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Sequence 4AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 5Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
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 6AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
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… |
Sequence 6Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 6The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 1Professional Biography of Annette Haines Education and Honours 2012 Editor and wrote “Editor’s Notes” for The 1946 London… |
Sequence 3The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 9Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 10AMI Journal 2017 - 2018 page 159 idealistic and wants very badly to fix the broken parts of our world, so they are drawn to… |
Sequence 11Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 13Strategies to Support Concentration page 156 Because the child actually teaches himself when he works with the materials,… |
Sequence 14AMI Journal 2017 - 2018 page 155 Strategies to Support Concentration This talk was presented at the NAMTA conference titled… |
Sequence 15Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 20AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 24AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 28AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 32AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 33Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 37The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 43The Power of Montessori’s Positive Psychology in an Expanding Universe page 126 references Csikszentmihalyi, Mihaly. “Flow… |
Sequence 44AMI Journal 2017 - 2018 page 125 “When a child concentrates,” she said, “his character is changed. It is as though he had… |
Sequence 45The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 46AMI Journal 2017 - 2018 page 123 The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was… |
Sequence 48AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 50AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 52AMI Journal 2017 - 2018 page 117 Once they have reached this level, the children no longer act thoughtlessly, but put the… |
Sequence 54AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 58AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 62AMI Journal 2017 - 2018 page 107 observation skills “Train the eye”, said Dr Montessori. What the eye perceives is directly… |
Sequence 64AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 70AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 75Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 76AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 80AMI Journal 2017 - 2018 page 89 (2) Language development takes place in a series of overlapping stages. The explosion only… |
Sequence 82AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |
Sequence 84AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 89The Acquisition of Spoken Language: The Nebula Hypothesis page 80 references Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
Sequence 93Control 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 96AMI Journal 2017 - 2018 page 73 notes 1. Montessori, Maria, The Discovery of the Child, Ballantine Books, New York, 1967, p… |
Sequence 106AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 123Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 125Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 131Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 139Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 150AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 152AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 157Glossary of Montessori Terms page 12 references Groos, K., (1901), The Play of Man, New York: Appleton Haines, A., (1993… |
Sequence 1Reflections by Colleagues on the AMI Editorial Board My first memory of Annette was as a student in the elementary course she… |
Sequence 2Professional Biography of Annette Haines page 168 Professional Biography of Annette Haines Education and Honours 2012… |
Sequence 4The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 10Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 11AMI Journal 2017 - 2018 page 159 idealistic and wants very badly to fix the broken parts of our world, so they are drawn to… |
Sequence 12Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 14Strategies to Support Concentration page 156 Because the child actually teaches himself when he works with the materials,… |
Sequence 15AMI Journal 2017 - 2018 page 155 Strategies to Support Concentration This talk was presented at the NAMTA conference titled… |
Sequence 16Psycho-Grammar page 154 understood by children until they have mastered logical language (Discovery of the Child 244).… |
Sequence 21AMI Journal 2017 - 2018 page 149 preparation that allows the Montessori child to learn from the “inside out.” At each step,… |
Sequence 25AMI Journal 2017 - 2018 page 145 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982.… |
Sequence 29AMI Journal 2017 - 2018 page 141 The Erdkinder may be the perfect “holding environment,” prepared especially for the… |
Sequence 33AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 34Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 38The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 44The Power of Montessori’s Positive Psychology in an Expanding Universe page 126 references Csikszentmihalyi, Mihaly. “Flow… |
Sequence 45AMI Journal 2017 - 2018 page 125 “When a child concentrates,” she said, “his character is changed. It is as though he had… |
Sequence 46The Power of Montessori’s Positive Psychology in an Expanding Universe page 124 Around active points of sensitivity, the… |
Sequence 47AMI Journal 2017 - 2018 page 123 The Power of Montessori’s Positive Psychology in an Expanding Universe This talk was… |
Sequence 49AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 51AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 53AMI Journal 2017 - 2018 page 117 Once they have reached this level, the children no longer act thoughtlessly, but put the… |
Sequence 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 59AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 63AMI Journal 2017 - 2018 page 107 observation skills “Train the eye”, said Dr Montessori. What the eye perceives is directly… |
Sequence 65AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 71AMI Journal 2017 - 2018 page 99 references Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975. Montessori,… |
Sequence 76Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 77AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 81AMI Journal 2017 - 2018 page 89 (2) Language development takes place in a series of overlapping stages. The explosion only… |
Sequence 83AMI Journal 2017 - 2018 page 87 auditory stage: listening Auditive and spoken language are two different developments.… |