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Sequence 13trees, and all life that emanates from the natural world (Montessori, From C!tildhood to Adolescence 19). This inner… |
Sequence 6Only one year older (age sixteen), when adolescents at the Colegio Montessori de Tepoztlan (Cuernavaca, Mexico) were exposed… |
Sequence 8mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 3success to their Montessori experience. Isn't that success enough? Who has the time and energy to take on more than that… |
Sequence 16the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 1CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 8stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 12009 NAMTA BASELINE SPECIAL EDUCATION SURVEY analysis by Barbara Kahn Whnt does n survey of eighty-two Montessori schools… |
Sequence 2• 18% Midwest (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,… |
Sequence 11working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 25buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 16We also want to consider the social aspect of the adolescent. People often see this as a detriment, so if you go into a more… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 37Ele111e11tnry (6-9 nnd 9-12) and Adolesce11t (12-15) Tuition Ranges Figure 22 shows tuition ranges for lower elementary (6-9… |
Sequence 8which typically are very difficult to see, imagine, or demonstrate. We need to be clear about our message, though. In a recent… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 2for peace during an era in which the rea I ities of world war were both recent past and near future. At the European Congress… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 2INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 7Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 2THE SEARCH FOR A NEW DEFINITION OF CREATIVITY by Guadalupe Borbolla Begin11ing with traditional definitions of creativity,… |
Sequence 2CHILDREN THE MAKERS OF CULTURE: THE ARTIST WITHIN by Olga Dantus Olgn Da11t11s writes 11 refreshing, impressionistic view of… |
Sequence 14bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 231Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years PDHPE Curriculum for Children Aged… |
Sequence 2MONTESSORI' s PLAN OF w ORK AND STUDY: AN EXPLICATION by Laurie Ewert-Kroeker The slim essays on Erdkinder in the… |
Sequence 3In the spirit of these tasks, and in an effort to serve communities who feel compelled or inspired to provide environments for… |
Sequence 4ties looking to evolve a moral and spiritual mission in the young adult, the insight of this journal gives some direction to… |
Sequence 6world of our ancestors. In an increasing global world, we must be continually aware that we share our planet and its natural… |
Sequence 2the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 2point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
Sequence 8Sofia with child in the atrium in the 1970s. Photographer unknown. These expressions all indicate serene enjoyment, which… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 23(five- to six-year-olds, in Mexico, Ttaly), who, because they have greater graphic abilities, have represented the shepherd as… |
Sequence 8142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 4168 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 suddenly every detail of every encounter becomes an invitation into… |
Sequence 3177 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the healing and restorative aspects of nature tomor- row… |
Sequence 6180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 But even more important, from a Montessori perspective, the adolescent,… |
Sequence 7197 Hutchison • Teaching Nature: From Philosophy to Practice There’s a strong focus on self-esteem and per- sonal identity… |
Sequence 8208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 5253 Berry • The Great Work of the New Millennium everything is both object and subject. As objects they are used; as… |
Sequence 4262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 743 Montessori • Movement and Character nastics. It also develops ability, for this child had to be very careful not to spoil… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 484 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 If two species survive their initial introduction, natural selection… |
Sequence 23183 Henke • Toward the Ultimate Goal of Peace must be exposed so the students can meet them. This extends be- yond material… |
Sequence 1418 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 (traditional healers) worked with more than 100 participants, ad-… |
Sequence 1an overview of familY sTar monTessori school by Ginny Trierweiler Family Star Montessori School is well acquainted with “… |
Sequence 3125 Trierweiler • An Overview of Family Star Montessori School Family Star also has very diverse staffing in order to most ef… |
Sequence 745 Nehring • Implementing Inclusion Theory into Practice environments that are physically located in situations very differ… |
Sequence 1175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 14166 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 recoMMenDaTions anD acTion Planning Based on this small-scale study, I… |
Sequence 4212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 638 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 1547 Schaefer • Grace and Courtesy and Beyond contributing the civility of a citizen who cares, is empathetic, and effective.… |
Sequence 8110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 494 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 out of acquaintance with the true story of a place and seeing that story… |
Sequence 595 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 696 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 13103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 7145 Hacker • Promoting World Citizenship less melanin made it easier to get vitamin D from the sun. This was a satisfying… |
Sequence 4110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 2323 Wolf • Chapter Three: A Child’s Tale the more facile an individual is at this reorganization, the more likely they are to… |
Sequence 1The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If a parent were to ask what science and… |
Sequence 1234 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 for us when we explore the activities of the Casa from this per-… |
Sequence 365 Norris • Biodiversity and Peace Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in Costa Rica Per… |
Sequence 1Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And prepArATion For liFe by Greg MacDonald Greg MacDonald cites… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
Sequence 24156 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 care to recall!) As teachers, educators, and those perfectionists that… |
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 1ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation may, even with the best… |
Sequence 15291 Parker • The Essential Is Invisible to the Eye ties the school had offered had profoundly affected the way they saw… |
Sequence 1Designing montessori DisciPline frameworks for all settings by Katy Myers During the process of conceptualizing the school… |
Sequence 1Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes This talk was presented at the… |
Sequence 2The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 5AMI Journal 2017 - 2018 page 165 Today, young people often finish university without having made a choice of vocation and… |
Sequence 4AMI Journal 2017 - 2018 page 165 Today, young people often finish university without having made a choice of vocation and… |
Sequence 41The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 156AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 5AMI Journal 2017 - 2018 page 165 Today, young people often finish university without having made a choice of vocation and… |
Sequence 42The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 157AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 1316 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 NestWatch – www.nestwatch.org The goal of this project is to track the… |
Sequence 1417 Chawla and White • Place-Based Education and Citizen Science closely with children, teachers, schools, and nature centers… |
Sequence 1MAriA MoNTessori’s CosMiC sTories AND CoNTeMPorAry sCieNCe Gerard Leonard is an AMI trainer. He currently trains elementary… |
Sequence 1459 Allen • Of Natural Science When I was looking for a parallel quote from Montes- sori’s writings, this one stood out to me… |
Sequence 1PREFACE By Jacquie Maughan In the fall of 1975, Volume 1, Number 1 of the North American Montessori Teachers’ Associ- ation… |
Sequence 5mond, and Dr. Patricia Kuhl (a specialist in early child- hood language development at the University of Wash- ington who… |
Sequence 1MONTESSORI: A COMPREHENSIVE APPROACH FROM BIRTH TO MATURITY Guadalupe Borbolla is the director of Colegio Montessori de… |
Sequence 234 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Instruction from Indiana University. Today, she serves as the Executive… |
Sequence 6160 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 160 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 NAMTA: A… |
Sequence 4and although we expanded twice during the twelve years at Zelhem, there are no longer difficult situations. To give some idea… |