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Sequence 1exercises of Practical life: 3 to 6 coMPared to 6 to 12 KodaiKanal advanced course, india, 1943-441 lecture 762 by Mario M.… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 385 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 789 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 890 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 395 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 496 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 6112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 3137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 10210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 16216 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and we took them through all kinds of experiences and exercises, and… |
Sequence 2260 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 such a distinction, we might be inclined to say that even the way of… |
Sequence 4262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 21157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 1539 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 28188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 9191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 1Feature “The lines ThaT make The clouds” The essence of The maThemaTical mind in The firsT six Years of life by Ginni… |
Sequence 1BuilDing The inclusive MonTessori school by Pam Shanks Pam Shanks describes Raintree Montessori School, an exemplary inclu… |
Sequence 1014 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Functional Inclusion The second level of inclusion, functional inclusion… |
Sequence 2327 Shanks • Building the Inclusive Montessori School and conversationally. During this one activity, Isabel is practicing… |
Sequence 1654 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 intuitive feeling that it looks like a place where their child could be… |
Sequence 1579 Urioste • Multicultural Inclusion in an Urban Setting In November 1995, the DPS board of education, after a work ses-… |
Sequence 2108 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 move towards a truly inclusive society. In particular for children and… |
Sequence 4110 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The necessary coMPonenTs for creaTing inclusive schools First, we need… |
Sequence 3173 Awes • Supporting the Dyslexic Child in the Montessori Environment Among other things, the NRP found overall that… |
Sequence 5175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 10180 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 of children who were poor readers in the third grade remained poor… |
Sequence 21191 Awes • Supporting the Dyslexic Child in the Montessori Environment Dyslexic readers in Montessori follow this same… |
Sequence 1man and sUpeRnaTURe leCTURe 12, sepTemBeR 27, 1946 by Maria Montessori “Man and SuperNature” is a lyrical chapter in the… |
Sequence 1468 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 (role exploration). Choice provides individual motivation, a sense of… |
Sequence 698 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 admiration for unfettered markets, disdain for the public sector, the… |
Sequence 1515 Wolf • Chapter Three: A Child’s Tale perspective, we do not need another study to keep proving that the vocabulary… |
Sequence 797 Krumins Grazzini • The Hungry Mind need to understand both the world and humanity? How does the world function in all its… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 238 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 piece of embroidery—the whole constitutes a magnificent cloth. (From… |
Sequence 8160 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 created from the dawn of civilization up until 2003! According to… |
Sequence 1052 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 moment. He was a thrower of chairs in his environment. A visitor came to… |
Sequence 1ObservaTiOns by A. M. Joosten Joosten begins his article by telling us that love and knowledge together are the foundation… |
Sequence 1errOrs and Their cOrrecTiOns by A. M. Joosten “Our primary concern is not that the child learns to do something without… |
Sequence 2216 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 make. We seem possessed by a very compelling obsession which is beyond… |
Sequence 4218 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 greater attention to the mistakes and less to the person who makes them… |
Sequence 1337 Jackson • A Workmanship of Risk of experiments, people memorized word pairs that are “weakly” associated, such as “mouse… |
Sequence 668 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the environment, we will see glimmers of each of these components that… |
Sequence 1guiding children “back froM The edge” PreParing an environMenT To suPPorT children aT risk by Sarah Werner Andrews “The… |
Sequence 29383 Murphy-Ryan • The Role of the Physician Stein MT: Attention-Deficit/Hyperactivity Disorder: • The Diagnostic Process… |
Sequence 26 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 third passenger (the mathematician) has. And what makes it ring so true… |
Sequence 1216 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Recently students were working with the concept of complet- ing the… |
Sequence 1from cosmic eDucation to civic resPonsibility by Judith Cunningham Bookending her article with questions for the Montessori… |
Sequence 1494 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Post-Secondary Enrollment Option Students can earn college and high… |
Sequence 19Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 1Cosmic Education Maria Montessori found herself interned in India during the war years. It was, perhaps, fortuitous, because… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 54AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 57Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,… |
Sequence 131Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 133Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 58Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,… |
Sequence 132Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 134Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 13children’s actions reflect our ability as a teacher, or lack of ability. The children are their own beings. They are not us.… |
Sequence 5have to clean up, bake, and then wait to share the fruits of their efforts with the rest of the community as part of lunch.… |
Sequence 15lofty mission.” Yes, that’s what’s needed. That’s what we have to help the children to do. It’s a mission “…that each of them… |
Sequence 6O’Shaughnessy • Back To The Future 11 many of us who had entered this work with a commit- ment to social justice, equality,… |
Sequence 20O’Shaughnessy • Back To The Future 25 Dallas: Having Montessori implemented within our Lakota Language Nest on the Pine… |
Sequence 24O’Shaughnessy • Back To The Future 29 We welcome and embrace the spirited flame of the next generation among us. Kindled by… |
Sequence 19worldviews, which are often allowed to flourish unexamined, inform and organize the ways in which humans experience and… |
Sequence 1GUIDED BY NATURE By Jacquie Maughan ______________________________________________________________________________ 1 Within… |
Sequence 1THE CHILD IN NATURE ________________________________________________________________________ Lena Wikramaratne, (1909 – 1982… |
Sequence 876 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 streams of the mountains of Kodaikanal at an elevation of over 7,000 feet… |
Sequence 9Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 10Sillick • Sowing The Seeds Of Science 87 Man can husband nature’s resources to her own best interests, only if he first loves… |
Sequence 17104 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Thus, with the guidance of Mario Montessori, there were rambles every… |
Sequence 5pressions of the wonder and beauty of the world is however restricted to a "vacuum." Then in elementary… |
Sequence 5Prepare small cards with pictures as described for phonetic labeling. Have pictures for one or two phonograms in each drawer.… |
Sequence 12from the start, to show empathy with the mother's feelings, stresses that she, her child and the teacher share some of… |
Sequence 5' . 11i I I I tunity for it inside the nursery as well as outdoors. The raised balcony also gives a chance to get… |
Sequence 8intentions or plans are not well defined or fully conscious. He cannot put them into words with ease or precision. The layout… |
Sequence 4The analysis of movement is bound up with economy of movement; i.e., to perform only movement necessary for the purpose. This… |
Sequence 8negatives. Unrealistic stereotypes motivate the adult's behavior. However, these stereotypes, which often become… |
Sequence 3not be foreign to him when he encounters them in his more formal study of history at the junior level. By placing before the… |
Sequence 4economies as well as that of Japan are now structural problems, with inflation as a permanent factor which simply cannot be… |
Sequence 3that. They gave us pieces of paper, the diplomas, after the course and I said I didn't want it; I have to come back to… |
Sequence 4children to see this actually happening. I want to see the spontaneous activity. I wanted to see it happening. Kahn: How old… |
Sequence 5Amazing, isn't it? And of course, my father thought I was crazy, all these children in a little cottage. So he leased the… |
Sequence 6What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 8Wikramaratne: l did it with my own children in Sri Lanka up to the 15-year-olds. Kahn: Did you have to make materials all over… |
Sequence 9off together to find a new work - to collaborate with the child once again - the child in nature, in Sri Lanka, and we found… |
Sequence 1The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 3come back each day and talk to your mother and she would make comment. Montessori: Yes, the idea would grow. Animals and… |
Sequence 4Montessori: Well, they do get an illustration of the facts, and if they don't have this kind of sentiment, they should… |
Sequence 1Thoughts on the Erdkinder Project by Dr. Lena Wikramaratne Dr. Wikramaratne makes both philosophical and practical commentary… |