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Sequence 18decisions, and to steer one's own actions, in the specificity of the different planes of development. In fact, practical… |
Sequence 20Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 10Moncesson National Curriculum Framework Montessori National Curriculum: Overview Introduction The Montesson National… |
Sequence 21Montessori National Curriculum Framework References Australian Education Ministers 2008, Melbourne Declarat,on on EducatJonal… |
Sequence 285Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 2the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 1INTRODUCTION by Patricia Coulter Why these writings? First, I would like to offer something of the story as to how they came… |
Sequence 1AN ADVENTURE: THE CATECHESIS OF THE GooD SHEPHERD by Sofia Cavalletti Translator's Note This essay was written in… |
Sequence 3God? How is a relationship like this configured? We observed the children and asked ourselves: Who are you? From the very… |
Sequence 14it is already a place of worship in some sense. In the atrium, children can live according to their own rhythm, something not… |
Sequence 22Bib]e Among all the themes proposed to the youngest children (un- der six years of age), what immediately stood out was the… |
Sequence 29"directs the heart to what is above," and which is expressed "in wonder and exultation,"… |
Sequence 32Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 3319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 3433. Translator's note: Although Sofia Cavalletti does not mention it in the text, I have taken the liberty of naming this… |
Sequence 212 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 When we are in an apartment building or entrance hall that has very… |
Sequence 414 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 one for a library, one for a kitchen, another for a laboratory, and so… |
Sequence 3109 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education also the rocks and the earth or soil), the… |
Sequence 10116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 14132 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Cosmic Education is a vision and, like all vi- sions, difficult to… |
Sequence 5157 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder work” (Montessori, The… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 4252 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to live deeply in the abiding wonder and beauty and intimacy presented… |
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 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 4140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
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 432 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
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 3151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 771 Urioste • Multicultural Inclusion in an Urban Setting for young Hispanic children in a Montessori classroom. During the… |
Sequence 1276 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 It was also obvious that all of our parents from across the city were… |
Sequence 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 3211 Luborsky • Occupational Therapy and Montessori—Kindred Spirits The Person, Environment, Task Triad When treating clients… |
Sequence 6108 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 maria monteSSori’S GreateSt act of civility On August 31, 1898 Maria… |
Sequence 7109 Schaefer • History and Civility approach the work with reason and science, properly understood. She suggested that… |
Sequence 8110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 1BiRTh To six: a foUndaTion foR all ThaT Comes laTeR by Judith Orion Judi Orion, a Montessori expert on the birth-to-six… |
Sequence 668 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 sources of information about development for this period, so much so… |
Sequence 595 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 3153 Stephenson • Cosmic Education to infancy program in Rome in 1947, parents have been guided in preparing an environment… |
Sequence 8158 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Here is an example of the difference in the study of geography. In a… |
Sequence 10160 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 distress together with a desire to alleviate it) begins long before the… |
Sequence 3177 Rogers • Stumble into Grace this “vital force” the “horme” and said that it was the source of en- ergy and joy in… |
Sequence 884 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 community garden, or a park in need of care. We have an orchard, an old… |
Sequence 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
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 1620 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 reFerences Menand, Louis. “The Metaphysical Club: A Story of Ideas in… |
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 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 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 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 13315 Parker • The Essential Is Invisible to the Eye The parents I interviewed also seemed to feel that their own openness to… |
Sequence 1ObservaTiOns On sara’s firsT eighT MOnThs by her MOTher by Grazia Honegger Fresco Grazia Honegger Fresco gives us direct… |
Sequence 5363 Montessori • Methods Evolved by Observation child has had scientific care, then at the age of three the child should be… |
Sequence 1a WorkManshiP of risk: The crafTing of ThoughT in an age of sPeed and disTracTion by Maggie Jackson “How much can one… |
Sequence 2122 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The Work of The hand At the time of her first contemplation into the… |
Sequence 15277 Massie • Helping Children with Attentional Challenges sensory training could be used to stimulate cognitive development… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 3AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 5Optimal Developmental Outcomes page 22 to respect the work of others. They can now wait patiently for an object whereas… |
Sequence 1The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 4The Totality of Montessori page 130 students any more). Standardized tests, teaching to those tests, using workbooks and… |
Sequence 2Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 4Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 2AMI Journal 2017 - 2018 page 147 related to the original encoding—i.e., what was first learned. Thus, the Montessori… |
Sequence 22AMI Journal 2017 - 2018 page 147 related to the original encoding—i.e., what was first learned. Thus, the Montessori… |
Sequence 33Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 35Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 39The Totality of Montessori page 130 students any more). Standardized tests, teaching to those tests, using workbooks and… |
Sequence 101The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 147Optimal Developmental Outcomes page 22 to respect the work of others. They can now wait patiently for an object whereas… |
Sequence 154AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 1Reflections by Colleagues on the AMI Editorial Board My first memory of Annette was as a student in the elementary course she… |
Sequence 23AMI Journal 2017 - 2018 page 147 related to the original encoding—i.e., what was first learned. Thus, the Montessori… |
Sequence 34Montessori: Now More Than Ever page 136 child’s gift or potential contribution to society. On the right side of the line are… |
Sequence 36Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 40The Totality of Montessori page 130 students any more). Standardized tests, teaching to those tests, using workbooks and… |
Sequence 102The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |