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Sequence 21157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 383 Wessels • Resilient Communities: An Ecological Perspective of our single cells multiplied itself into more than 30… |
Sequence 28188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 9191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 1Feature “The lines ThaT make The clouds” The essence of The maThemaTical mind in The firsT six Years of life by Ginni… |
Sequence 1BuilDing The inclusive MonTessori school by Pam Shanks Pam Shanks describes Raintree Montessori School, an exemplary inclu… |
Sequence 1014 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Functional Inclusion The second level of inclusion, functional inclusion… |
Sequence 2327 Shanks • Building the Inclusive Montessori School and conversationally. During this one activity, Isabel is practicing… |
Sequence 1654 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 intuitive feeling that it looks like a place where their child could be… |
Sequence 1579 Urioste • Multicultural Inclusion in an Urban Setting In November 1995, the DPS board of education, after a work ses-… |
Sequence 2108 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 move towards a truly inclusive society. In particular for children and… |
Sequence 4110 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The necessary coMPonenTs for creaTing inclusive schools First, we need… |
Sequence 3173 Awes • Supporting the Dyslexic Child in the Montessori Environment Among other things, the NRP found overall that… |
Sequence 5175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 10180 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 of children who were poor readers in the third grade remained poor… |
Sequence 21191 Awes • Supporting the Dyslexic Child in the Montessori Environment Dyslexic readers in Montessori follow this same… |
Sequence 292 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 day in Seattle and a few more to travel west to the Olympic Rain- forest… |
Sequence 1468 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 (role exploration). Choice provides individual motivation, a sense of… |
Sequence 395 Abbott • Battling for the Soul of Education of numerous decisions taken in times past by policymakers as they reacted to… |
Sequence 698 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 admiration for unfettered markets, disdain for the public sector, the… |
Sequence 1515 Wolf • Chapter Three: A Child’s Tale perspective, we do not need another study to keep proving that the vocabulary… |
Sequence 797 Krumins Grazzini • The Hungry Mind need to understand both the world and humanity? How does the world function in all its… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 238 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 piece of embroidery—the whole constitutes a magnificent cloth. (From… |
Sequence 365 Norris • Biodiversity and Peace Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in Costa Rica Per… |
Sequence 8160 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 created from the dawn of civilization up until 2003! According to… |
Sequence 22174 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 floods of the early 1990s the best resources are available online… |
Sequence 1052 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 moment. He was a thrower of chairs in his environment. A visitor came to… |
Sequence 1ObservaTiOns by A. M. Joosten Joosten begins his article by telling us that love and knowledge together are the foundation… |
Sequence 1errOrs and Their cOrrecTiOns by A. M. Joosten “Our primary concern is not that the child learns to do something without… |
Sequence 2216 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 make. We seem possessed by a very compelling obsession which is beyond… |
Sequence 4218 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 greater attention to the mistakes and less to the person who makes them… |
Sequence 1337 Jackson • A Workmanship of Risk of experiments, people memorized word pairs that are “weakly” associated, such as “mouse… |
Sequence 668 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the environment, we will see glimmers of each of these components that… |
Sequence 1guiding children “back froM The edge” PreParing an environMenT To suPPorT children aT risk by Sarah Werner Andrews “The… |
Sequence 51337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |
Sequence 29383 Murphy-Ryan • The Role of the Physician Stein MT: Attention-Deficit/Hyperactivity Disorder: • The Diagnostic Process… |
Sequence 26 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 third passenger (the mathematician) has. And what makes it ring so true… |
Sequence 1216 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Recently students were working with the concept of complet- ing the… |
Sequence 1from cosmic eDucation to civic resPonsibility by Judith Cunningham Bookending her article with questions for the Montessori… |
Sequence 1494 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Post-Secondary Enrollment Option Students can earn college and high… |
Sequence 1417 Chawla and White • Place-Based Education and Citizen Science closely with children, teachers, schools, and nature centers… |
Sequence 1PREFACE By Jacquie Maughan In the fall of 1975, Volume 1, Number 1 of the North American Montessori Teachers’ Associ- ation… |
Sequence 13children’s actions reflect our ability as a teacher, or lack of ability. The children are their own beings. They are not us.… |
Sequence 5have to clean up, bake, and then wait to share the fruits of their efforts with the rest of the community as part of lunch.… |
Sequence 15lofty mission.” Yes, that’s what’s needed. That’s what we have to help the children to do. It’s a mission “…that each of them… |
Sequence 6O’Shaughnessy • Back To The Future 11 many of us who had entered this work with a commit- ment to social justice, equality,… |
Sequence 20O’Shaughnessy • Back To The Future 25 Dallas: Having Montessori implemented within our Lakota Language Nest on the Pine… |
Sequence 24O’Shaughnessy • Back To The Future 29 We welcome and embrace the spirited flame of the next generation among us. Kindled by… |
Sequence 19worldviews, which are often allowed to flourish unexamined, inform and organize the ways in which humans experience and… |
Sequence 10Sillick • Sowing The Seeds Of Science 87 Man can husband nature’s resources to her own best interests, only if he first loves… |
Sequence 17Kahn • NAMTA - AMI Legacy 171 Annette Haines: Spokesperson for Montessori Values, Scholarship, and Research,” AMI–NAMTA… |
Sequence 1Classroom Management: Insight Through Observation by Jean K. Miller Since becoming involved in Montessori in 1964, I have… |
Sequence 5Prepare small cards with pictures as described for phonetic labeling. Have pictures for one or two phonograms in each drawer.… |
Sequence 12from the start, to show empathy with the mother's feelings, stresses that she, her child and the teacher share some of… |
Sequence 5' . 11i I I I tunity for it inside the nursery as well as outdoors. The raised balcony also gives a chance to get… |
Sequence 8intentions or plans are not well defined or fully conscious. He cannot put them into words with ease or precision. The layout… |
Sequence 4The analysis of movement is bound up with economy of movement; i.e., to perform only movement necessary for the purpose. This… |
Sequence 8negatives. Unrealistic stereotypes motivate the adult's behavior. However, these stereotypes, which often become… |
Sequence 3not be foreign to him when he encounters them in his more formal study of history at the junior level. By placing before the… |
Sequence 2protein has increased dramatically, and so we feed a good deal of our "extra" grain to livestock and poultry… |
Sequence 4economies as well as that of Japan are now structural problems, with inflation as a permanent factor which simply cannot be… |
Sequence 1Expansion: Proposed Junior High Outline By David Kahn Ruffing Montessori may never have a Junior High. But at the request of… |
Sequence 446 found way and comes to formulate in an essential manner a theme, which constitutes a foundational motif, and perhaps the… |
Sequence 210 estimate of how many unregistered minders operate. Much suspicion centered on the unregistered minder. For all that. what… |
Sequence 3mcnt 10 enrich the learning environment and lO extend Jay care beyond minimum custodial level~. Nor docs this comprehensive ~… |
Sequence 728 I find that the triangle theme can translate rather easily into math, language, and the cultural subjects of geography,… |
Sequence 7Technology has made it all happen faster today. It took decades for word of Pestal· ozzi's accomplishments to reach all… |
Sequence 7Technology has made it all happen faster today. It took decades for word of Pestal· ozzi's accomplishments to reach all… |
Sequence 7Technology has made it all happen faster today. It took decades for word of Pestal· ozzi's accomplishments to reach all… |
Sequence 7Technology has made it all happen faster today. It took decades for word of Pestal· ozzi's accomplishments to reach all… |
Sequence 7Technology has made it all happen faster today. It took decades for word of Pestal· ozzi's accomplishments to reach all… |
Sequence 7Technology has made it all happen faster today. It took decades for word of Pestal· ozzi's accomplishments to reach all… |
Sequence 7Technology has made it all happen faster today. It took decades for word of Pestal· ozzi's accomplishments to reach all… |
Sequence 1Sofia Cavalletti in Washington, D.C. Summer, 1983 by Babara Kahn Cavalletti and Workshop - 1983. In Washington, D.C. last… |
Sequence 3The catechesis of the Good Shepherd in North America had grown from a tiny mus- tard seed so small that you could blow it away… |
Sequence 5to observe and evaluate the emotional, academic and physical needs of a child. " This teacher is stating clearly what… |
Sequence 10Must have at least 2 years of primary training. Must be reading and writing in cursive. Must be able to read the cards in the… |
Sequence 1Maria Montessori visits Lili Peller These are changing times for Montessori in the United States. NAMTA has recognized thqt… |
Sequence 5shown before the child has even tasted the food. The more a child has experienced severe oral or anal deprivations in infancy… |
Sequence 3Once again the conference made a significant step towards something new and powerful - yet still discernible as part of the… |
Sequence 8Education of the newcomers is basically the teaching of the miracle of life, the art of living and of human fulfillment within… |
Sequence 3Missionaries of Charity, the sisters of Mother Teresa. At every step of their development I was wishing I'd taken the… |
Sequence 3Bambino, was formed to develop materials and to continue the study of the develop- ment of the religious potential in children… |
Sequence 43• Montessori trained and certified teachers and administrators representing both the Association Montessori Internationale… |
Sequence 4440 nation's first attempt to involve parents in the education deci- sion-making process. • Preschool Parents… |
Sequence 99country's and state's histories. American leaders of the 19th century believed that no nation could survive, let… |
Sequence 107ent cultures. This experience can help to diminish prejudice and cultural stereotyping by establishing personal relationships… |
Sequence 15love, patience, and individual bonding with the children needed to be there because the adolescent was in a sense… |
Sequence 11stand. They would bring this back and take another which contained other pictures to which to apply other names. Experience… |
Sequence 67If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest… |
Sequence 88have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 94This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 144NORTH CAROLINA Montessori teachers needed for pre- school and elementary classes summer- /fall '88. Please send resume… |
Sequence 20essential principles, and which he believed were an improvement over her materials. These materials are not described, however… |
Sequence 34Fair" Picture Vocabulary Test for intellectual functioning; d) the Cin- cinnati Autonomy Battery (CAB) by Banta which… |
Sequence 86The children were from middle income families and were restricted to four-year-olds attending school for the first time and… |
Sequence 20cient, not relying on servants to do everything for them. They want their children to become responsible leaders who can… |
Sequence 97ENGLAND El.ementary in England. The first 3 Ele- mentary Schools in England are opening in autumn 1989. Unique opportunity… |
Sequence 26friendship that results from sharing a noble human good. From this social learning community (referred to by Robert M.… |