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Sequence 192178 Part T11·0 - For a Science of !he Formation of Man She also kept a shortened version of the Inaugural Address, which had… |
Sequence 193A Classic Work of Pedagogy 179 carried out on child psychology in relation to representative art and music education in… |
Sequence 194180 Par/ Tll'o - For a Science of the Formation ofMa11 passages. To analyzc them, we would need, in particular, another… |
Sequence 195A Classic Work of Pedagogy 181 position. The 1950 edition also did not include the subsequent passage, found in all the… |
Sequence 196182 Part Two - For a Science of the Formation of Man Meanwhile, one thing is already clear: pedagogy must not be guided, as… |
Sequence 197A Classic Work of Pedagogy 183 passages in which she dwelt on the essential aspects of child psychology and referred the… |
Sequence 198184 Part Two - For a Science of the Formation of Man From three to six years of age, the powers of the unconscious absorbent… |
Sequence 199A Classic Work o_/Pedagogy 185 into the world none of the acquisitions of his race, not even those of his family, but it is… |
Sequence 200186 Part Two - For a Science of the Formation cfMan considered as a sine qua non in order to use the materials of development… |
Sequence 201A Classic Work of Pedagogy 187 "nonnalization" process - a preliminary one and an educational one proper,… |
Sequence 202188 Par/ Two - For a Science o_(lhe Formal ion<~( Man contain the basis for many aspects that would later be dealt… |
Sequence 203A Classic Work of Pedagogy 189 meetings, studies and interests of Montessori. Fidelity, as already said, as a continuity of… |
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 205A Classic Work of Pedagogy 191 1.i M. Montessori, La .formazione de/1 'uomo {The Formation of Man], Milan, Garzanti.… |
Sequence 207Maria Montessori Through the Seasons of the "Method" 193 Bibliography Alatri G., "Le prime Case… |
Sequence 208194 Maria Montessori Through the Seasons of the "Method" handicapped child], in Vita dell 'i11fwda.… |
Sequence 209Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 210196 Maria Mo111essori Through 1he Seasons o,/the "Method" Nuova Italia, 1994. Cives G., "… |
Sequence 211Maria Montessori Through the Seasom of the "Method" 197 D'Arcangeli M. A., Luigi Credaro e la Rivista… |
Sequence 212198 Mario Montessori Through the Seasons of the "Method" Fomaca R .. "La scuola italiana c ii… |
Sequence 213Maria Montessori Through the Seasons of the "Method" 199 Montessori course of 1910 and the Children's… |
Sequence 214200 Maria Montessori Through the Seasons o_f the "Method'' Rome, Edizioni "Vita dell'… |
Sequence 215Maria Afontessori Through the Seasons of the "Method" 20 I de/le dmme italia11e, year I, no.6, 19 February… |
Sequence 216202 Maria Montessori Through the Seasons of the "Method" Montessori M., "La teoria lombrosiana e l… |
Sequence 217Maria Montessori Through the Seasons of the ''Method" 203 child education in the Children's llouses… |
Sequence 218204 Maria Montessori Through the Seasons of the "Method" Italian c.!dition with the title P.1icoaritmetirn… |
Sequence 219Maria Montessori Through the Seasons of the "Method'' 205 Montessori M., la scoperta de/ bambino, Milan,… |
Sequence 220206 Maria Montessori Through the Seasons of the "Method" "Notizie sul movimento per il metodo… |
Sequence 221Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 222208 Maria Montessori Through the Seasons of the "Method" Scientific Pedagogy' to 'The Discovery… |
Sequence 223Maria Montessori Through the Seasons of the "Method" 209 1896-2000, Rome, Edizioni Opera Nazionale… |
Sequence 224210 Maria Montessori Through the Seasons of the "Method" della Pedagogia Scientiftca·: origins and… |
Sequence 225Maria Montessori Through the Seasons of the '·Method'" 211 Index of Illustrations Illustrations I, 2, 9,… |
Sequence 226212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |
Sequence 227Maria Montessori Through the Seasons of the ''Method" 213 in the model Children's House specially… |
Sequence 228214 Maria Montessori Through the Seasons of the ··Method" intelligent activity and lead to the independence and… |
Sequence 229Maria Montessori Through the Seasons of the "Method" 215 Index of Names Maria Montessori'.~ name is… |
Sequence 230216 Maria Montessori Through the Seasons of the "Method" Di Rudini A., 25n. Dolmetseh E. A., 149. Ercole… |
Sequence 231Maria Monlessori Through the Seasons of the "Method" 217 Maccheroni A. M., XIII, 7, 13, 14n, 57, 66, 69n,… |
Sequence 232218 Maria Montessori Through /he Seasons of the ''Method" Rousseau J. J .. 63, 158. Russel B., 164.… |
Sequence 233Nienhuis MONTESSORI N1enhu1s Montessori. The global standard. 150 S Wt.sma,, R...t M...,ta,n V,ew CA 94041-1508 I 1-800-942-… |
Sequence 234s man? Where dos he come from? Where i h s, st expressian housht”, This s how Montesor egsn cofernce e Pedogical - phvsiogic… |
Sequence 1The N-A•M•T-A NAMTA Journal Nature, Creativity, and the Adolescent Volume 36 Number 3 Summer 2011 Guadalupe Borbolla… |
Sequence 2WHAT Is NAMTA? The '\:orth American ~1onte,,ori Teachers· As,ocia1ion prmidc, a medium of study. intcrprc1a1ion. and im… |
Sequence 3THE NAMTA JOURNAL VoL. 36, No. 3 • SuMMER 2011 NATURE, CREATIVITY, AND THE ADOLESCENT In ofliliaiion wi1h the Associaiion… |
Sequence 4N ATIJRE, CREATIVITY, AND THE ADOLESCENT SECTION I ABOUT NATURE, STORYTELLING, AND CREATrV[TY… |
Sequence 5Eouc :rno:-.; \S THE PRH'\R,\TION FOR ADULT Lu,: A-:--0\ i.R\ 11 \\ ...... by Laurie Eiccrt-KroLkcr PER50~Al ExrRfSs(O… |
Sequence 6SECTION I ABOUT NATURE, STORYTELLING, AND CREATIVITY by David Kahn This journal is certainly a mixed assemblage of articles… |
Sequence 7Elise Huneke-Stone 2 The NAlv!TA Journal • Vol. 36, No. 3 • Summer 201 I |
Sequence 8STORY AND SELF-CONSTRUCTION by Elise Huneke-Stone Elise Hu11eke-Stone's definition of story and its f111Zctions arises… |
Sequence 9Here'smyhouse,analmost-hundred-year-oldbungalowinPortland, Oregon. I don't live in my house in Portland right now.… |
Sequence 10in. I started a quest to better understand storytelling, particularly the storytelling that we do about ourselves. My heart-… |
Sequence 11husband Dave would stuff with cheese and herbs and then saute as a late summer appetizer. And for a third thing, one year we… |
Sequence 12This keynote today is a collection of zumpkins. In the two and a half years since l had my own class, I've had time to… |
Sequence 13So I've started with a story, and this story does many things for us in this relationship we have here today as… |
Sequence 14We want to do a good job with this storytelling, and we want it to be colorful, a metaphor we'll look at more closely… |
Sequence 15One of the things that I hope the zumpkin story did for us was to establish me as a narrator with some likable qualities. In… |
Sequence 16three-year-old can. So when we speak to children, we need to keep in our minds their exquisite sensitivity to our voices. We… |
Sequence 17of human speech. The baby babbles the full range of human speech sounds then further classifies those sounds into the ones… |
Sequence 18• We narrate. According toGopnik, Meltzoff and Kuhl, in their book The Scientist in the Crib, "When babies are about… |
Sequence 19Now let's look more closely at that narration starting at twelve months. The researchers found that this kind of parental… |
Sequence 20almost always include nouns, and English speaking parents spend a lot of time pointing out objects and giving them names. So… |
Sequence 21tion, and singing. We'd also learned about grace and courtesy and about the Sound Game. We had presentations on all of… |
Sequence 22complete sentences whatever the children said to her upon arrival. It was a dance of attunement and connection and belonging,… |
Sequence 23the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 24Look at any Montessori primary presentation and you'll see ele- ments of that first narration with a child. In a… |
Sequence 25The child in the Cnsn spends three years absorbing up all those nouns and verbs and adjectives, all that mode led language,… |
Sequence 26these new powers of mind? We begin to tell lots and lots of stories. And the children begin to tell and write lots and lots of… |
Sequence 27tive, that we use narrative structures to think with. The wonder- fully dense book describes how we collect and classify all… |
Sequence 28Incidentally, I mentioned that we start using metaphor once we have enough practice with the concrete use of language to… |
Sequence 29common culture. And yet, because of the way that we each process stories in our own brains, nobody is hearing the exact same… |
Sequence 30initiating and responding and put on a still face. What happens is that babies make more efforts to engage the parent, and… |
Sequence 31or to "know" something. Of course, Dr. Montessori didn't need to know which neurons were firing in the… |
Sequence 32about storytelling, we're on solid ground to say that when engaged in storytelling, children are processing at many… |
Sequence 33ence. It gives the patients a way to share who they are when other ways of communicating that sense of self are compromised by… |
Sequence 34Counter-narrative interventions are being developed for reha- bilitation of terrorists. Ad11/t Attnc/1ment Interview At a… |
Sequence 35And here's another zumpkin. There's a similar understand- ing of the importance of words to process emotion at work… |
Sequence 36The thing about the elements of Dangerous Writing is that because they're expressed and used by writers, they themselves… |
Sequence 37These items sell better. According to Chris Speed4, principle researcher at Totem, the organization running some of these&… |
Sequence 38reveal so much more. How he flung open the door, how he lingered on the threshold or leapt off the porch steps, whether or not… |
Sequence 39Thank you for listening to me today. We have looked at many zumpkins, seemingly unrelated things that can come together into… |
Sequence 40were building the foundation for a just, harmonious society. This truth was brought to me very powerfully in my primary… |
Sequence 41REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 42Pink, Daniel. A Wl,o/e New Mind. New York: Riverhead Books, 2005. Ramachandran, V.S. A Brief Tour of Humnn Co11scio11s11ess… |
Sequence 43Georgia Heard 38 The NA MTA Journal • Vol. 36, No. 3 • Summer 20 I I |
Sequence 44A PLACE FOR WONDER: READING AND WRITING NONFICTION by Georgia Heard Georgia Henrd's intuitive knowledge about wonder… |
Sequence 45When I set up these centers, I want young learners to explore materials with all their senses, to ask questions, to use… |
Sequence 46anything and not exclaim about the world. I realized that a lot of the primary schools that I was visiting had a different… |
Sequence 47This experience, typical of some of the schools that I was looking at (but not the Montessori schools), amazed me. When I… |
Sequence 48the day they can go to this place and write a question down. J also want to encourage them to use writing to speculate, to… |
Sequence 49day so that children can explore these centers when they first ar- rive. These centers take place throughout the school year,… |
Sequence 50One of the values of the wonder of the week is giving kids time to ponder. Kids love this word ponder, which means to think… |
Sequence 51her heart wonder about how to make friends because she just did not know how to do it. I wonder about how do you make friends… |
Sequence 52kids were gravitating toward, what excited them, and what excited their learning: animals, nature, and pets. Someone had… |
Sequence 53I also work a lot with poetry. So much of poetry is observational. This is a poem by a boy who wrote about his turtle. What l… |
Sequence 54used, they could have spent all day talking about these objects they brought in. A lot of them were personal. "I… |
Sequence 55transform it into poetry. Jn this particular class we had read a lot of poetry and a boy wrote: The shells make life come… |
Sequence 56how does that change it? Here's another example using your eyes and then using a magnifying glass. This is Kate and her… |
Sequence 57Wonder Boxes For slightly older children I found some wonder boxes at a dol- lar store, all shiny and beautiful, the size… |
Sequence 58In Florida, zoysia is an incredibly hardy grass with a root system designed to keep it moist during the hot summer days. When… |