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Sequence 81Commentary The design and execution of this study is quite acceptable, but one criticism of the study would be the small… |
Sequence 72References Banta, T.J. Tests for the evaluation of early childhood education: The Cincinnati Autonomy Test Battery (CATB). In… |
Sequence 523. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 49conuibuted to her being somewhat ostracized by the scientific and educational establishment and her being labeled as "… |
Sequence 61promptings of the moral self, that erects obstacles and barriers in the way of the development of intelligence, that condemns… |
Sequence 7EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 99kitchen. Adding section by section, piece by piece, they discovered the style pattern and saw that the repeats in Malory are… |
Sequence 128by the husband. This cycle is found among the Native Americans of the eastern United States and Canada as well as among the… |
Sequence 18logical characteristics and each needs a prepared adult to help the individual help himself. The four planes of development… |
Sequence 19product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 25of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 91CHARACTERISTICS AND NEEDS OF Anol.ESCENTS: A COMPARATIVE STIJDY compiled by John Long Almost eve,y Montessori seconda,y… |
Sequence 141Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14… |
Sequence 11of life when young people lhrive on real life experience and active involvement. And lhe adults seemed to the adolescent… |
Sequence 42This Is a wonderful profession, but It Is not easy. We must pro- vide the structure for the soclal group and have clear… |
Sequence 90Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 17and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
Sequence 107the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,… |
Sequence 48THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 155Junior Great Books The Great Books Foundation 40 East Huron Street Chicago, Illinois 60611 1-800-222-5870 Provides… |
Sequence 156The Center for Socratic Practice The Judson Montessori School 705 Trafalgar San Antonio, Texas 78216 (210) 344-3117… |
Sequence 248Meanwhile, Professor Marcel Capraru of the Casa Corpului Di- dactic (Turnu-Severin, Romania), with the assistance of the… |
Sequence 7"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 15Child working with Botanical Cards, Laren, Holland, 1939 lO The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 16Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 23and "Where is the fruit?" Eventually we made several groups of envelopes which dealt with flowers and fruit… |
Sequence 41of creation should fashion that the e it but absorb it i h~y will feel that o lace to live in, a p ace w ere generosity… |
Sequence 47Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 17THE INTERNATIONAL STUDY CENTRE Since Maria Montessori inaugurated the first Casa dei Bambini in 1907, Montessori schools have… |
Sequence 55Margot Waltuch, Ada Montessori, and Mario Montessori Baarn, Holland, 1963 50 The NAMTA Journal • Vol. 24, No. I • Winter 1999 |
Sequence 59She was a teacher, a leader, and a charismatic personality, but she was full of humanity and fun. She felt you could not live… |
Sequence 61ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 64several languages. His genuine kindness attracted them all. He under- stood the immense importance of their inner power, their… |
Sequence 147better still, to the value of work in general, "with its wide social connotations of productiveness and earning power… |
Sequence 21Silver polishing, Laren, Holland, 1948 16 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 250READERS RESPOND TO THE WHOLE-SCHOOL MONTESSORI HANDBOOK; INSPIRES ADMINISTRATOR-TEACHER RETREAT The scope, organization… |
Sequence 25But as well as this material territory to be exposed to the child, with the ways in which man has come into contact with other… |
Sequence 106The four planes of development, as recognized by Dr. Montessori, are four stages, relatively equal in length, in the formation… |
Sequence 107Houses and Montessori elementary schools increase around the world, there will probably come about an increasing demand for… |
Sequence 114the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 121for humanity only if he is recognized as being the product of two earlier planes of development. Dr. Montessori recognized… |
Sequence 10emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 19ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 101CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
Sequence 211A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 231ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 235tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 247Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 249good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 250Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 278The education of young people in a commu- nity that is not isolated but only separated from the larger society entails… |
Sequence 279The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 281MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 308and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 577Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 129SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 174Manrique, Beatriz. "Love Effaces Violence: Panel on Break- ing the Cycle of Violence." Pre-and Perinatal… |
Sequence 20Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 1894. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 221We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 223Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 139And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 205House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 244Figure 6. Drawing, Community Montessori School, New Albany, IN 2. Objects Are Prominent A primary purpose of the interior… |
Sequence 65ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 67At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 65• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 9NAMTA's Center for Adolescent Studies (Project 2012) is initiat- ing a new research study after its previous success with… |
Sequence 45Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 91ogy, and futurists who predict the success of human problem solving. In addition, representatives of the Dutch Montessori… |
Sequence 155learning style. Territorial design will similarly motivate the continu- ing interest of teachers, who will be as excited to go… |
Sequence 57The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 154Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 46nature, this sense of mystery, must accompany the study of nature when, having learned of these wonders, this child goes out… |
Sequence 230Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 257nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 162picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 102Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 254Ago." January 10, 2010. Kaiser Family Fo1111dalio11. March 26, 2010 <http://www.kff.org/cntmcdia/entmedi-… |
Sequence 61RcrERE ccs Al Homt• 111 Nature: 810/o:,:y for the Montessori Classroom. DVD. Availabll• at www.youthoperaintl.com. Lou,,… |
Sequence 114100 Maria Montessori Through the Seasons of !he "Method" Illustration 47: "The boy penetrates the… |
Sequence 175Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 179Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 181Farji-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 182168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 186172 Part Two - For a Science of the Formation o_/Man overlooked children's rights and explained. ''There are… |
Sequence 228214 Maria Montessori Through the Seasons of the ··Method" intelligent activity and lead to the independence and… |
Sequence 159summary of the syllabus derived precisely from Montessori's book, From Childhood to Adolescence. Perhaps you think that… |
Sequence 89This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 2515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 2818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 6454 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
Sequence 8979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |