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Sequence 6854 Part One - Toward the Children ·s House: The FonnaIio11 Years These observations made her change the furniture: low… |
Sequence 71Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 120106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 124110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 128114 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 146132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 150136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 185Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 191A Classic Work of Pedagogy 177 right from the title, what had been announced in the Introduction to the 1926 edition: the… |
Sequence 204190 Part Two - For a Science of the Formation of Man revised somewhat from time to time and not replaced by another book;… |
Sequence 221Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 225Maria Montessori Through the Seasons of the '·Method'" 211 Index of Illustrations Illustrations I, 2, 9,… |
Sequence 244PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 245In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 246Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 248ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 251ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 254In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
Sequence 265CLASSIFIEDS Arizona Keystone Montessori School in Phoenix, Arinma is s<.>eking an AMI Elementary certified… |
Sequence 159 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 3832 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 115 Shanks • Building the Inclusive Montessori School BuilDing The inclusive MonTessori school by Pam Shanks Pam Shanks… |
Sequence 4539 Nehring • Implementing Inclusion Theory into Practice iMPleMenTing inclusion Theory inTo PracTice by Catherine Nehring… |
Sequence 7165 Urioste • Multicultural Inclusion in an Urban Setting MulTiculTural inclusion in an urBan seTTing by Martha Urioste… |
Sequence 9791 O’Toole • Following the Child for Real folloWing The chilD for real by Jennifer O’Toole Jennifer O’Toole has an… |
Sequence 113107 Dattke • A Montessori Model for Inclusion a MonTessori MoDel for inclusion by Joachim Dattke Joachim Dattke inspires… |
Sequence 127121 Dattke • Communicating with the Family coMMunicaTing WiTh The faMily for The chilD’s BesT chance for success by Joachim… |
Sequence 137131 Helfrich • The Importance of Spoken Language The iMPorTance of sPoken language in PrevenTing challenges in reaDing anD… |
Sequence 160154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 215209 Luborsky • Occupational Therapy and Montessori—Kindred Spirits occuPaTional TheraPy anD MonTessori— kinDreD sPiriTs:… |
Sequence 132126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their… |
Sequence 151145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 162156 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 God’s presence, characterizing the mystery between God and the child as… |
Sequence 114108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 128122 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 classIfIeds Arizona Early Childhood and Elementary Montessori Teachers… |
Sequence 159 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not… |
Sequence 1610 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title… |
Sequence 2014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 116108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 2620 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 132126 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 2017-2018 namta conference scHeDule Plan now to attend these events!… |
Sequence 69The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 117A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 122AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 128AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 135Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 1010 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 about the children of privilege in America, “The children snatched the… |
Sequence 77Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 42Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had… |
Sequence 14In our second year, we built our own building and expanded the class considerably - so much so that I had just enough time for… |
Sequence 35older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit… |
Sequence 2016 Maria Montessori, a musical play in ten scenes on the life of Maria Montessori, was written and produced by the students… |
Sequence 2218 Teacher: (After 2 minutes) 5, 4, 3, 2, I - TIME! Everybody stop! Now count the number of words you have written - put this… |
Sequence 7470 Excellent opportunity available for Primary Mon• tessori Directress with established school in Uni- versity town. Respond… |
Sequence 2Treasure Article 2017 page 1 i. introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since… |
Sequence 3Treasure Article 2017 page 2 that most people still would not ordinarily associate with children. What causes such a change… |