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Sequence 4An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 95. Applying the Concept Using the sandpaper globe or the blue and white globe, the children can find examples of each of the… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 11And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 8From the restricted meaning of the physical surroundings we have come to the idea of the surrounding conditions, be these… |
Sequence 12been lacking: the very environment which constitutes the keystone for an Erdkinder community experiment. 5. PAST EXPERIENCE… |
Sequence 13sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 30(e) A "Montessori" syllabus (possibly unjfied/integrated) of the academic curricula adopted by the… |
Sequence 31should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 32is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
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 2MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 4with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 7Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 10The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 11Also the London and North Western Railway's train is part of that marvelous "supranature" of which… |
Sequence 3Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 6Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 13Also the London and North Western Railway's train is part of that marvelous "supranature" of which… |
Sequence 14The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 17Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 36with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 38MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
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,… |
Sequence 52is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 53should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 54(e) A "Montessori" syllabus (possibly unjfied/integrated) of the academic curricula adopted by the… |
Sequence 71sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 72been lacking: the very environment which constitutes the keystone for an Erdkinder community experiment. 5. PAST EXPERIENCE… |
Sequence 76From the restricted meaning of the physical surroundings we have come to the idea of the surrounding conditions, be these… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 110And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 1295. Applying the Concept Using the sandpaper globe or the blue and white globe, the children can find examples of each of the… |
Sequence 139An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 160ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 177Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 19327th Advanced Montessori Training Course, Bergamo, Italy, 1987 62 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 198Moreover, "the human per- sonality is essentially one dur- ing the successive stages of development," and… |
Sequence 201The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 2021929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 216and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 227developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 230from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 235Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 239context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 244tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 248Piazza Vecchia, Bergamo, Italy The NAMTA Journal 7 |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 255Bergamo, Italy |
Sequence 2DR. MARIA MONTESSORI AND THE CHILD by Mario M. Montessori Mario Montessori's view of the child as spiritual essence… |
Sequence 3depressed, and one may feel the need of that solace for strength when depressed. But the wine itself does not feel the need… |
Sequence 4She was expecting this, too, until she received the impact of the spirituality of the child and left everything to follow it… |
Sequence 12Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 14are you going to prick my ears so that I can put my earrings like you have them?" And later on, "Mother,… |
Sequence 18The mother was shocked, she had never thought about that. We teach the children not to lie, but we lie, almost every day, one… |
Sequence 19distinction, they feel the need of learning. Then you can teach them the Commandments, religion, and things like that. And… |
Sequence 20normal surroundings and thus something that satisfies the spirit. That is all. It is not so much what is in the children, it… |
Sequence 6The key that again opened my spiritual vision quest here was the role of "calling" within me, the teacher (… |
Sequence 15But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 16Montessori, Maria. The Montessori Elementary Material. 1916. Trans. Florence Simmonds. Madras, India: Kalakshetra, 1965. Vol… |
Sequence 7and size? I'm sure, from what I know about stones, that they're not uniform in color, and what about the surfaces of… |
Sequence 23ROSALIE: I'm almost finishing a course in dyslexia. So if you'd like I will answer as well as I can for someone who… |
Sequence 24walk about blind." There was a fig tree overhanging a wall. Of course I hadn't seen it. So it is necessary to… |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 9can provide an alternative to modern uncertainty. So the Montessori movement depends on a faith tradition not only to augment… |
Sequence 11Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 16REFERENCES American Federation of Teachers. "Making Standards Matter, 2001." American Educator 25.4 (2001,… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 15- How have your relationships with the students affected you personally? Have you opened yourself up to ongoing growth and… |
Sequence 16Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 2the din of World War II. She also taught in the poorer section of London right after the war in a wonderful school where they… |
Sequence 5that was held in Dar-es-Salaam. She had the courage to come out of her community to help us to train and to help the African… |
Sequence 7It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 5often they were items of educational apparatus suited to the mental age and which permitted prolonged activities. She called… |
Sequence 6was bound to build resistance against it. Whereas if one followed che child's natural interest and through this sort of… |
Sequence 2SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 7swimming pool for use in the summer. Computer Associates, at its World Headquarters on Long Island, New York, has gone so far… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 2THE ELEMENTARY CHILD' s PLACE IN THE NATURAL WORLD by Phoebe Allen Phoebe Allen's article speaks for the early… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 2THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 3The first gathering ofEsF took place in Italy during the summer of 1999. At the end of the six-week convocation, the… |
Sequence 4to forty years in the field; several were not long out of training. I looked forward to revisiting Montessori's legacy… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 9LS. Clasen,A.W. Toga,J.L.Rapoport,&P.M. Thompson. "Dynamic Mapping of Human Cortical Development during… |
Sequence 9Love and Knowledge cannot be separated: "Man must be edu- cated. It is true that education can create a better kind… |
Sequence 17attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 28On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |