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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 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 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 2XII Bambini (The Method of Scient(fic Pedagogy as applied lo child education in the Children's Houses) is explained by… |
Sequence 13 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 10Science and Socie~y: The Woman Question 35 new moral and educational principles. In her speech, she related sex education… |
Sequence 145 Chapter V Proposal for a Scientific Pedagogy V.1 Where children "do not see the light, but see the darkness&… |
Sequence 246 Part One - Toward the Children ·s House: The Formation Years What was meant to be a great investment and profitable… |
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 7Proposal for a Scientific Pedagogy 51 Parents did not pay anything to send their children to the "House",… |
Sequence 852 Part One - Toward the Children's House: The Formation Years Montessori accepted the job also because she had a… |
Sequence 1054 Part One - Toward the Children ·s House: The FonnaIio11 Years These observations made her change the furniture: low… |
Sequence 13Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 4106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 12114 Part Two - For a Science of !he Formal ion of Man child is the man that is not yet agile in movement and language - and… |
Sequence 11128 Part Two - For a Science of the Formation of Man Finally, the fact that the atmosphere of orderly and disciplined work… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 1136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 18Hopes and Disappoi11l111e11ts 153 Dil'i11i illius magistri of Pius XI of I 929. Moreover. it reads: ·•every education… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 2A Classic Work of Pedagogy 177 right from the title, what had been announced in the Introduction to the 1926 edition: the… |
Sequence 15190 Part Two - For a Science of the Formation of Man revised somewhat from time to time and not replaced by another book;… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 1211 Maria Montessori Through the Seasons of the '·Method'" Index of Illustrations Illustrations I, 2, 9,… |
Sequence 16movement are some of the activities the child has the opportunity to do every day. A long and uninterrupted work period… |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 3In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 4Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 6ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 9ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 12In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 2136 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 life” (from the chapter “Life as a Telluric Force,” page 75, cited in… |
Sequence 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 15151 Lillard • Playful Learning and Montessori Education up the Red and Blue Rods, the first of the Montessori mathematics… |
Sequence 17153 Lillard • Playful Learning and Montessori Education it. For example, a child might realize independently that two sides… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 432 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 1171 Begin • Montessori Early Childhood Education in the Public Sector children who needed special assistance, and eligibility… |
Sequence 5221 Verschuur • Reflections lessons learned from forTY-Plus Years in The classroom Dr. Montessori saw education as an aid to… |
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 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 1suPPorTing The Dyslexic chilD in The MonTessori environMenT by Alison Awes Alison Awes provides a comprehensive review of… |
Sequence 5175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 17187 Awes • Supporting the Dyslexic Child in the Montessori Environment task and by breaking the whole task down into its… |
Sequence 19189 Awes • Supporting the Dyslexic Child in the Montessori Environment Letter sounds are introduced with the sandpaper… |
Sequence 20190 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 However, this will only happen because the child has been in- directly… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their… |
Sequence 7145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 668 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sources of information about development for this period, so much so… |
Sequence 9159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 4168 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 raise a $3,000 down payment. It came down to the deadline for closing on… |
Sequence 8172 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 In closing, I have two things that I want you to think about. First, we… |
Sequence 2176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 2108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 14120 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 the children. There are expectations for how each member of the team… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 26 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 as being characterized by “experiment, observation, evidence, rec-… |
Sequence 37 Sackett • The Scientist in the Classroom world or grow to destroy the world. It is in this context that he concluded his… |
Sequence 59 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not… |
Sequence 610 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title… |
Sequence 1014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 1519 Sackett • The Scientist in the Classroom We understand that it is not enough to know what to do in those environments, we… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 6104 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 that sixth graders who did not even glance at a screen for five days… |
Sequence 1MonTessori prAcTices: opTions For A digiTAl Age by Mark Powell Mark Powell’s plea for an open-minded view on the full scope… |
Sequence 13165 Powell • Montessori Practices: Options for a Digital Age especially when their attention is not compromised by… |
Sequence 8108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 11111 Lontz • Observation: A Practice That Must Be Practiced wanted to. They could choose work. And those negative behaviors… |
Sequence 24 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 connected to the work she is doing that she is completely oblivious to… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 3Montessori and Assessment page 54 question #5: what are the positive effects of the test? One principal suggested that the… |
Sequence 4AMI Journal 2017 - 2018 page 67 In an attempt to see science, geography, history, music, and art into one whole picture of… |
Sequence 1The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 1Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 3Cosmic Education page 114 Truly it is no new idea for it has been the natural plan wherever there was education in the real… |
Sequence 1A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since we think today… |
Sequence 2AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 1The Totality of Montessori introduction I have been asked today to begin this conference with some words on “The Totality of… |
Sequence 2Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 1Professional Biography of Annette Haines Education and Honours 2012 Editor and wrote “Editor’s Notes” for The 1946 London… |
Sequence 35Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 42AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 48AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 53A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 55Cosmic Education page 114 Truly it is no new idea for it has been the natural plan wherever there was education in the real… |
Sequence 79Hurried to Read Browsing through a bookstore at an exclusive and expensive shopping centre, I stop at the Child Care section… |
Sequence 101The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 102AMI Journal 2017 - 2018 page 67 In an attempt to see science, geography, history, music, and art into one whole picture of… |
Sequence 115Montessori and Assessment page 54 question #5: what are the positive effects of the test? One principal suggested that the… |
Sequence 117Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 2Professional Biography of Annette Haines page 168 Professional Biography of Annette Haines Education and Honours 2012… |
Sequence 36Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |