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Sequence 4539 Jackson • A Workmanship of Risk pean rebellion against tyranny. Yet the artist deliberately chose to depict not the… |
Sequence 4640 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 SIGCHI Conference on Human Factors in Computing Systems, May 5-10, 2012… |
Sequence 4741 Jackson • A Workmanship of Risk 18. MacGregor, Jeff. “The Maestro.” Smithsonian Magazine, 46.8 (November 12, 2015): 52-86… |
Sequence 4842 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 27. Friedlaender, Gary & Linda Friedlaender. “Art in Sci- ence:… |
Sequence 4943 Jackson • A Workmanship of Risk 35. Rohrer, Doug & Kelli Taylor. “The Effects of Over- learning and Distributed… |
Sequence 5044 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Annette Haines |
Sequence 5145 Haines • Strategies to Support Concentration sTraTegies To suPPorT concenTraTion by Annette Haines Annette Haines… |
Sequence 5246 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 should be retained with ease in the memory of the child. There should be… |
Sequence 5347 Haines • Strategies to Support Concentration mind. When a so-called sensitive period focused the child’s energies towards… |
Sequence 5448 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 trained adult, the Montessori teacher or guide, is needed to be the… |
Sequence 5549 Haines • Strategies to Support Concentration sensiTive or criTical Periods Takao Hensch, professor of molecular and… |
Sequence 5650 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 machinery to lay down and select the links among brain cells that will… |
Sequence 5751 Haines • Strategies to Support Concentration on the one hand, the judgment of distances and finding one’s way about, is… |
Sequence 5852 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 because if the child has the opportunity to experience repeated moments… |
Sequence 5953 Haines • Strategies to Support Concentration them write. Writing is a hook to concentration. “The hands are the… |
Sequence 6054 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Big work is a hook. Children enjoy exerting maximum effort. When you… |
Sequence 6155 Haines • Strategies to Support Concentration or dogs or butterflies or flowers. I had a child who loved vacuum cleaners:… |
Sequence 6256 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 For the elementary child, Cosmic Education itself is the hook. Maria… |
Sequence 6357 Haines • Strategies to Support Concentration So what is the hook for the adolescent? Well, we are still learn- ing this.… |
Sequence 6458 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 But let me return to the small child. The first period, the period from… |
Sequence 6559 Haines • Strategies to Support Concentration themselves. People who see this say that the character of these children has… |
Sequence 6660 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 scientificamerian.com/article/critical-ingredients-for- brain-… |
Sequence 6761 Haines • Strategies to Support Concentration |
Sequence 6862 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Alyssa Conklin-Moore |
Sequence 6963 Conklin-Moore • Theory into Practice: Advancing Normalization Theory inTo PracTice: advancing norMalizaTion for The… |
Sequence 7064 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 translate theory into practice, you are not alone. This is the work that… |
Sequence 7165 Conklin-Moore • Theory into Practice: Advancing Normalization to collaborate and communicate with us in the future.… |
Sequence 7266 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 with child-sized furnishings, and predominantly natural materials and… |
Sequence 7367 Conklin-Moore • Theory into Practice: Advancing Normalization Generating Hands-On Opportunity During infancy, the child… |
Sequence 7468 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the environment, we will see glimmers of each of these components that… |
Sequence 7569 Conklin-Moore • Theory into Practice: Advancing Normalization infancy, we work to weave the children into activities that… |
Sequence 7670 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 false appearance of choices or offer options that we do not actually… |
Sequence 7771 Conklin-Moore • Theory into Practice: Advancing Normalization on these well-defined periods of interest in certain areas… |
Sequence 7872 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Development and Refinement of the Senses The young child is inherently… |
Sequence 7973 Conklin-Moore • Theory into Practice: Advancing Normalization this process, the idea that was first physically held and… |
Sequence 8074 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Promoting Points of Interest With each formal presentation that was… |
Sequence 8175 Conklin-Moore • Theory into Practice: Advancing Normalization ways in which we recognize one another are how we role model… |
Sequence 8276 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Building Predictable Routines Live by a consistent schedule that… |
Sequence 8377 Conklin-Moore • Theory into Practice: Advancing Normalization Other times what we need to do is actually minimize our sup… |
Sequence 8478 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 sure we are not mindlessly replicating patterns that evolved from old… |
Sequence 8579 Conklin-Moore • Theory into Practice: Advancing Normalization What’s Missing? Pull out your albums. Explore the table of… |
Sequence 8680 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Brighten the space with a few lovely seasonal items that connect the… |
Sequence 8781 Conklin-Moore • Theory into Practice: Advancing Normalization You can also invite yourself to consider the kinds of work… |
Sequence 8882 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Getting Outside After focusing so intently on the indoor environment, we… |
Sequence 8983 Conklin-Moore • Theory into Practice: Advancing Normalization other words, you can’t go wrong. For those of you guiding… |
Sequence 9084 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the lines of communication open and inviting. As we maintain our calm… |
Sequence 9185 Conklin-Moore • Theory into Practice: Advancing Normalization Find ways to visit with other guides. Get into their… |
Sequence 9286 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 drawn to each of these sources of information. Rather than over-… |
Sequence 9387 Conklin-Moore • Theory into Practice: Advancing Normalization involved when we witness a child fold that language card or… |
Sequence 9488 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 work as a whole. Take the time to put on the apron. Wait for that last… |
Sequence 9589 Conklin-Moore • Theory into Practice: Advancing Normalization act. Our words have offered a possible route to success.… |
Sequence 9690 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 is ruled by special laws quite different from our own. Little children… |
Sequence 9791 Conklin-Moore • Theory into Practice: Advancing Normalization only touch the periphery of the child and never the core. It… |
Sequence 9892 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 seeing birth-to-three manufactured materials that lack purpose or… |
Sequence 9993 Conklin-Moore • Theory into Practice: Advancing Normalization the three-to-six environ- ment. It’s important to create… |
Sequence 10094 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 into appreciating that there is a multitude of brilliantly designed… |
Sequence 10195 Conklin-Moore • Theory into Practice: Advancing Normalization WraPPing iT uP When it comes to putting theory into… |
Sequence 10296 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 ---. The Secret of Childhood. 1936. Notre Dame, IN: Fides Publishers,… |
Sequence 10397 Conklin-Moore • Theory into Practice: Advancing Normalization |
Sequence 10498 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Kay Baker |
Sequence 10599 Baker • Identifying True Normality in the Elementary Child idenTifying True norMaliTy in The eleMenTary child by Kay… |
Sequence 106100 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 to say that normal development is easily observed. Nevertheless, an… |
Sequence 107101 Baker • Identifying True Normality in the Elementary Child develoPMenT: observaTion assisTs Pedagogy The goal here is… |
Sequence 108102 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 with identifying and responding to what is required to maintain the life… |
Sequence 109103 Baker • Identifying True Normality in the Elementary Child Ttl FOUR LANES OF DEVELO MEN11' H BULB I I I I… |
Sequence 110104 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The theory of the our planes presents the idea that manifesta- tions of… |
Sequence 111105 Baker • Identifying True Normality in the Elementary Child opmentally, a need for understanding phenomena observed in our… |
Sequence 112106 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 into the idea of development throughout the four planes. But here the… |
Sequence 113107 Baker • Identifying True Normality in the Elementary Child What Is the Associated Pedagogy? Looking ahead to the second… |
Sequence 114108 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Guide the child in ways that are consistent with the • characteristics… |
Sequence 115109 Baker • Identifying True Normality in the Elementary Child As further support, the child is guided to become aware • of… |
Sequence 116110 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 inTeresT and choice There are questions that come to mind. In the… |
Sequence 117111 Baker • Identifying True Normality in the Elementary Child development. In effect, Montessori’s approach is through the… |
Sequence 118112 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 the moon, the clang of measuring spoons. It is the work of the adult to… |
Sequence 119113 Baker • Identifying True Normality in the Elementary Child children. The response of the prepared adult in a prepared… |
Sequence 120114 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 with the Great Stories and to provide the details of the universe in an… |
Sequence 121115 Baker • Identifying True Normality in the Elementary Child How can we force the child to be interested when interest can… |
Sequence 122116 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 larger scene and can make sense for a human being whose very being needs… |
Sequence 123117 Baker • Identifying True Normality in the Elementary Child effort. The absorbent mind had been a great help to the child… |
Sequence 124118 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The teacher must become a joyous observer. • Obedience (of the child)… |
Sequence 125119 Baker • Identifying True Normality in the Elementary Child Giving up control is what is needed. What the adult • cannot… |
Sequence 126120 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Ellen Lebitz |
Sequence 127121 Lebitz • Creative Engagement: Handwork as Follow-Up Work creaTive engageMenT: handWork as folloW-uP Work by Ellen… |
Sequence 128122 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 The Work of The hand At the time of her first contemplation into the… |
Sequence 129123 Lebitz • Creative Engagement: Handwork as Follow-Up Work preposition can be explained or its definition be stated, when… |
Sequence 130124 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 encouraged in most Montessori environments, as it should be, and there… |
Sequence 131125 Lebitz • Creative Engagement: Handwork as Follow-Up Work work regardless of the final product can be soothing and… |
Sequence 132126 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 picture of an idea that can be quite different than when presented on a… |
Sequence 133127 Lebitz • Creative Engagement: Handwork as Follow-Up Work improve their handwriting than by getting them interested in sew… |
Sequence 134128 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 cutting can assist this), handwork can assist in the development of… |
Sequence 135129 Lebitz • Creative Engagement: Handwork as Follow-Up Work For example, I have noticed that children transferring in from… |
Sequence 136130 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 comfortable drawing a map freehand, then they can do this. Then,… |
Sequence 137131 Lebitz • Creative Engagement: Handwork as Follow-Up Work The children can also benefit from collaboration with the adult… |
Sequence 138132 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 will work well and look nice!” Don’t necessarily invite them—let them… |
Sequence 139133 Lebitz • Creative Engagement: Handwork as Follow-Up Work the teacher from being frustrated and therefore being tempted to… |
Sequence 140134 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Children have to refine their motor skills to work at that tiny scale.… |
Sequence 141135 Lebitz • Creative Engagement: Handwork as Follow-Up Work It is in the spontaneous work of the children, based upon their… |
Sequence 142136 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 If the teacher is clear about expectations, provides the tools, sup-… |
Sequence 143137 Lebitz • Creative Engagement: Handwork as Follow-Up Work Music: models of antique or historical instruments, dioramas or… |
Sequence 144138 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 |