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Sequence 139133 Santelman • Common Toddler Behaviors and Ways to Keep Calm common Toddler Behaviors and waYs To keeP calm by Mary… |
Sequence 140134 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Adults often pay attention to the physical development and mile- stones… |
Sequence 141135 Santelman • Common Toddler Behaviors and Ways to Keep Calm throughout the past forty years as a reminder of the critical… |
Sequence 142136 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Some children who bite do not show any facial expressions or appear to… |
Sequence 143137 Santelman • Common Toddler Behaviors and Ways to Keep Calm on the child who is biting or a child who may be bit… |
Sequence 144138 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 ship who provides a safe harbor for the child to navigate through all of… |
Sequence 145139 Santelman • Common Toddler Behaviors and Ways to Keep Calm to redirect and connect left-brain to left-brain where there… |
Sequence 146140 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 During these tough times, I offer parents and caregivers the… |
Sequence 147141 Santelman • Common Toddler Behaviors and Ways to Keep Calm did not involve me or any child, but adults. My mother worked… |
Sequence 148142 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 being: 1) loving, nurturing, responsive relationships; 2) feelings of… |
Sequence 149143 Santelman • Common Toddler Behaviors and Ways to Keep Calm Limits should be given consistently and with positive expecta… |
Sequence 150144 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 children and adults connecting and working together; and 8) help- ing… |
Sequence 151145 Santelman • Common Toddler Behaviors and Ways to Keep Calm hiTTing The refresh BuTTon Young children can be struggling… |
Sequence 152146 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Self-Care. • Find ways to care for yourself and make it a priority to… |
Sequence 153147 Santelman • Common Toddler Behaviors and Ways to Keep Calm Ginott, Haim. Teacher and Child: A Book for Parents and… |
Sequence 154148 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Emily Shubitz |
Sequence 155149 Shubitz • What is the Ideal Infant Group Care Environment whaT is The ideal infanT grouP care environmenT: monTessori… |
Sequence 156150 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Montessori’s incredible insight and her lifelong scientific observa-… |
Sequence 157151 Shubitz • What is the Ideal Infant Group Care Environment In 1946, Adele Costa Gnocchi, professor of phi- losophy at… |
Sequence 158152 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Most daycare programs seem to lean toward an environment that is… |
Sequence 159153 Shubitz • What is the Ideal Infant Group Care Environment It is essential for the proper functioning of the nervous… |
Sequence 160154 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 role modeling. There lacks the learning that often happens naturally… |
Sequence 161155 Shubitz • What is the Ideal Infant Group Care Environment chair and with a bottle until the child is ready to transition… |
Sequence 162156 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 New York City Speech Pathologist Joslin Zeplin stated, “A sippy cup can… |
Sequence 163157 Shubitz • What is the Ideal Infant Group Care Environment the Nido may need to be cut short as to support the community… |
Sequence 164158 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 infants, we need to feel empowered to talk to parents about the… |
Sequence 165159 Shubitz • What is the Ideal Infant Group Care Environment Daycare centers are not always open to the idea of using cloth… |
Sequence 166160 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 and who continue to attend courses and workshops to stay current on… |
Sequence 167161 Shubitz • What is the Ideal Infant Group Care Environment creaTing a nido If you have read this far and find yourself… |
Sequence 168162 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 6. Level of education Do you require a BS or BA degree? • Can you have… |
Sequence 169163 Shubitz • What is the Ideal Infant Group Care Environment Materials to Consider for the Nido 1. Sleeping area Floor… |
Sequence 170164 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Dishwasher (somewhere in the school) • Packet foods should be emptied… |
Sequence 171165 Shubitz • What is the Ideal Infant Group Care Environment Extra clothing • Changing table • Changing pad for the… |
Sequence 172166 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have seen children totally change as they acquire a love for things and… |
Sequence 173167 Shubitz • What is the Ideal Infant Group Care Environment Moudry, Sarah. “Toileting From Birth.” 2013. March 18, 2014… |
Sequence 174168 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Sarah Moudry Courtesy of The Post Oak School |
Sequence 175169 Moudry • The Infant-Parent Class: Maximizing Outcomes The infanT-ParenT class: maximizing ouTcomes by Sarah Moudry The… |
Sequence 176170 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 over. She’ll say to me, “She hates being on her tummy.” I respond, “In… |
Sequence 177171 Moudry • The Infant-Parent Class: Maximizing Outcomes to respond to the needs of the people that use the space. In this… |
Sequence 178172 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the children who are crawling and beginning to walk. Some classes have… |
Sequence 179173 Moudry • The Infant-Parent Class: Maximizing Outcomes Children explore with the tongue through the freedom to put… |
Sequence 180174 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Sarah Moudry |
Sequence 181175 Moudry • Toileting When expectations around using the toilet are set before the age of two, a child is much more likely… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 ready to read. They do this so their child is surrounded by letters,… |
Sequence 183177 Moudry • Toileting who can prepare snack but urinates on himself constantly is truly independent. We cannot fool… |
Sequence 184178 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 asked to sit on the toilet and change into “school underwear” be- fore… |
Sequence 185179 Moudry • Toileting a toilet independence at home and other environments. Inconsistency between home and school may… |
Sequence 186180 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 |
Sequence 187181 Articles by Andrews, Sackett, Verschuur • Featured Articles feaTured arTicles joYful engagemenT: monTessori’s common… |
Sequence 188182 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Sarah Werner Andrews |
Sequence 189183 Andrews • Joyful Engagement joYful engagemenT: monTessori’s common core sTandard by Sarah Werner Andrews Linking joy… |
Sequence 190184 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 There is nothing wrong with this mission statement; it is a good thing… |
Sequence 191185 Andrews • Joyful Engagement Happiness Contributes to Engagement Happiness and positive emotions contribute to learning… |
Sequence 192186 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Let’s look at this quotation from a Montessori perspective. “… |
Sequence 193187 Andrews • Joyful Engagement with whom, and they can do it as long as time and interest allow. However, we also have… |
Sequence 194188 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 does the activity, it is an expression of his own creative impulses, not… |
Sequence 195189 Andrews • Joyful Engagement fully engaged, are fully in the moment, and experience what the psychologist Mihaly… |
Sequence 196190 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 play that are important to cognitive and social development, and are… |
Sequence 197191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 198192 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Grace and Courtesy lessons offer children the opportunity to learn and… |
Sequence 199193 Andrews • Joyful Engagement foster any one of those (such as academic achievement) is to foster all of them. How do we… |
Sequence 200194 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 dressing Skills and Attitudes, Not Just Content. September 1, 2010.… |
Sequence 201195 Andrews • Joyful Engagement |
Sequence 202196 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Ginni Sackett |
Sequence 203197 Sackett • “The Lines That Make the Clouds” “The lines ThaT make The clouds” The essence of The maThemaTical mind in The… |
Sequence 204198 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the clouds.” A precociously verbal toddler gives rare voice to the… |
Sequence 205199 Sackett • “The Lines That Make the Clouds” and the mind it supports. It is one of many abstractions (the absor- bent… |
Sequence 206200 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 cal mind.” I take the term from Pascal … who said that man’s mind was… |
Sequence 207201 Sackett • “The Lines That Make the Clouds” Order: Montessori describes order as forming the • basis of the human mind.… |
Sequence 208202 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The maThemaTical mind aT work When we explore this mathematical aspect… |
Sequence 209203 Sackett • “The Lines That Make the Clouds” the intelligence itself, the “form of the mind” which (as Montessori stated)… |
Sequence 210204 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 and over again your mind followed this progression for sensorial… |
Sequence 211205 Sackett • “The Lines That Make the Clouds” personality in just the same way as hereditary features of the body are… |
Sequence 212206 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 outcome, the mathematical mind hungers for the most reliable ver- sions… |
Sequence 213207 Sackett • “The Lines That Make the Clouds” for evaluating anything made available for a young child’s activity. The… |
Sequence 214208 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 specialized training. Mathematics has had philosophical, religious,… |
Sequence 215209 Sackett • “The Lines That Make the Clouds” the relationships between and among the accumulated data to cre- ate accurate… |
Sequence 216210 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Conversely, The effort put into work, study and learning is the result… |
Sequence 217211 Sackett • “The Lines That Make the Clouds” sary experience to create precedents in a mind that is then prepared to act… |
Sequence 218212 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Montessori advises us here that by harnessing this natural process, we… |
Sequence 219213 Sackett • “The Lines That Make the Clouds” new patterns of connection built onto the logical sequence, order, and… |
Sequence 220214 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 inevitable when the child is provided with the means and opportuni- ties… |
Sequence 221215 Sackett • “The Lines That Make the Clouds” a references Devlin, Keith. The Math Gene: How Mathematical Think- ing… |
Sequence 222216 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Larry and Mary Verschuur in Amsterdam, 2012 |
Sequence 223217 Verschuur • Reflections reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about… |
Sequence 224218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 225219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 226220 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 the materials and the order of presentation. At the same time Mr.… |
Sequence 227221 Verschuur • Reflections lessons learned from forTY-Plus Years in The classroom Dr. Montessori saw education as an aid to… |
Sequence 228222 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 in Tokyo, London, or San Francisco would instantly recognize the same… |
Sequence 229223 Verschuur • Reflections Every presentation should be as new to me as it is to the person to whom it is being made. Over… |
Sequence 230224 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 much to learn about what each child needs by listening and being open.… |
Sequence 231225 The NAMTA Journal • Classifieds classifieds Arizona Gilbert, Arizona Toddler, Children’s House and Elementary Guides… |
Sequence 232226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 work as a collaborative teammate. Montessori experience is a plus.… |
Sequence 233227 The NAMTA Journal • Classifieds erations. Qualifications include an Undergraduate Degree, Montessori Training, and 4+… |
Sequence 234228 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 For more information on LePort, visit www.leportschools.com. Toddler… |
Sequence 235229 The NAMTA Journal • Classifieds Farming experience required Part-time Cook Planning and preparing 3 lunch meals per… |
Sequence 236230 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 trustees. Part of Los Angeles County, Pasadena is one of the primary… |
Sequence 237231 The NAMTA Journal • Classifieds San Mateo, CA 94401 Tel.: 650-685-1881 Fax: 650-685-1820 www.pacificriminternation-… |
Sequence 238232 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 700 Knox Ct. Fax: 303-765-5279 Denver, CO 80204 E-mail: tmiami@mac.com… |