Search Inside Documents
Displaying results 34401 - 34500 of 40606
Sequence 7161 Verschuur • Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary ecosysteMs in the bacKyard:… |
Sequence 7262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to make comparisons among all three. This level of sensorial exploration… |
Sequence 7363 Verschuur • Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary the forest The forest at LMS… |
Sequence 7464 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 The permanency of a year-round prairie and a forest close at hand and… |
Sequence 7565 Verschuur • Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary level, but by becoming… |
Sequence 7666 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Rusty Keeler, www.earthplay.net |
Sequence 7767 Roberts • At Home in the Natural World at hoMe in the natural world by Jim Roberts Jim Roberts captures the challenges… |
Sequence 7868 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 abilities than I did. Often you can “help the child to do it by himself… |
Sequence 7969 Roberts • At Home in the Natural World Jim Roberts received his AMI primary certificate from the Montessori Institute of… |
Sequence 8070 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Montessori Center School, Phoenix, Arizona |
Sequence 8171 Vaz • Montessori Special Education and Nature’s Playground Montessori sPecial education and nature’s PlayGround by Nimal… |
Sequence 8272 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 develop (defectives) with those who have not yet had time to develop (… |
Sequence 8373 Vaz • Montessori Special Education and Nature’s Playground ancestors said to me, this we know. The Earth does not belong… |
Sequence 8474 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 has included The Pleasure of Finding Things Out by Richard P. Feynman (… |
Sequence 8575 Vaz • Montessori Special Education and Nature’s Playground preschool experiences for young children. Infant toys,… |
Sequence 8676 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to understand that this environment had to be made up of three parts:… |
Sequence 8777 Vaz • Montessori Special Education and Nature’s Playground the sensorial Materials and nature Let us talk about the… |
Sequence 8878 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 who is in harmony with the natural tendencies of the human spirit in… |
Sequence 8979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 9080 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Montessori Center School, Phoenix, Arizona |
Sequence 9181 Part II • History of the Universe: The Earth and the Integration of the Human Personality Part II e History of the… |
Sequence 9282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne |
Sequence 9383 Kahn-Wikramaratne Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview… |
Sequence 9484 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 9585 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 9686 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Working outside, Allahabad, India, 1928 the Theosophical Society had… |
Sequence 9787 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 9888 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 9989 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 10090 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 10191 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 10292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Mario Montessori |
Sequence 10393 Kahn-Montessori Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview… |
Sequence 10494 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 wanted to show the children the possibilities of survival within a… |
Sequence 10595 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 10696 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 10797 Kahn-Montessori Interview • The Kodaikanal Experience Walking the line carrying various objects including a pink tower,… |
Sequence 10898 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Montessori School of Beaverton, Portland, Oregon |
Sequence 10999 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future sowinG the seeds of the sciences: our Gift to the… |
Sequence 110100 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Montessori School of Beaverton, Portland, Oregon |
Sequence 111101 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future Biology, set within an ecological framework, includes… |
Sequence 112102 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 For language to be meaningful, it must capture the child’s experience.… |
Sequence 113103 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future known.” The creative imagination of the child is not… |
Sequence 114104 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 ter their natural environment, grow both outward by exploration and… |
Sequence 115105 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future Courtesy of Montessori School of Beaverton, Portland,… |
Sequence 116106 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Learning science through artistic expression by painting the Big Bang,… |
Sequence 117107 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education Maria Montessori’s cosMic vision, cosMic… |
Sequence 118108 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Incidentally, at this point we can understand that, unlike what many… |
Sequence 119109 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education also the rocks and the earth or soil), the… |
Sequence 120110 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 unceasing toil of these agents explain so many of the phenomena with… |
Sequence 121111 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education And what about the earthworm? It sinks… |
Sequence 122112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 123113 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education “all sciences (branches of learning) can… |
Sequence 124114 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 contact between groups has varied from peaceful trade and exchange right… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 126116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 127117 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education Creative dramatics: reenacting the human… |
Sequence 128118 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Dramatic presentation of botany lesson through live specimens in the… |
Sequence 129119 Stephenson • Cosmic Education cosMic education by Margaret E. Stephenson Margaret Stephenson begins with the reasoning… |
Sequence 130120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 131121 Stephenson • Cosmic Education next generations. It is the question of making use of the last cosmic agent, the child. If… |
Sequence 132122 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Education cannot be dismissed as an insignificant factor in people’s… |
Sequence 133123 Stephenson • Cosmic Education Here once again, in her book To Educate the Human Potential, is a clear directive from Dr… |
Sequence 134124 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the individual human person. At the Second Plane, they are to make… |
Sequence 135125 Stephenson • Cosmic Education dei Bambini. This material gives the small child, who is still a factual explorer, the… |
Sequence 136126 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 With his gifts from his prepared environment man, from his very first… |
Sequence 137127 Stephenson • Cosmic Education will remain unchanged during all the stages: the child must be furnished at all times with… |
Sequence 138128 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 responsibility. What is the collective order but a realization of the… |
Sequence 139129 Stephenson • Cosmic Education which touches and educates that sentiment, they see it as a reality that happens every day… |
Sequence 140130 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 History, as the story of man and his achieve- ments, is at the center of… |
Sequence 141131 Stephenson • Cosmic Education Through the eyes of the children to whom we unfold Cosmic Education, we adults can have… |
Sequence 142132 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Cosmic Education is a vision and, like all vi- sions, difficult to… |
Sequence 143133 Stephenson • Cosmic Education Courtesy of Brad Bachulis |
Sequence 144134 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Leaf forms provide the basis for classification of plants. Courtesy of… |
Sequence 145135 Leonard • Deepening Cosmic Education deePeninG cosMic education by Gerard Leonard This article is a special blend of… |
Sequence 146136 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 life” (from the chapter “Life as a Telluric Force,” page 75, cited in… |
Sequence 147137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 148138 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 classroom. A group of children became very passion- ate about plants and… |
Sequence 149139 Leonard • Deepening Cosmic Education bling. They were captivated not only by the beauty of the plant world, but by its… |
Sequence 150140 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 can literally make you weep. In The Dream of the Earth, Thomas Berry… |
Sequence 151141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 152142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 153143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 154144 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Stoppani, Antonio. Acqua ed aria: La purezza del mare e dell’atmosfera… |
Sequence 155145 Leonard • Deepening Cosmic Education Courtesy of The Cobb School, Montessori, Simsbury, Connecticut |
Sequence 156146 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Erin DeVries, Annie Fisher Montessori Magnet School, Hartford… |
Sequence 157147 Allen • The Elementary Child’s Place in the Natural World the eleMentary child’s Place in the natural world by Phoebe… |
Sequence 158148 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 natural world, to nourish his or her sense of kinship with life with… |
Sequence 159149 Allen • The Elementary Child’s Place in the Natural World prepares its environment. A marvelous, mysteri- ous, and… |
Sequence 160150 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Phoebe Allen received her elementary training in Bergamo, Italy, in 1974… |
Sequence 161151 Allen • The Elementary Child’s Place in the Natural World Courtesy of Erin DeVries, Annie Fisher Montessori Magnet School… |
Sequence 162152 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Steve Maas, Montessori Children’s House, Traverse City,… |
Sequence 163153 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder exPeriences in nature:… |
Sequence 164154 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Renilde Montessori is very direct when it comes to this question of our… |
Sequence 165155 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder cultural pathology that… |
Sequence 166156 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 So first of all it is essential that our children get their hands in the… |
Sequence 167157 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder work” (Montessori, The… |
Sequence 168158 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 critical first- and second-plane years? If the answer is yes, one can… |
Sequence 169159 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder The Advanced Montessori… |
Sequence 170160 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 aquarium. This sacred time in the natural world to draw what is seen, as… |