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Sequence 1757 Chawla • The Natural World as Prepared Environment about what Maria Montessori herself epitomized: the education of girls… |
Sequence 1858 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 32192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 1171 Begin • Montessori Early Childhood Education in the Public Sector children who needed special assistance, and eligibility… |
Sequence 5221 Verschuur • Reflections lessons learned from forTY-Plus Years in The classroom Dr. Montessori saw education as an aid to… |
Sequence 6222 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 in Tokyo, London, or San Francisco would instantly recognize the same… |
Sequence 8224 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 much to learn about what each child needs by listening and being open.… |
Sequence 1856 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 resources available) to engage in medical pedagogy, as well as sci-… |
Sequence 2058 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 demic weaknesses then become the goals on their Individualized Education… |
Sequence 2563 Nehring • Implementing Inclusion Theory into Practice ---.The 1946 London Lectures. Ed. Annette Haines. Laren, The… |
Sequence 2488 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ---. “Three Levels of Ascent.” Reprinted in readings for Educateaurs… |
Sequence 15105 O’Toole • Following the Child for Real thinking….well, it’s just….” His voice trails off. “Yes?” you urge him on. “It’s… |
Sequence 1suPPorTing The Dyslexic chilD in The MonTessori environMenT by Alison Awes Alison Awes provides a comprehensive review of… |
Sequence 5175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 17187 Awes • Supporting the Dyslexic Child in the Montessori Environment task and by breaking the whole task down into its… |
Sequence 19189 Awes • Supporting the Dyslexic Child in the Montessori Environment Letter sounds are introduced with the sandpaper… |
Sequence 20190 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 However, this will only happen because the child has been in- directly… |
Sequence 36206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 8166 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 In this kind of relationship with God the older child discovers a new… |
Sequence 10168 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 48. Thomas Groome, Sharing Faith: A Comprehensive Ap- proach to… |
Sequence 1The RevelaTion of The UniveRsal Child by Lynne Lawrence Lynne Lawrence puts forward the solemn belief that each child is… |
Sequence 3161 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 668 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sources of information about development for this period, so much so… |
Sequence 1man and sUpeRnaTURe leCTURe 12, sepTemBeR 27, 1946 by Maria Montessori “Man and SuperNature” is a lyrical chapter in the… |
Sequence 9159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 4168 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 raise a $3,000 down payment. It came down to the deadline for closing on… |
Sequence 8172 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 In closing, I have two things that I want you to think about. First, we… |
Sequence 2176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 2452 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Sid Caesar and Your Show of Shows. Fischer, B., & Boynton, A. (… |
Sequence 458 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What is progress of science? Truths and beliefs mixed with imagination.… |
Sequence 14120 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 the children. There are expectations for how each member of the team… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 1Wondering aloud by Carla Foster Presenting the Montessori tools of the great lessons highlights the power of storytelling in… |
Sequence 119th international montessori training Course, london leCture 29 17 noVemBer 1933 by Maria Montessori Followers of Maria… |
Sequence 575 Montessori • 19th International Montessori Training Course, London discovered that we had been there 2 ½ or 3 ½ hours. And… |
Sequence 777 Montessori • 19th International Montessori Training Course, London distinguish them. It is interesting to see the same… |
Sequence 979 Montessori • 19th International Montessori Training Course, London pictures taken of the children in the scenes which they… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 26 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 as being characterized by “experiment, observation, evidence, rec-… |
Sequence 37 Sackett • The Scientist in the Classroom world or grow to destroy the world. It is in this context that he concluded his… |
Sequence 1519 Sackett • The Scientist in the Classroom We understand that it is not enough to know what to do in those environments, we… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 6104 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 that sixth graders who did not even glance at a screen for five days… |
Sequence 1MonTessori prAcTices: opTions For A digiTAl Age by Mark Powell Mark Powell’s plea for an open-minded view on the full scope… |
Sequence 13165 Powell • Montessori Practices: Options for a Digital Age especially when their attention is not compromised by… |
Sequence 1inTerview wiTh hilla PaTell On The hisTOry Of The ObservaTiOn by Molly O’Shaughnessy and Hilla Patell In this interview… |
Sequence 446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 547 O’Shaughnessy and Patell • Interview on the History of Observation at the right time, you will get the right result.” But… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 11111 Lontz • Observation: A Practice That Must Be Practiced wanted to. They could choose work. And those negative behaviors… |
Sequence 39171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 1ObservaTiOn by Hilla Patell In order to achieve the goal of observation, preparation of the adult, the observer, is… |
Sequence 8256 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 cOMbining OngOing sysTeMaTic ObservaTiOns inTO daily wOrk There is a… |
Sequence 1lecTure 3 sOMe suggesTiOns and reMarks uPOn Observing children by Maria Montessori These two lectures succinctly discuss… |
Sequence 1lecTure 11 sOMe MOre suggesTiOns and reMarks by Maria Montessori This lecture was delivered at the International Training… |
Sequence 24 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 connected to the work she is doing that she is completely oblivious to… |
Sequence 347 Haines • Strategies to Support Concentration mind. When a so-called sensitive period focused the child’s energies towards… |
Sequence 650 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 machinery to lay down and select the links among brain cells that will… |
Sequence 1256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For the elementary child, Cosmic Education itself is the hook. Maria… |
Sequence 1458 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 But let me return to the small child. The first period, the period from… |
Sequence 1559 Haines • Strategies to Support Concentration themselves. People who see this say that the character of these children has… |
Sequence 1660 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 scientificamerian.com/article/critical-ingredients-for- brain-… |
Sequence 2264 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 lasting way. Here you will learn how varied and complex the un- derlying… |
Sequence 23285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 2068 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 13Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 3Montessori and Assessment page 54 question #5: what are the positive effects of the test? One principal suggested that the… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 4AMI Journal 2017 - 2018 page 67 In an attempt to see science, geography, history, music, and art into one whole picture of… |
Sequence 6AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 3Control 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 4The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 2AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |
Sequence 4AMI Journal 2017 - 2018 page 89 (2) Language development takes place in a series of overlapping stages. The explosion only… |
Sequence 1Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 4AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 5AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 2AMI Journal 2017 - 2018 page 107 observation skills “Train the eye”, said Dr Montessori. What the eye perceives is directly… |
Sequence 3Cosmic Education page 114 Truly it is no new idea for it has been the natural plan wherever there was education in the real… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 2AMI Journal 2017 - 2018 page 117 Once they have reached this level, the children no longer act thoughtlessly, but put the… |
Sequence 4AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 2AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 1The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was presented at the NAMTA conference titled… |
Sequence 2The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 3AMI Journal 2017 - 2018 page 125 “When a child concentrates,” she said, “his character is changed. It is as though he had… |
Sequence 4The Power of Montessori’s Positive Psychology in an Expanding Universe page 126 references Csikszentmihalyi, Mihaly. “Flow… |
Sequence 6The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 4Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 5AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 4AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 4AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 4AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 5Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 1Strategies to Support Concentration This talk was presented at the NAMTA conference titled Finding the Hook: Montessori… |
Sequence 2Strategies to Support Concentration page 156 Because the child actually teaches himself when he works with the materials,… |
Sequence 4Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 5AMI Journal 2017 - 2018 page 159 idealistic and wants very badly to fix the broken parts of our world, so they are drawn to… |