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Sequence 1CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 1MOTHER AS THE FIRST PREPARED ENVIRONMENT by Susan Tracy S11sa11 Tracy's deep research about the prenatal, periHntnl,… |
Sequence 2promotes various Multisensory Structured Language Programs with a long history of success, all compatible with Montessori… |
Sequence 8stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 10barrows with resistant loads, walking the labyrinth. At Hershey, we moved our library book bin far away from the library and… |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 3usual) talking about child development, and the beautiful way in which Montessori education meets all the needs of a child.… |
Sequence 15ln addition to the clinic, Rivendell Preschool is an inclusion model, accepting children with a variety of learning styles and… |
Sequence 3services had there been such a thing at the time. Dr. Montessori was "the first professional who saw that retardation… |
Sequence 1PROFILE: THE COBB SCHOOL, MONTESSORI by Carolyn Conto Ross Tile Cobb School, Montessori, in Simsbury, Connectic11t,Jo11nded… |
Sequence 17of its potential for shaping the teacher-student relationship. But that would be a necessary step to take if we were to… |
Sequence 11to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 23B. [Potentially included] New story: "Diversity and Unity of Languages-[n Search of Universal Communication"… |
Sequence 1MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 4If we are to solve the recruitment/ enrollment problem and take Montessori "over the top," we need to show… |
Sequence 12fact that someone is successful and their Montessori background or their educational preferences. On this front we would lose… |
Sequence 1MONTESSORI MATHEMATICS: A N EUROSCIENTIFIC PERSPECTIVE by Benedetto Scoppola Benedetto Scoppoln joi11s t/1e Montessori world… |
Sequence 9• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 9to multiply by the reciprocal. Cnnceli11g is another misnomer we often hear in connection with fractions. Be careful of your… |
Sequence 23,------- l Figure 26. Two similar hexagons containing similar triangles. bigger hexagon is the original triangle that we… |
Sequence 2Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 28Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 3Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 38Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |
Sequence 4very logical, but when put into practice are not so" (Unpublished 1944 lectures 7). Her pragmatism was particularly… |
Sequence 8year after year, not of one, but of a multitude of persons who have nothing in common with us, not even years, is indeed a… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
Sequence 11Concentration is a critical ingredient in the promotion of optimal human functioning. Because parents, teachers, and other… |
Sequence 12used to support this view of play are Lev Vygotksy's socio-cultural theory and Jean Piaget's constructivism.… |
Sequence 2INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 8With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 9Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 10Intellectual Preparation: The Sites With our overview of the history complete and a temporal framework securely in place, we… |
Sequence 11of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 13Numerous additional sites, artifacts, ruins, remains, and rubble line the sidewalks, lie just around the bend, or wait across… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 15Quintessentially integral to the Montessori experience is a prepared environment. We cannot change and reorder the… |
Sequence 17form several tragedies in a single day long tour de force. In order to ensure that all the invited nobles and their retinues… |
Sequence 19dome, what, we ask aloud, would have made a like contribution in launching the Renaissance, and where would we be in our… |
Sequence 21Constantine, who, despite killing his brother and later his wife, the Empress Fausta (at the behest of his mother, St. Helena… |
Sequence 22man civilization: the love of parents for their children, education, women, and slavery, which the students examine through… |
Sequence 23and was a skill needed only by the slaves who did the accounting and kept the books. Aristocratic families also gave their… |
Sequence 24environment of Ancient Rome into which we are about to embark. We have instead prepared an intellectual environment to which… |
Sequence 26It is necessary that the human personality should be pre- pared for the unforeseen, not only for the conditions that can be… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 30last eight days of the trip. For some, this can be a very difficult task; for all, it is a learning experience. Tn the… |
Sequence 31There are times when the tiredness at day's end feels over- whelming. But there is no number for calling in sick and no… |
Sequence 38hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 4XLV of the various [talian editions. The passages were sometimes retranslated because the original translation in English did… |
Sequence 13 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 24 Par/ One - Toward 1he Children's House: The Formalion Years distant origins: and if the course of the present… |
Sequence 5From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 8I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |
Sequence 11From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 1214 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 2Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 520 Part One - Toward the Children's House: The Formation Years pedagogical methods tailored to their needs and through… |
Sequence 722 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 10Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 8Science and Socie~)': The Woman Queslion 33 lll.4 "Women everywhe,·e, arise!" Montessori 's… |
Sequence 934 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 1136 Part One - Toward the Children ·s House: The Formation Years alcoholism. cnvironmcn1al conditions and race. The… |
Sequence 12Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 139 Chapter IV Anthropology in School IV. l Studies of philosophy and anthropology "Enrolled at university as a… |
Sequence 3A11thropology in School 41 is possible that Montessori did not perceive science and religion as opposing one another, also… |
Sequence 644 Part One - Toward the Children ·s llouse: The Formation Years ' Luigi Crcdaro ( 1860-1939) relined his s1Udies in… |
Sequence 448 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 650 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 1256 Part One - Toward the Children's House: The Formation Years vegetable garden, and inside the "House"… |
Sequence 23Proposal.for a Scientific Pedagogy 67 Activities in nature are impo1tant also for the education and coordination of movement… |
Sequence 2468 Part One - Toward the Children's House: The Formation Years She also cited her own works, mainly Antropo!ogia… |
Sequence 25Proposal.for a Sciemific Pedagogy 7 M. Montessori,// Me1odo de/la Pedagogia Scienlijica. Ecli=ione cri1ica. p.159. K Ibid. p.… |
Sequence 2670 Par/ One - Toward the Children ·s House: The Formation Years experimental study of the sense of touch and devised the… |
Sequence 27Proposal for a Scientific Pedagogy 71 Randone was also a biological designer at the University of Rome. where Montessori may… |
Sequence 274 Maria Montessori Through the Seasons of the "Method" lllustrntion 2: Teacher~ and student\ of the Scuolu… |
Sequence 3illustrations Illustrations 3 and 4: Anthropology lecture by Maria Montessori at the Pedagogical School in Rome, 1906. In… |
Sequence 5lflustrations lllus1ration 7: One of the first Children's Houses in San Lorenw. It corresponds lo the description found… |
Sequence 9Il/11stratio11s 81 Illustration 14: Participants or the 2nd International ;\lontessori Course in 1914, Castel Sant'… |
Sequence 2092 Maria Montessori Through the Seasons of the "Method" Illustration 34: Maria Montessori in Rome's… |
Sequence 21lllus1ra1io11s Illustration 36: Maria Montessori wilh Francesco Ercole. l\linister of National Education, and Picro Parini (… |
Sequence 2294 Maria Montessori Through the Seasons of the "Method" Illustration 38: Didactic e~hibition: the baby… |
Sequence 25f//11stratio11s Illustration 43: "Botany. The study of nature arouses g.-cat interest and considerable observation… |
Sequence 2104 Par/ Two - For a Science of 1he Formation of Man towards the Children's Houses. In 1910 there were another two… |
Sequence 3011 the Move with the "New Child'' 105 the means for conducting work that the child seeks and wants.… |
Sequence 4106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 5On the Move with the "New Child" 107 Spanish one in I 9 l5; the Dutch in 1916, and the Danish in 1917. In… |
Sequence 6108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 14116 Part Two - For a Science of the Formation of Man materials; playful and expressive activities, with particular regard lo… |
Sequence 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 9126 Par/ Two - For a Science oflhe Formal ion of Man government, in the person of minister of education Anile, continued with… |
Sequence 11128 Part Two - For a Science of the Formation of Man Finally, the fact that the atmosphere of orderly and disciplined work… |
Sequence 14School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 18School, Family and Society 135 Montessori as an honorary member of the Fascist party. Over the last few years many scholars… |
Sequence 18Hopes and Disappoi11l111e11ts 153 Dil'i11i illius magistri of Pius XI of I 929. Moreover. it reads: ·•every education… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |