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Displaying results 201 - 253 of 253

The NAMTA Journal, Volume 36, Number 2, 2011, Spring

Sequence 65
Proposal for a Scientific Pedagogy 51 Parents did not pay anything to send their children to the "House",…
Sequence 66
52 Part One - Toward the Children's House: The Formation Years Montessori accepted the job also because she had a…
Sequence 68
54 Part One - Toward the Children ·s House: The FonnaIio11 Years These observations made her change the furniture: low…
Sequence 71
Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who…
Sequence 120
106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on…
Sequence 124
110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,…
Sequence 128
114 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 146
132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this…
Sequence 150
136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The…
Sequence 175
Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder…
Sequence 179
Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings…
Sequence 185
Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,…
Sequence 191
A Classic Work of Pedagogy 177 right from the title, what had been announced in the Introduction to the 1926 edition: the…
Sequence 204
190 Part Two - For a Science of the Formation of Man revised somewhat from time to time and not replaced by another book;…
Sequence 221
Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,…
Sequence 225
Maria Montessori Through the Seasons of the '·Method'" 211 Index of Illustrations Illustrations I, 2, 9,…

The NAMTA Journal, Volume 36, Number 3, 2011, Summer

Sequence 159
summary of the syllabus derived precisely from Montessori's book, From Childhood to Adolescence. Perhaps you think that…
Sequence 244
PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina…
Sequence 245
In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care…
Sequence 246
Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned…
Sequence 248
ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their…
Sequence 251
ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time&quot…
Sequence 254
In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children…

The NAMTA Journal, Volume 38, Number 1, 2013, Winter

Sequence 98
88 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made…

The NAMTA Journal, Volume 39, Number 1, 2014, Winter

Sequence 15
9 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is…

The NAMTA Journal, Volume 39, Number 2, 2014, Spring

Sequence 38
32 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear…

The NAMTA Journal, Volume 39, Number 3, 2014, Summer

Sequence 69
63 Nehring • Implementing Inclusion Theory into Practice ---.The 1946 London Lectures. Ed. Annette Haines. Laren, The…
Sequence 160
154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-…
Sequence 167
161 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL the study were used to observe the participants using…

The NAMTA Journal, Volume 40, Number 1, 2015, Winter

Sequence 132
126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their…
Sequence 151
145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their…

The NAMTA Journal, Volume 40, Number 3, 2015, Summer

Sequence 114
108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference…

The NAMTA Journal, Volume 41, Number 2, 2016, Spring

Sequence 15
9 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not…
Sequence 16
10 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title…
Sequence 20
14 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every…

The NAMTA Journal, Volume 41, Number 3, 2016, Summer

Sequence 116
108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in…

The NAMTA Journal, Volume 42, Number 3, 2017, Summer

Sequence 26
20 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much…

The NAMTA Journal, Volume 43, Number 1-2, 2018

Sequence 69
The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which…
Sequence 117
A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to…
Sequence 122
AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,…
Sequence 128
AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference…
Sequence 135
Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone…

The NAMTA Journal, Volume 44, Number 1, 2020, January

Sequence 10
10 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 about the children of privilege in America, “The children snatched the…

The NAMTA Journal, Volume 45, Number 1, 2021, May

Sequence 77
Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to…

The NAMTA Quarterly, Volume 02, Number 1, 1976, Fall

Sequence 42
Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had…

The NAMTA Quarterly, Volume 02, Number 2, 1976, Winter

Sequence 35
older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit…

The NAMTA Quarterly, Volume 04, Number 3, 1979, Spring

Sequence 55
LECTURERS (partial list) Sanford Jones is the Educational Director of St. Michael's Montessori School in New York City…

The NAMTA Quarterly, Volume 05, Number 1, 1979, Fall

Sequence 54
What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's…
Sequence 64
This reminds me of the time when Maria Montessori visited the school in Laren, Holland. The children were working in the…

The NAMTA Quarterly, Volume 06, Number 1, 1980, Fall

Sequence 20
16 Maria Montessori, a musical play in ten scenes on the life of Maria Montessori, was written and produced by the students…
Sequence 22
18 Teacher: (After 2 minutes) 5, 4, 3, 2, I - TIME! Everybody stop! Now count the number of words you have written - put this…

Treasure Article 2017

Sequence 2
Treasure Article 2017 page 1 i. introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since…
Sequence 3
Treasure Article 2017 page 2 that most people still would not ordinarily associate with children. What causes such a change…

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