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Sequence 238Casa dei Bambini, San Lorenzo, Rome 4 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 22Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 9• Children choose their own activities after they have been introduced to a certain material or procedure. • Since there is… |
Sequence 18moment in time for all time. It is time that has significance for all times and all people. It is a moment in time to be… |
Sequence 19[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 12Every staff person at Lake Country School will tell you that they have met the noble adolescent. Every adolescent guide who… |
Sequence 27brain and spinal cord of mammals a very, very long time ago, and had endowed the monkey's limbs with assured, acrobatic… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 10Renilde Montessori then presented her vision of origins and innovation. Inspired by the Taliesin community, she began with a… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 5record of the life of the child in societies without writing. But we know that some must have grown to maturity; otherwise we… |
Sequence 6A man whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations… |
Sequence 7varies from stage to stage because of the way a child learns at each period of his growth and development. The adult, instead… |
Sequence 3impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 27individuals who have overcome adversity and contributed something remarkable to culture. If phase 1 of development involves… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 32Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 6in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
Sequence 13burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 1LANGUAGE ACQUISITION by Silvana Montanaro Dr. Montanaro' s concise presentation of language development in children… |
Sequence 21• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 29CELEBRATING WRITING: PUBLISHING STUDENT WORK Celebrating student work by publishing it is one of the most exciting… |
Sequence 2emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 10I repeat the same thing about money in order that the immorality and error bound up with it may be destroyed, and we must… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 6foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 13in their own work replicate the spirit that motivates us here at Lamberene." A.S. Neill, in a conversation with Pat… |
Sequence 22appearances. Jim provided on the farm support as farm manager. We keptthe focus pretty directed, with student choices… |
Sequence 23find their own identities as emerging social beings? Did conscious- ness create a bridge between how communities of people… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 1CHILD DEVELOPMENT UNDER THREE: THE FOUNDATIONS OF THE PERSONALITY, THE FAMILY, AND THE MONTESSORI METHOD by Judi Orion Judi… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 3these little tiny children, they begin to function quite independently. Their language explodes, and they become very joyful,… |
Sequence 1A TRIBUTE TO THE INFANT CLASS TRADITION A PHOTO ESSAY by Rita Messineo Rita Messineo annotates this pictorial essay… |
Sequence 1THE DEVELOPMENT OF COORDINATED MOVEMENT by Silvana Quattrocchi Montanaro Dr. Montanaro discusses the stages of movement in… |
Sequence 4To sum things up in Dr. Montessori' swords, "A creature can be led astray by something that is in itself quite… |
Sequence 20get older. I don't see it as a one-shot deal. I see this as an ongoing process with a group of kids. Q: I have a… |
Sequence 1THE ASSISTANT TO INFANCY: A SPECIAL EDUCATOR by Silvana Quattrocchi Montanaro Dr. Montanaro introduces the origins of the… |
Sequence 2child, the greater must be the preparation of the people who will take care of him or her. During the many years she spent in… |
Sequence 3Bambini at Palazzo Taverna in Rome, where, even during fascism, she continued the observation and education of young children… |
Sequence 2LITURGY IN THE CosMic PLAN OF Goo by Sofia Cavalletti Sofia Cavalletti's conviction that the greatest realities are… |
Sequence 15REFERENCES Cavalletti, Sofia. II potenziale religioso tra i 6 e i 12 anni. Trans. Rebekah Rojcewicz. Rome: Citta Nuova… |
Sequence 4Two MYSTERIES The Catechesis of the Good Shepherd has been called" the meeting ground of two mysteries: the mystery… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 2TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1 by Silvana Quattrocchi Montanaro Dr. Montanaro speaks of how Montessori… |
Sequence 2Let me explain, very briefly, how I entered the Montessori world and how this experience changed deeply my personal and profes… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 37of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 8Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 15I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ~ iFINAUTYI 18 ~ 11AHJ ~ ~~;:::::::==:;:::!::=:=lccc::9… |
Sequence 29The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 30of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 33The X, in other words, represents "Man the Unknown." 12 The child, and therefore the adult that the child… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 2MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 11This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 16Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 13sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 32is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 2MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 6The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 10The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 1OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 2Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 3Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 6Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 7Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 8OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 14The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 18The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 46MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 52is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 71sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 122Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 151This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 176MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 197The X, in other words, represents "Man the Unknown." 12 The child, and therefore the adult that the child… |
Sequence 200of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 201The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 215I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ~ iFINAUTYI 18 ~ 11AHJ ~ ~~;:::::::==:;:::!::=:=lccc::9… |
Sequence 240Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |