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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 14116 Part Two - For a Science of the Formation of Man materials; playful and expressive activities, with particular regard lo… |
Sequence 6School, Family and Society 123 Moreover, in 1918 Montessori had been received in private audience with pope Benedict XV,… |
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 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 6160 Par/ Two - For a Science of the Formation of Man disappointments, requests for help, mediations, threatened break-ups and… |
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 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 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 10116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
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 19215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
Sequence 2563 Nehring • Implementing Inclusion Theory into Practice ---.The 1946 London Lectures. Ed. Annette Haines. Laren, The… |
Sequence 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
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 1212 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 and allows us to understand reality more precisely (“the hand is the… |
Sequence 2074 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Landy, R. J. Persona and Performance: The Meaning of Role in Drama,… |
Sequence 2108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 1868 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
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 2561 Kahn • Global Science and Social Systems all stages of the child’s self-construction, widening like the spider web is the… |
Sequence 1880 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 McNamara, J. (2016). “How the Montessori Upper Elemen- tary and… |
Sequence 8108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 39171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 10182 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 references Montessori, Maria. From Childhood to Adolescence. 1948.… |
Sequence 4232 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 drama or elocution competitions were held to reflect the philosophy of… |
Sequence 1660 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 scientificamerian.com/article/critical-ingredients-for- brain-… |
Sequence 17137 Lebitz • Creative Engagement: Handwork as Follow-Up Work Music: models of antique or historical instruments, dioramas or… |
Sequence 23285 Massie • Helping Children with Attentional Challenges Danner, N. & Fowler, S.A. “Montessori and Non-Montessori… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 1The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
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 6Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 9Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
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 101The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 166AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 10Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 36Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 43AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 49AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 54A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 102The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 167AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 752 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Maria Sibylla Merian (1647–1717) Swiss-German Maria Sibylla Merian has a… |
Sequence 610 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 about the children of privilege in America, “The children snatched the… |
Sequence 1662 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 62 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 REFERENCES… |
Sequence 1GUIDED BY NATURE By Jacquie Maughan ______________________________________________________________________________ 1 Within… |
Sequence 9Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 4MONTESSORI BIBLIOGRAPHY FOR PARENTS The Indian publications as well as all Joosten leaflets can be ordered from Montessori… |
Sequence 2Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had… |
Sequence 6older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit… |
Sequence 1Curriculum Review: Nienhuis Montessori U.S.A. Under the direction and management of Monte Kenison, Nienhuis Mon- tessori U.S… |
Sequence 2Lanuage of the Congress Official languages will be English and Dutch. Depending on the number of participants from other… |
Sequence 3while Margaret Aurin of Munich discussed The Adaptation of Momessori 10 1he Educa1ion of 1he Handicapped Child. The… |
Sequence 2Dr. Silvana Montanaro presented a most impressive summary of positive child development while highlighting the essential… |
Sequence 1Maria Montessori, a musical play in ten scenes on the life of Maria Montessori, was written and produced by the students of… |
Sequence 318 Teacher: (After 2 minutes) 5, 4, 3, 2, I - TIME! Everybody stop! Now count the number of words you have written - put this… |
Sequence 52Mack, Jane. (1976). Conference announcement. The Constructive Triangle, l, 5, o>. Montessori congress. (1951, May… |
Sequence 85Swamy, s. R. (1965/66). History as a means of development. Around the Child, 10, 26-30, (5). HUMAN CHARACTERISTICS/… |
Sequence 174176 Meyer, Judith Wangerin. (1975). Participants, publicity, and schools: Elements in the diffusion of American… |
Sequence 176New Ideas. (1958, January 31). 222, p.155, (1). New London home for multi-national Montessori. (1965, April 30). Times… |
Sequence 5MONTESSORI, POVERTY, AND THE SPECIAL CHILD by Jon R. Osterkorn, Ph.D. With wit and substance, Dr. Osterkorn exposes the… |
Sequence 29With the move into the low income populations Montesserians will be able to address an oft voiced criticism of our work. Many… |
Sequence 74Photo by Paul Biwer. "Today, in areas of high concentratwn of low income chil- dren in this country, conditions of… |
Sequence 76third of all American children. Several states already have school populations where minority children are in the majority.… |
Sequence 114THE 1990 ANNUAL MONTESSORI SUMMER INSTITUTE e 'THE INNER PREPARA noN OF THE MONTESSORI ADULT" Pr•s•nted by:… |
Sequence 8ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 2210. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,… |
Sequence 25DISCOVERY OF THE CHILD by HiJdegard Solzbacher D,: Montessori, who was a scientist and physician and not a trained educa-… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 7THE IMPORTANCE OF MONTESSORI 2000 New American Schools Development Corporation (NASDC) was founded in 199 l by Lamar… |
Sequence 11MONTESSORI 2000 MISSION T he United States of America is thirsting for bold, new education designs. The exponential knowledge… |
Sequence 49References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 168Montessori talked a good deal about the "spiritual preparation" of the teacher(1936, pp. 115-123), and it… |
Sequence 180Montessori Teacher Education Collaborative Forthcoming Courses mer:Prl Commencl level Three Consecutive Summers June… |
Sequence 187Montessori Teacher Education Collaborative Forthcoming Courses Summer Primary Course Commencing June 1994 Cleveland, OH… |