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Sequence 16the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 1EARLY INTERVENTION ON A LARGE SCALE by Arthur J. Rolnick and Rob Grunewald It is rare that n top official at fl,e Federal… |
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 18Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
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 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 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
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 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 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 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 4252 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to live deeply in the abiding wonder and beauty and intimacy presented… |
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 4282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 4282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 10288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 10288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
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 410 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that of which we are fully capable. We often experience intense joy in… |
Sequence 915 Black • Community the child can develop a life. That is why we call this institu- tion a House of Children. The idea is… |
Sequence 1016 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 ful activity upon which the child can focus her concentration. This is… |
Sequence 1420 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 able young man serving as a mentor and companion to the young man with… |
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 735 Black • Montessori All Day all the little objects made of various material, whether brass, silver or wood, laying and… |
Sequence 836 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 1644 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 children might climb and jump from. Well-developed outdoor spaces are… |
Sequence 2048 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Does it take a different kind of adult to successfully implement an all-… |
Sequence 1following The familY: an overview of The BirTh-To-six research ProjecT by Jacqueline Cossentino Jacqueline Cossentino’s… |
Sequence 464 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
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 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 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
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 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 345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 850 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 some other cause apart from what seems to be superficially obvious so we… |
Sequence 1153 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. What would you say about a child for whom… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 1268 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 wOrk curves fOr individual children The practice of creating work curves… |
Sequence 4096 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 clearly explains what is missing is the “Point of Contact” (239). Stand… |
Sequence 12112 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the ball tracker, put it in the tray and put it away. Isn’t that great?… |
Sequence 1becOMing a scienTific Observer by Greg MacDonald inTrOducTiOn Greg MacDonald leaves no stone unturned as he places the… |
Sequence 5137 MacDonald • Becoming a Scientific Observer for the services of these professionals and to pay for the tools and… |
Sequence 22154 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that we have presented too late! Yet for the child, these activities do… |
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 8206 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 iv Observations regarding these points and their particular details… |
Sequence 13211 Joosten • Observations These daily and weekly notes should, of course, also include a more technical and formal part:… |
Sequence 17245 Kripalani • Observation Or do the other children help and put the things in order? Are all the dirty linens, etc.… |
Sequence 3251 Patell • Observation failed and there is no apparent reason for the child to be crying, do we simply dismiss the crying… |
Sequence 3261 Helfrich • Observation You might ask, why then don’t we do all the 90 hours of obser- vation in this carefully… |
Sequence 15291 Parker • The Essential Is Invisible to the Eye ties the school had offered had profoundly affected the way they saw… |
Sequence 13315 Parker • The Essential Is Invisible to the Eye The parents I interviewed also seemed to feel that their own openness to… |
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 1MONTESSORI: A COMPREHENSIVE APPROACH FROM BIRTH TO MATURITY Guadalupe Borbolla is the director of Colegio Montessori de… |
Sequence 4and although we expanded twice during the twelve years at Zelhem, there are no longer difficult situations. To give some idea… |
Sequence 232 rabbits, ducks and chickens; use and market their products such as eggs, milk, yogurt, cheese and wool; account for the… |
Sequence 4"Community" begins to become a reality for the young child when he/she apprehends that each person has… |
Sequence 1The Genesis of a Montessori Trainer By Rita Schaefer The University of Portland has accepted the Primary AMI Teacher Training… |
Sequence 418 What is the resolution? This was just the conflict that Dr. Montessori was talking about where everybody lost. Yes,… |
Sequence 5themselves and bring it out during the two years of the course. Through learning how to observe many were able to see their… |