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Sequence 7468 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 A third program unique to the IB DP is the Theory of Knowl- edge class,… |
Sequence 13Glossary of Montessori Terms page 12 references Groos, K., (1901), The Play of Man, New York: Appleton Haines, A., (1993… |
Sequence 18AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 31Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 39Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 52AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 64AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 74AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 77Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 81The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 88AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |
Sequence 90AMI Journal 2017 - 2018 page 89 (2) Language development takes place in a series of overlapping stages. The explosion only… |
Sequence 94AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 100AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 106AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 108AMI Journal 2017 - 2018 page 107 observation skills “Train the eye”, said Dr Montessori. What the eye perceives is directly… |
Sequence 116AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 118AMI Journal 2017 - 2018 page 117 Once they have reached this level, the children no longer act thoughtlessly, but put the… |
Sequence 120AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 122AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 124AMI Journal 2017 - 2018 page 123 The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was… |
Sequence 125The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 126AMI Journal 2017 - 2018 page 125 “When a child concentrates,” she said, “his character is changed. It is as though he had… |
Sequence 127The Power of Montessori’s Positive Psychology in an Expanding Universe page 126 references Csikszentmihalyi, Mihaly. “Flow… |
Sequence 133The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 137Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 138AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 142AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 146AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 150AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 155Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 156AMI Journal 2017 - 2018 page 155 Strategies to Support Concentration This talk was presented at the NAMTA conference titled… |
Sequence 157Strategies to Support Concentration page 156 Because the child actually teaches himself when he works with the materials,… |
Sequence 159Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 160AMI Journal 2017 - 2018 page 159 idealistic and wants very badly to fix the broken parts of our world, so they are drawn to… |
Sequence 161Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 169Professional Biography of Annette Haines page 168 Professional Biography of Annette Haines Education and Honours 2012… |
Sequence 170AMI Journal 2017 - 2018 page 169 Reflections by Colleagues on the AMI Editorial Board My first memory of Annette was as a… |
Sequence 74 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Louise Chawla is professor emerita in the program in environmental design… |
Sequence 118 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Demarest, Amy B. Place-Based Curriculum Design: Exceeding Standards… |
Sequence 129 Chawla and White • Place-Based Education and Citizen Science Krishnaswami, Uma. Beyond the Field Trip: Teaching and… |
Sequence 1310 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Sobel, David. Place-Based Education: Connecting Classrooms and… |
Sequence 3330 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Further, like those of Germany in the 1930s, schools, col- leges, and… |
Sequence 3532 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Gerard Leonard is an AMI trainer. He currently trains elementary teachers… |
Sequence 3633 Leonard • Cosmic Stories and Contemporary Science This talk was presented at the NAMTA conference titled Montessori… |
Sequence 3835 Leonard • Cosmic Stories and Contemporary Science square kilometers at this time of year. They are the “grass” of the… |
Sequence 4138 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 on the coral, and of the many little shoals of fish they provide a home… |
Sequence 4845 Leonard • Cosmic Stories and Contemporary Science Marsh, George P. The Earth as Modified by Human Action: Man and Nature.… |
Sequence 5754 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Emilie’s best known contribution to knowledge is her translation of Isaac… |
Sequence 6360 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Second, these words from Teilhard de Chardin: The day will come, when… |
Sequence 7471 Christian • The Anthropocene: Threshold 8 Reprinted from Origin Story: A Big History of Everything. London: Allen Lane/… |
Sequence 8077 Christian • The Anthropocene: Threshold 8 thanks to the productivity of modern agriculture and modern advances in medicine… |
Sequence 105102 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Yesterday I gave the example of the alphabet. It’s extraordinary to think… |
Sequence 6262 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 62 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 REFERENCES… |
Sequence 3232 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 References Blain, Lionel. “Two Philosophies Centered on Hope: Those of G… |
Sequence 41As an educational community, we pride ourselves in the durability of Montessori knowledge over the past 100+ years. This is… |
Sequence 45Scientific Pedagogy in Action “My method is founded on the child himself. Our study has its ori- gins in the child. The… |
Sequence 75Wikramaratne • The Child In Nature 75 printing all of these facts are now recorded in books. But knowledge must not be sepa… |
Sequence 137Verschuur • The Nature and Theory Of…. 137 claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 143Montessori • Lecture 19 143 LECTURE 19: ANALYSING SOUND AND APPRECIATION OF SILENCE Dr. Maria Montessori… |
Sequence 161Kahn • NAMTA - AMI Legacy 161 In the same first journal, Margaret Stephenson reminisced of a daycare in England during World… |
Sequence 167Kahn • NAMTA - AMI Legacy 167 szentmihalyi, and Maria Montessori integrated an important installation for deep devel-… |
Sequence 10Reminiscences and Thoughts About Montessori Day Care by Margaret Elizabeth Stephenson Montessorians have a contribution to… |
Sequence 20From the Writings of Mother Isabel Eugenie Mother Isabel's writings are prolific and very particularized in relation to… |
Sequence 251 \ Curriculum: Report From India by M1·s. K. Banasinska Our readers should be kept informed about Montessori material… |
Sequence 8MONTESSORI BIBLIOGRAPHY FOR PARENTS The Indian publications as well as all Joosten leaflets can be ordered from Montessori… |
Sequence 9f. WHAT ABOUT FREE EXPRESSION AND EDUCATION AS A HELP TO LIFE, by Dr. Mario M. Montessori. g. THE CHILD BEFORE 7 YEARS OF AGE… |
Sequence 34of country a more vital force than any instinctive pieties of blood and soil. The whole piece depends on the thought America… |
Sequence 36many of the ballads are simply asking to be acted out. There's one which children - the little wretches - (heavy laughter… |
Sequence 38things you meet in your reading which you want to remember. I stress the word make. Not to use a notebook, but to prepare the… |
Sequence 34pressions of the wonder and beauty of the world is however restricted to a "vacuum." Then in elementary… |
Sequence 6564 REGISTRATION FORM Name _________________ Number in Party _____ _ Address ---------------------------- City and State… |
Sequence 66OPTIONAL FEATURES You have a wonderful opportunity to explore Europe during the time between the end of the Congress and your… |
Sequence 67Announcement: Munich Flights The MONTESSORI CONGRESS PACKAGE is a special travel tour that has been designed to help you… |
Sequence 23Fantasy and Imagination by Karin Salzman In an effort to clarify the fairy tale debate, Ms. Salzman pursues the distinction… |
Sequence 28History can be given in this way. (See V.F. Hillyer's A Child's History of the World.) We cannot see history, but… |
Sequence 59Personals: POSITIONS AVAILABLE Applications are being accepted for AMS trained Junior (ages 6-12) Teacher and Teacher… |
Sequence 23Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 19Farb, P. Word Play, Knopf, New York, 1974. Gibson, E. J. Principles of Perceptual Learninl{ and Development, Appleton, Century… |
Sequence 12obstacles such as shelves. The ends of the long section may be connected by a gently curving line, never by broken straight… |
Sequence 31Looking at the Individual Child Interview Emma Plank, editor of a new book On Development and Education of Young Children,… |
Sequence 71Education as Peace by Ursula Thrush Ms. Thrush reminds us that the main thrust of Montessori education takes us well beyond… |
Sequence 72educational experience. Their activities include large group discussion-encounters (we call them pow-wows) which were started… |
Sequence 15years of age they could not walk, and they could not eat independently with a spoon. Their speech consisted of non-… |
Sequence 45REFERENCES 'Cone/, J.L. The Brain Structure of the Newborn and Consideration of the Senile Brain. Res. Publ Ass. Nerv.… |
Sequence 49The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 50Kahn: This was the Dewey environment. Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea of… |
Sequence 51that. 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 59The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 61come back each day and talk to your mother and she would make comment. Montessori: Yes, the idea would grow. Animals and… |
Sequence 69MONTESSORI IN SOUTH AFRICA MONTESSORI PRESCHOOL has a vacancy for an AMI dircc1or/ess from Sept '8 I. Fully equipped… |
Sequence 7those energies and grind them into the dust."9 Carl Rogers, speaking in the nuclear age, warns us of the probable… |
Sequence 53The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 9Japanese who he thinks are some of the world's greatest learners. After viewing hun- dreds of Chinese preschoolers. he… |
Sequence 1410 estimate of how many unregistered minders operate. Much suspicion centered on the unregistered minder. For all that. what… |
Sequence 15The children led a low-level, understimulated day in unchanging. often cramped surroundings. Many did not get the love and… |
Sequence 19The average time for our sampled children was 30 hours a week at the minder's. and a third were there for 40 hours or… |
Sequence 25worker for the minded child's mother. And even if she wanted 10 be that. it is not her role. And so in some insidious way… |
Sequence 2622 Reminiscences and Thoughts About Montessori Day Care By Margaret Elizabeth Stephenson A reprint from a 1975 NAMTA… |
Sequence 20excellence. How do we reconcile the demands of the structured curriculum, as defined by Bruner, with the significance of the… |