Search Inside Documents
Displaying results 34701 - 34800 of 40606
Sequence 6559 Soholt • Practical Life for the Older Children in the Casa are running low, they will notice when the flowers that… |
Sequence 6660 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 metamorphosis of the insects. In the child the changes are not obvious… |
Sequence 6761 Soholt • Practical Life for the Older Children in the Casa that need maintenance. One child may show an interest in… |
Sequence 6862 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Polishing The new children entering a class will be shown how to polish… |
Sequence 6963 Soholt • Practical Life for the Older Children in the Casa Another way the sewing kit for the older children can be used… |
Sequence 7064 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 new children will not have had experience using tongs or scoops or… |
Sequence 7165 Soholt • Practical Life for the Older Children in the Casa their interest and continue to develop the practical life… |
Sequence 7266 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Kay Baker |
Sequence 7367 Baker • The Significance of the Hand for the Elementary Years the significance of the hand for the elementary years by… |
Sequence 7468 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 up a tiny pebble—precision grip). The use of the hand for these purposes… |
Sequence 7569 Baker • The Significance of the Hand for the Elementary Years from the time of his first appearance upon the earth traces… |
Sequence 7670 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 The fruits of the imagination are available to all human beings, over… |
Sequence 7771 Baker • The Significance of the Hand for the Elementary Years of obedience, has no initiative, and seems lazy and sad” (… |
Sequence 7872 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 abstractions such as geometric shapes, letter sounds, and numbers. All… |
Sequence 7973 Baker • The Significance of the Hand for the Elementary Years If the idea of the universe is to be presented to the child… |
Sequence 8074 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 details is inexhaustible. There is always something more to learn. And… |
Sequence 8175 Baker • The Significance of the Hand for the Elementary Years passed down knowledge to us for our greater comfort and… |
Sequence 8276 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Knowledge is given of the work of air: that it moves as wind, that it… |
Sequence 8377 Baker • The Significance of the Hand for the Elementary Years The fundamental needs of human beings are a focal point for… |
Sequence 8478 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 some common to all and some unique to the shape. Here are solid figures… |
Sequence 8579 Baker • The Significance of the Hand for the Elementary Years At Home. The child at home is functioning as a member of… |
Sequence 8680 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 It is typical for people to be more alert and focused in the morn- ing… |
Sequence 8781 Baker • The Significance of the Hand for the Elementary Years Be Aware of and Knowledgeable of the Content of the Work… |
Sequence 8882 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 There are several practical ideas to be drawn from this passage. The… |
Sequence 8983 Baker • The Significance of the Hand for the Elementary Years tion of the teacher. The teacher needs to be well-versed in… |
Sequence 9084 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Provide Enough Time for the Child to Work The greatest obstacle that… |
Sequence 9185 Baker • The Significance of the Hand for the Elementary Years Possibility of various activities that can be done •… |
Sequence 9286 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Creativity emerges when the intelligence guides the • hand to express… |
Sequence 9387 Baker • The Significance of the Hand for the Elementary Years |
Sequence 9488 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Courtesy of Lynn Jessen |
Sequence 9589 Ludick • The Work of the Hand the worK of the hand by Pat Ludick Recognizing Maria and Mario Montessori’s reverence for… |
Sequence 9690 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 may have become a silent member of some secret league of hand- watchers… |
Sequence 9791 Ludick • The Work of the Hand Here is the overview that will lead us forward. There will be four subtopics related to our… |
Sequence 9892 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Next we will consider the big picture, which is the continuum of… |
Sequence 9993 Ludick • The Work of the Hand all that is happening naturally within the child and growing adoles- cent, not something we… |
Sequence 10094 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 From Education for a New World (49) we read, We cannot separate what… |
Sequence 10195 Ludick • The Work of the Hand The child’s intelligence can develop to a certain level without the help of the hand, but… |
Sequence 10296 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 shoulder are a trinity in themselves. The hand is related to the nervous… |
Sequence 10397 Ludick • The Work of the Hand hiking, cooking, juggling, riding, artistic selves.... This not only signifies but proves… |
Sequence 10498 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 the work of the hand and the brain and the imagination here, there, and… |
Sequence 10599 Ludick • The Work of the Hand Through the practice of handwork, children of all ages perfect movements of their hands,… |
Sequence 106100 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 hopes and dreams. Dr. Montessori says that the adolescent should learn… |
Sequence 107101 Ludick • The Work of the Hand the constructive stages of human develoPment and the worK of the hand: the Big Picture We… |
Sequence 108102 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 mindful of the path toward wholeness and see our hands and their hands… |
Sequence 109103 Ludick • The Work of the Hand of these inner drives, those strong drives within the human that urge her toward survival… |
Sequence 110104 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 How do you, at your level, respect the child’s and • adolescent’s need… |
Sequence 111105 Ludick • The Work of the Hand its immense physical and intellectual development, is a miracle standing in front of us. (… |
Sequence 112106 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 meaningful and that, therefore, my life, in self-surrender, had a goal… |
Sequence 113107 Ludick • The Work of the Hand a Napier, John. Hands. 1980. New Jersey: Princeton Univer- sity Press, 1993. Wilson,… |
Sequence 114108 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Students at Mountain Laurel Montessori School moving logs for firewood… |
Sequence 115109 Mountain Laurel Montessori School • Work of the Hand worK of the hand through the curriculum and across the Planes of… |
Sequence 116110 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Easy Flour Paste Materials: 1/2 cup cold water (add more if the paste is… |
Sequence 117111 Mountain Laurel Montessori School • Work of the Hand a few drops of food coloring or natural dye to each section. (If you… |
Sequence 118112 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Coffee Filter Flowers Materials: Coffee filters, paint brush, container… |
Sequence 119113 Mountain Laurel Montessori School • Work of the Hand Felt Projects Using a whip stitch, sew around edges of pre-cut felt… |
Sequence 120114 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Note: As your class becomes more sophisticated in their sewing skills,… |
Sequence 121115 Mountain Laurel Montessori School • Work of the Hand Glue each label to one of the triangles. Fold pyramid together. Tape… |
Sequence 122116 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Symmetry is about balance. Have a child stand and hold arms out. Ask if… |
Sequence 123117 Mountain Laurel Montessori School • Work of the Hand worK of the hand in the montessori adolescent community Big,… |
Sequence 124118 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Each culture is represented by a horizontal line at • the appropriate… |
Sequence 125119 Mountain Laurel Montessori School • Work of the Hand The process: The assignment was for each student to take photos for… |
Sequence 126120 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Monica Nixon |
Sequence 127121 Nixon • Quilt-Making in the Elementary Class Quilt-maKing in the elementary class by Monica Nixon As our world becomes… |
Sequence 128122 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 fabric for the quilts. It is fun to have about fifteen different fabrics… |
Sequence 129123 Nixon • Quilt-Making in the Elementary Class the sewing process seems to be especially helpful to my students who have… |
Sequence 130124 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 a student who has lined up their quilts in chronological order at home… |
Sequence 131125 Nixon • Quilt-Making in the Elementary Class |
Sequence 132126 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Photos in this article courtesy of Jennifer Rogers |
Sequence 133127 Rogers • Sacred Second sacred second by Jennifer Rogers Jennifer Rogers is emerging as a polished and prolific… |
Sequence 134128 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 things like, “He never sat still in class, and he was never tired” or “… |
Sequence 135129 Rogers • Sacred Second “No doubt there are and always will be those who by nature and nurture prefer to implant morals… |
Sequence 136130 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Philosophers of education describe three periods of learning. Maria… |
Sequence 137131 Rogers • Sacred Second “The second period,” Mon- tessori writes in The Discovery of the Child, “is the most impor-… |
Sequence 138132 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 A child’s work, Montessori insisted, should not be interrupted. The… |
Sequence 139133 Rogers • Sacred Second Many private schools sell their curriculum with a strong first- period pitch. First-period banter… |
Sequence 140134 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Most of human life is a second-period test of endurance. There is an… |
Sequence 141135 Rogers • Sacred Second story is inspiring in retrospect, but Mr. and Mrs. Bradley must have wondered about the future… |
Sequence 142136 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Angeline S. Lillard |
Sequence 143137 Lillard • Playful Learning and Montessori Education Playful learning and montessori education by Angeline S. Lillard… |
Sequence 144138 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 As described by Fisher et al., free play includes object play, pre- tend… |
Sequence 145139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 146140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
Sequence 147141 Lillard • Playful Learning and Montessori Education example, at art time, is drawing free and unstructured or is there a… |
Sequence 148142 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 corresponds to an uptick in a child’s responsibilities and adult ex-… |
Sequence 149143 Lillard • Playful Learning and Montessori Education quence. In Montessori teacher-training courses, teachers walk through… |
Sequence 150144 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 in addition to seeing them. In this way, playful learning embodies… |
Sequence 151145 Lillard • Playful Learning and Montessori Education decisions (Montessori [1912] 1964). They receive feedback on the… |
Sequence 152146 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 how to handle learning materials. In the lesson dealing with shapes, for… |
Sequence 153147 Lillard • Playful Learning and Montessori Education Choice in Montessori education varies by level (Lillard 2005). Free… |
Sequence 154148 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 might occur only with peers, in both the guided play and Montessori… |
Sequence 155149 Lillard • Playful Learning and Montessori Education used markers for drawing were offered a reward for drawing with… |
Sequence 156150 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 how does montessori education differ from Playful learning? There are… |
Sequence 157151 Lillard • Playful Learning and Montessori Education up the Red and Blue Rods, the first of the Montessori mathematics… |
Sequence 158152 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 ally, in a Montessori classroom, children cannot choose to engage in… |
Sequence 159153 Lillard • Playful Learning and Montessori Education it. For example, a child might realize independently that two sides… |
Sequence 160154 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 to pretend, and they do it even in cultures that restrict it (Carlson,… |
Sequence 161155 Lillard • Playful Learning and Montessori Education Some child-development specialists maintained that pretend- ing… |
Sequence 162156 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 means to development. In this sense, Montessori’s views of pretense are… |
Sequence 163157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 164158 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Witherington 2004; Ma and Lillard 2006; Nishida and Lillard 2007). And… |