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Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 965 Soholt • Practical Life for the Older Children in the Casa their interest and continue to develop the practical life… |
Sequence 2086 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Creativity emerges when the intelligence guides the • hand to express… |
Sequence 4140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
Sequence 1723 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 686 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 time provided services that supported the whole without anyone directing… |
Sequence 11111 Schaefer • The Montessori Adolescent and the Pedagogy of Journey a junior high.” She didn’t have to use the word… |
Sequence 16176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 1The BesT for The YoungesT: The PaTh Toward uniTY by Connie Black, Roxana Linares, Molly O’Shaughnessy In this three-part… |
Sequence 59 Black, Linares, O’Shaughnessy • The Best for the Youngest But there are larger, systemic issues that interfere with optimal… |
Sequence 1620 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have books and high school was not offered. When she came to the United… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 1monTessori all daY: gracious living wiTh children BeYond The hours of a TYPical school daY by Connie Black Connie Black… |
Sequence 331 Black • Montessori All Day I would like to give you a perspective that is backed by Dr. Montessori’s writings as well as… |
Sequence 634 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 were in the home of their Children’s House more of their waking hours… |
Sequence 836 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 1846 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 regard to the child himself. Those simple daily activities are for the… |
Sequence 1947 Black • Montessori All Day opportunities for leadership and guidance of younger peers when they are not included. Of… |
Sequence 2250 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to hurry for pick-up, getting a sitter, getting everyone fed and only to… |
Sequence 254 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 associate Jacqueline Cossentino and Steven Hughes of the Center for… |
Sequence 1monTessori earlY childhood educaTion in The PuBlic secTor: oPPorTuniTies and challenges by Janet Begin Janet Begin’s paper… |
Sequence 262 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 economist James Heckman (“The productivity argument”), invest- ing in… |
Sequence 363 Begin • Montessori Early Childhood Education in the Public Sector One such promising option is Montessori education. Maria… |
Sequence 2181 Begin • Montessori Early Childhood Education in the Public Sector a commitment to serving students from low-income… |
Sequence 3125 Trierweiler • An Overview of Family Star Montessori School Family Star also has very diverse staffing in order to most ef… |
Sequence 8130 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 a RefeRences Montessori, Maria. Education for a New World. 1946. Madras… |
Sequence 1whaT is The ideal infanT grouP care environmenT: monTessori nido versus infanT daYcare Programs by Emily Shubitz Emily… |
Sequence 3151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 11159 Shubitz • What is the Ideal Infant Group Care Environment Daycare centers are not always open to the idea of using cloth… |
Sequence 1Feature reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about coming to America in 1962… |
Sequence 2218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 4220 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the materials and the order of presentation. At the same time Mr.… |
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 48 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lation as a whole. I believe that it is best to place young children in… |
Sequence 1957 Nehring • Implementing Inclusion Theory into Practice Getting to know a child with challenges involves knowing the child… |
Sequence 3109 Dattke • A Montessori Model for Inclusion these. These models are simply variations of placing children with… |
Sequence 1MulTi-sensory, hanDs-on ManiPulaTives anD aDulT esl by Timothy J. Stapleton Timothy Stapleton describes the use of multi-… |
Sequence 9179 Awes • Supporting the Dyslexic Child in the Montessori Environment a language in which spatial memory is central, as… |
Sequence 15185 Awes • Supporting the Dyslexic Child in the Montessori Environment If a diagnosis is made, an adult should explain to the… |
Sequence 30200 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 chologists and special education teachers can serve as consultants to… |
Sequence 32202 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The trained Montessori adult observes the child and provides her with… |
Sequence 36206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 5213 Luborsky • Occupational Therapy and Montessori—Kindred Spirits sori’s approach in the United States. According to the… |
Sequence 19269 Schonleber • Hawaiian Indigenous Education Kana‘iaupuni, S. M. (2007). A brief overview of culture-based education and… |
Sequence 1749 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |
Sequence 1749 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |
Sequence 1161 Soholt • Living Grace and Courtesy in the Primary the tools and means to seek out and form communities of this type when… |
Sequence 13151 Cobb • Grace and Courtesy for the Whole School and conducive to harmonious relationships. We can and should pro- vide… |
Sequence 333 Andrews • The Social Relevance of Montessori in the First Plane service providers, and the state and federal government.… |
Sequence 3060 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Brown, John Seely & Thomas, Douglas. A New Culture of Learning:… |
Sequence 12102 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 A wise, global citizen loves his home, his land, and his own people and… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 It is important to understand that Dr. Montessori did not advocate that… |
Sequence 6144 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 who like her had very light blond hair. Adults in the United States have… |
Sequence 317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 1226 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 references Csikszentmihalyi, M. Creativity. New York: HarperCollins,… |
Sequence 1872 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 In conclusion, I would like to address the idea of the teacher himself… |
Sequence 379 Webster • Practical Life from the Second Plane to Third Plane beauty to meet our needs. Each generation fulfilled the… |
Sequence 294 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 That there is no easy an- swer to this question concerned the Ancient… |
Sequence 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
Sequence 4110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 15121 Black and Davis • Montessori All Day, All Year of an environment that fully supports the child’s development, we provide… |
Sequence 44 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 Most children in the developed world will acquire some degree of reading… |
Sequence 2929 Wolf • Chapter Three: A Child’s Tale developmental researchers have discussed this domain of play and literacy, we want… |
Sequence 21129 Moudry • Technology, Togetherness, and Adolescents reFerences American Academy of Pediatrics. “Media and Children.”… |
Sequence 20150 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 In order for us to guide our adolescents to this new morality we have to… |
Sequence 2154 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gone and knocked on the doors of the rocks in order to call forth from… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
Sequence 1The rOad hOMe by Molly O’Shaughnessy “Children have the potential to create a world we cannot imagine. This is our hope.” In… |
Sequence 11195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 24300 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 3. I had not attempted to conduct a scientific, quantitative study.… |
Sequence 1921 Andrews • The Myth of the “Perfect” Child a Montessori, Maria. (1949). The Absorbent Mind. Claude A. Claremont trans.… |
Sequence 1741 Jackson • A Workmanship of Risk 18. MacGregor, Jeff. “The Maestro.” Smithsonian Magazine, 46.8 (November 12, 2015): 52-86… |
Sequence 21119 Baker • Identifying True Normality in the Elementary Child Giving up control is what is needed. What the adult • cannot… |
Sequence 22190 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Hattie, J. & Yates, G. Visible Learning and the Science of How… |
Sequence 3265 Massie • Helping Children with Attentional Challenges We heard from keynote speaker Annette Haines about how Montessori’… |
Sequence 10272 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 children with the same disability type tended to group together and… |
Sequence 16278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 17279 Massie • Helping Children with Attentional Challenges Dr. Montessori thought expansively. She viewed her work of… |
Sequence 7293 Luborsky • The Role of the Occupational Therapist ADHD and Motor Development Of particular interest to the OT is the… |
Sequence 64350 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Chang, Y.-S., Owen, J.P., Desai, S.S., Hill, S.S., Arnett, A.B., Harris… |
Sequence 1helPing children WiTh aTTenTional challenges in a MonTessori classrooM: The role of The Physician by Maureen Murphy-Ryan… |
Sequence 3357 Murphy-Ryan • The Role of the Physician Become prepared to participate in an educational- 6. medical care team applying… |
Sequence 11365 Murphy-Ryan • The Role of the Physician at a young age or in utero (lead, organophosphate pesticides); nutri- tional… |
Sequence 282 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 The reform of the secondary school is one of the most important problems… |
Sequence 5Glossary of Montessori Terms page 12 references Groos, K., (1901), The Play of Man, New York: Appleton Haines, A., (1993… |
Sequence 5AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 2AMI Journal 2017 - 2018 page 19 in regard to the adolescent) were clearly hypothetical. Regardless, she believed these ideas… |
Sequence 13Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 1Equal Opportunity and the Montessori Magnet School No man is free who is not master of himself. Epictetus The principle of… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 6AMI Journal 2017 - 2018 page 63 references Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom Behavior: Its… |
Sequence 1The Acquisition of Spoken Language: The Nebula Hypothesis Dr Montessori’s views on the child’s acquisition of language are… |
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 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 4AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |