMI: Administrators Meet at Unicoi by John K. Long "Let us not be limited by patterns of the past… |
Sequence 20Teacher Discussion Groups: Insight and Ref err al Kahn-Furman Interview David Kahn: When did you start working with… |
Sequence 1212 B. PoUtical and Social Change (looking at the peasant movements in Germany, France, and America; the development of unions… |
Sequence 442 Work Study Program When we began the junior high program, we knew we didn't have the resources of the country or… |
Sequence 7Notes: 'Freud, Ernst L., ed. The Leners of Sigmund Freud. New York: Basic Books, 1960. p. 319. 'The Reiss-Davis… |
Sequence 3Kay Bemo. C'incinnau Public the process of education. The pubhc school \}Stem '\\ill tolera1e that love onl} if the… |
Sequence 58 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 64contact validates for parents the experience of their living child inside the womb and establishes with the child a "… |
Sequence 65The ears are structurally com- plete between the second and fifth month of pregnancy. The sounds produced with a tuning fork… |
Sequence 18this experiment with children so impoverished that two of them did not even have homes, but slept at night with their mother… |
Sequence 64mathematical achievement on the Standard school tests. Kimmins asked that he be allowed to administer a series of individual… |
Sequence 67accelerated as a consequence of using the Montessori materials. Subjects were in their second year in three different… |
Sequence 33I want students to be able to answer the question-What is a Mon- tessori school?-and to be very much conscious of what we are… |