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Sequence 21artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 39Details and correspondences thc1t passed unobserved for a long time, suddenly become clear, like a revelation, sending a… |
Sequence 9WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 15CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 27fast. Would it be possible for a young child to decipher my language clearly? Can they hear clearly articulated words? J don… |
Sequence 29placed in this position, he protests. That protest is interpreted as "He doesn't like it," and the baby… |
Sequence 47Montessori, Maria. The Formation of Mn11. 1949. Madras, India: Kalakshetra, 1986. Montessori, Maria. Unpublished lectures. Dr… |
Sequence 60REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 81There are some recently discovered neurons up in the frontal lobe-you may have heard of them-called mirror neurons, that are… |
Sequence 248hard-worker, willi.ng to work with a special needs popula- tion. The family is willing to support other underpriviledged… |
Sequence 249One time offering in Vancouver, Canada! Assistants to Infancy: O - 3 June 22 - August 21, 2009 June 21 - August 27, 2010… |
Sequence 78Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 182Hannaford, C. S111nrl Moves: Why Leaming ls Not All i11 Your Head. Arlington, VA: Great Ocean Publishers, 1995. Hart, R.… |
Sequence 35UNIFYING THE PLANES OF DEVELOPMENT: A TRAINER' s PERSPECTIVE by Greg MacDonald In this article, Greg MacDonald… |
Sequence 58around and relating in as warm, affectionate, patient, prideless, angerless a manner as humanly possible, then we may be actu… |
Sequence 103• Figure 1. Two charts illustrating spiritual territory. The first chart, the one on the left, depicts" all sorts of… |
Sequence 108Therefore, this idea of language as being something that divides as well as something that unites is very important and very… |
Sequence 121Montessori, Maria. Unpublished lecture. International Montessori Conference. Amsterdam. 1950. Montessori, Mario M. The… |
Sequence 172studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 248BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 365days to hear a bout topics the students were considering. The range of research topics has been outstanding: the Feminist… |
Sequence 13human function of language is reflected in the book of Genesis. In the first pages we read: When the Lord God had formed out… |
Sequence 20Montessori, Maria. Tile For111ntio11 of Mn11. 1955. Oxford: Clio, 1989. Montessori, Maria. Unpublished lectures. Dr. Maria… |
Sequence 39REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 240Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 243Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 13say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 21ated this side of our mission when she es- tablished Educateurs sans Fronticres to offer support and inspiration to the… |
Sequence 24Montessori principles and practices unfold and the children blos- som in the same way as we see all over the world. From this… |
Sequence 67need in one's lifetime? What children need are the keys to under- standing. The Montessori history stories simply and… |
Sequence 73• study the history of painting, sculpture, etc. • make a timeline of art • go on Going Out trips to theater, puppet, or… |
Sequence 99and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 100However, the ownership of this atoll gives Japan the exclusive rights to huge areas of the sea bed, areas in which there are… |
Sequence 108Mary, with her brother and father, searched for, col- lected, and sold "curies" (short for "… |
Sequence 109society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 125CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 128MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 150to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 103I once asked some students, "What is the function of a brick? What does it do? What is its job?" Some said… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 268hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 31Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 3218 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 3622 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 41Science and Society: The Woman Question 27 How to deal with claims of woman's inferiority? By abandoning the reasons of… |
Sequence 4228 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 43Science and Society: The Woman Q11es1io11 29 effective action that everywhere honored women's industriousness and left… |
Sequence 4430 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 51Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 120106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 122108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 137School, Family and Society 123 Moreover, in 1918 Montessori had been received in private audience with pope Benedict XV,… |
Sequence 145School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 146132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 147School, Family and Society 133 5 Montessori reports on her Barcelona experience in / bambini vive111i 11ella Chiesa. Note di… |
Sequence 170156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
Sequence 173Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
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 177Far.from lta(I': First Europe and then India 163 Montessori's intellectual path thus opened up to new themes.… |
Sequence 183Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 185Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 209Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 215Maria Afontessori Through the Seasons of the "Method" 20 I de/le dmme italia11e, year I, no.6, 19 February… |
Sequence 119world brings them a variety of designs, ways to solve problems, the opportunity to explore the similarities and differences in… |
Sequence 167In a typical study we would have two hundred children doing this questionnaire eight times a day for a week, four or five… |
Sequence 249If a three-to-six-year-old child can keep his house clean and tidy, serve at a table, and wash the dishes, then why would an… |
Sequence 27Montessori National Curriculum Framework References Australian Education Ministers 2008, Melbourne Declarat,on on EducatJonal… |
Sequence 295Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 337EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 340Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 53• Specific ways of handling tools that are in daily use in his environment: How to hold a spoon, how to carry a pitcher, how… |
Sequence 130clarify that, even though we have limited our discussion here to the kerygma-the Christian message-we have been speaking… |
Sequence 5646 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There are studies of elementary school children that rate the children’s… |
Sequence 9484 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 123113 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education “all sciences (branches of learning) can… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 129119 Stephenson • Cosmic Education cosMic education by Margaret E. Stephenson Margaret Stephenson begins with the reasoning… |
Sequence 130120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 132122 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Education cannot be dismissed as an insignificant factor in people’s… |
Sequence 140130 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 History, as the story of man and his achieve- ments, is at the center of… |
Sequence 153143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 166156 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 So first of all it is essential that our children get their hands in the… |
Sequence 185175 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the adolescent: taKinG on the tasK of huManity—… |
Sequence 209199 Hutchison • Teaching Nature: From Philosophy to Practice Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa,… |
Sequence 214204 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 of living systems. This is a theory that is only now fully emerging but… |
Sequence 268258 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa, Japan,… |
Sequence 294284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 attracted and curious about all the objects in the environment and… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 302292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 305Special thanks to the 2013 International Montessori Congress in Portland and the following individuals and schools for sharing… |
Sequence 4337 Montessori • Movement and Character movement and character lecture, london, 1946 by Maria Montessori Dr. Montessori’s… |
Sequence 141135 Rogers • Sacred Second story is inspiring in retrospect, but Mr. and Mrs. Bradley must have wondered about the future… |
Sequence 2721 Black • Community Dr. Montessori said, “Cooperation is the consequence of a free life with free activity” (The 1946… |
Sequence 2923 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 3125 Ferreira • Children’s House: The Prepared Environment as an Oasis children’s house: the PrePared environment as an oasis… |
Sequence 6357 Chawla • The Natural World as Prepared Environment about what Maria Montessori herself epitomized: the education of girls… |
Sequence 6458 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |