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Sequence 5CHAPTER 2 The Sensorial Richness of Prenatal Life The idea that nothing penetrates the uterus is definitely outmoded. The… |
Sequence 1THE BLACK COAT: USING THERAPEUTIC STORIES IN THE CLASSROOM by Daniel Bachhuber Utilizing the art of storytelling, Mr.… |
Sequence 6Orthodox: A Study to Determine the Relative Improvement of the Preschool Child with Brain Damage Trained By One of Two Meth-… |
Sequence 18McCormick, C. & Schnobich, J. (1969). IES Arrow-Dot performance in two Montessori preschools. Perceptual Motor Skills… |
Sequence 6intensity of the Montessori vision that makes the system work; knowl- edge of the materials is bound by the interiority of the… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 6stand. They would bring this back and take another which contained other pictures to which to apply other names. Experience… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 6child can experience in nature that there is something eternal, present everywhere and always, which seems to have organized… |
Sequence 5observe her subjects in a holistic manner; consequently, her research was naturalistic or ethnographic. From her first… |
Sequence 38letters, Go Fish was used to teach numbers and each child spent 8-10 minutes on the Talking Typewriter. Results Results… |
Sequence 2Jensen, J. & Kohlberg, L. (1966). Report of a ,-e,earch and denwnatrotion proj«t f01' culturolly duadvantaged… |
Sequence 3Prusso, K. (1977). Preki1ukrgarl.en Head St.a;rt evaluation year end report 1976-1977, Repqrt No. 7808. Philadelphia:… |
Sequence 6A critical factor in this study is what was measured. Bereiter did not measure what the Montessori program was teaching by the… |
Sequence 12Commentary The design and execution of this study is quite acceptable, but one criticism of the study would be the small… |
Sequence 16described his study as an initial effort because of the small sample size and because no other measures were taken.… |
Sequence 6References Banta, T.J. Tests for the evaluation of early childhood education: The Cincinnati Autonomy Test Battery (CATB). In… |
Sequence 5that is overwhelming for the moment? (Elicits the collaboration of the group) Sarah: Individualizing, Lois-have you tried… |
Sequence 63. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 5director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 4schools, much can be done to structure and use time differently. Teachers can "block time"-that is, put two… |
Sequence 18partnership provided support for people to implement those things in those schools. We have tried to work on the collaborative… |
Sequence 19But I think that these more basic issues of working on collaboration, working on redefining the role of the teacher, on… |
Sequence 4conuibuted to her being somewhat ostracized by the scientific and educational establishment and her being labeled as "… |
Sequence 16promptings of the moral self, that erects obstacles and barriers in the way of the development of intelligence, that condemns… |
Sequence 18Preschool Level Research Children from low income families benefit from Montessori preschool programs socially and… |
Sequence 49Preschool Level Research Children from low income families benefit from Montessori preschool programs socially and… |
Sequence 1EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 36Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 8kitchen. Adding section by section, piece by piece, they discovered the style pattern and saw that the repeats in Malory are… |
Sequence 21by the husband. This cycle is found among the Native Americans of the eastern United States and Canada as well as among the… |
Sequence 11logical characteristics and each needs a prepared adult to help the individual help himself. The four planes of development… |
Sequence 12product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 18of the race. And we have the adolescent to prove otherwise to us. "If we gave the world to the small child,"… |
Sequence 15Zigler, PhD, Sterling Psychology Professor at Yale University and one of the founders of Head Start. This conference will… |
Sequence 3of life when young people lhrive on real life experience and active involvement. And lhe adults seemed to the adolescent… |
Sequence 8This Is a wonderful profession, but It Is not easy. We must pro- vide the structure for the soclal group and have clear… |
Sequence 20fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 112Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 134fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 160This Is a wonderful profession, but It Is not easy. We must pro- vide the structure for the soclal group and have clear… |
Sequence 10Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education. Karnes, M. et al. (1978). Immediate,… |
Sequence 5and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
Sequence 9the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,… |
Sequence 15games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the… |
Sequence 1THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 1A MONTESSORI JOURNEY OF SELF by Eduardo J. Cuevas Eduardo Cuevas' luncheon talk explores the experimental nature of… |
Sequence 2"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 1Child working with Botanical Cards, Laren, Holland, 1939 lO The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 2Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 9and "Where is the fruit?" Eventually we made several groups of envelopes which dealt with flowers and fruit… |
Sequence 2of 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 8Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 1WORLD ODYSSEY: REVELATIONS OF THE POSSIBLE by Renilde Montessori In eloquent style, RenildeMontessori speaks of restoring… |
Sequence 8THE INTERNATIONAL STUDY CENTRE Since Maria Montessori inaugurated the first Casa dei Bambini in 1907, Montessori schools have… |
Sequence 1Margot Waltuch, Ada Montessori, and Mario Montessori Baarn, Holland, 1963 50 The NAMTA Journal • Vol. 24, No. I • Winter 1999 |
Sequence 5She was a teacher, a leader, and a charismatic personality, but she was full of humanity and fun. She felt you could not live… |
Sequence 7ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 10several languages. His genuine kindness attracted them all. He under- stood the immense importance of their inner power, their… |
Sequence 10better still, to the value of work in general, "with its wide social connotations of productiveness and earning power… |
Sequence 4child. One is her demonstration, through numerous examples, of the catechetical potential of children as young as three.… |
Sequence 1Silver polishing, Laren, Holland, 1948 16 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 226Silver polishing, Laren, Holland, 1948 16 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 17But 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 12The four planes of development, as recognized by Dr. Montessori, are four stages, relatively equal in length, in the formation… |
Sequence 13Houses and Montessori elementary schools increase around the world, there will probably come about an increasing demand for… |
Sequence 20the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 27for humanity only if he is recognized as being the product of two earlier planes of development. Dr. Montessori recognized… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 5A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 20tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 1Joosten: 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 3good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 4Joosten: 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 1The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 3MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 18and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 13action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 12Let us share the journey, smile together, perhaps even wipe aside one tear of love. I dedicate this weekend to all those who… |
Sequence 17REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 2SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 11connection to a human group, the individual may eventually inflict harm on self or society. A child without feelings is a… |
Sequence 6Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 114. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 7We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 1Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 14We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 26We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 39Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 41We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |