Search Inside Documents
Displaying results 201 - 269 of 269
Sequence 71ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 14wonders. Scientific values become embodied and naturalized in our concepts, techniques, research priorities, inventions,… |
Sequence 244Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 11XII Bambini (The Method of Scient(fic Pedagogy as applied lo child education in the Children's Houses) is explained by… |
Sequence 173 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 49Science and Socie~y: The Woman Question 35 new moral and educational principles. In her speech, she related sex education… |
Sequence 5945 Chapter V Proposal for a Scientific Pedagogy V.1 Where children "do not see the light, but see the darkness&… |
Sequence 6046 Part One - Toward the Children ·s House: The Formation Years What was meant to be a great investment and profitable… |
Sequence 6248 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 6450 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 65Proposal for a Scientific Pedagogy 51 Parents did not pay anything to send their children to the "House",… |
Sequence 6652 Part One - Toward the Children's House: The Formation Years Montessori accepted the job also because she had a… |
Sequence 6854 Part One - Toward the Children ·s House: The FonnaIio11 Years These observations made her change the furniture: low… |
Sequence 71Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 120106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 124110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 128114 Part Two - For a Science of !he Formal ion of Man child is the man that is not yet agile in movement and language - and… |
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 150136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 185Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 191A Classic Work of Pedagogy 177 right from the title, what had been announced in the Introduction to the 1926 edition: the… |
Sequence 204190 Part Two - For a Science of the Formation of Man revised somewhat from time to time and not replaced by another book;… |
Sequence 221Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 225Maria Montessori Through the Seasons of the '·Method'" 211 Index of Illustrations Illustrations I, 2, 9,… |
Sequence 244PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 245In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 246Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 248ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 251ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 254In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 9888 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 159 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 3832 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 142136 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Simply put, a child cannot tell a story unless they understand… |
Sequence 160154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 132126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their… |
Sequence 151145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 114108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 159 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not… |
Sequence 1610 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title… |
Sequence 2014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 116108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 2620 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 7Part One Foundations for Montessori Reform Introduction by David Kahn 1. Glossary of Montessori Terms, 2001 2. Embodying… |
Sequence 8AMI Journal 2017 - 2018 page 7 Unfortunately, traditional schooling often works to create inequalities. Deeply ingrained… |
Sequence 46AMI Journal 2017 - 2018 page 45 Equal Opportunity and the Montessori Magnet School No man is free who is not master of… |
Sequence 53Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 55Montessori and Assessment page 54 question #5: what are the positive effects of the test? One principal suggested that the… |
Sequence 56AMI Journal 2017 - 2018 page 55 question #10: the montessori progr amme is new in the public schools. can you think of new… |
Sequence 69The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 117A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 122AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 128AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 135Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 150AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 170AMI Journal 2017 - 2018 page 169 Reflections by Colleagues on the AMI Editorial Board My first memory of Annette was as a… |
Sequence 1010 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 about the children of privilege in America, “The children snatched the… |
Sequence 69Wikramaratne • The Child In Nature 69 THE CHILD IN NATURE… |
Sequence 77Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 170170 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 170 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 vocabulary and… |
Sequence 42Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had… |
Sequence 35older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit… |
Sequence 54What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 2016 Maria Montessori, a musical play in ten scenes on the life of Maria Montessori, was written and produced by the students… |
Sequence 2218 Teacher: (After 2 minutes) 5, 4, 3, 2, I - TIME! Everybody stop! Now count the number of words you have written - put this… |
Sequence 62Enrollment I. 16 2. 8-14 3. 4. 25-30 5. 15-20 6. 14-15 7. 15 8. 25 9. 25-35 Budget Concerns Supports? College… |
Sequence 147Donahue, Sonja M. (1976). Montessori echoes. The Constructive Triangle, l, 26-29, <4>. Editor. (1913). A… |
Sequence 2Treasure Article 2017 page 1 i. introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since… |
Sequence 3Treasure Article 2017 page 2 that most people still would not ordinarily associate with children. What causes such a change… |