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Article
The Children's House
Available from: ERIC
Publication: NAMTA Journal, vol. 38, no. 1
Date: 2013
Pages: 29-37
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Lili Peller's "The Children's House" essay begins where Maria Montessori left off in her description of space articulations. Peller does not name Montessori specifically as she always had a desire to become independent in her own right as a neo-Freudian child analyst. But the Haus Der Kinder founded in summer of 1922 suggests a total Montessori influence as it calls for "adventures in space" with house-like rooms for different functions, both for play and for work, for practical functions: library, kitchen, workshop, quiet room, alcoves, nooks, and terraces for special individual work, with all spaces focusing on the relationships between indoor and outdoor environments. [This article was reprinted from "The NAMTA Quarterly" 3,1 (1978 Spring): 47-55.]
Language: English
ISSN: 1522-9734
Article
The Art of Spoken Language in the Children's House
Publication: NAMTA Journal, vol. 36, no. 3
Date: 2011
Pages: 69–84
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
A Selection of Children's Books for Montessorians
Publication: NAMTA Journal, vol. 13, no. 1
Date: 1987
Pages: 94–100
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Nature and Theory of Silence Activities in the Children's House
Publication: NAMTA Journal, vol. 13, no. 1
Date: 1987
Pages: 101–111
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Nature and Theory of Silence Activities in the Children's House
Available from: NAMTA
Publication: NAMTA Journal, vol. 45, no. 1
Date: May 2021
Pages: 130-142
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: This article was originally published in The NAMTA Journal, Volume 13:1, Fall/Winter 1987-88, pp. 101-111.
Language: English
ISSN: 1522-9734
Article
Extensions in the Mathematics Area of the Children's House
Publication: NAMTA Journal, vol. 19, no. 1
Date: Fall/Winter 1994
Pages: 11-23
Arithmetic, Early childhood education, Mathematics education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Presents guidelines for designing and using extensions, which are exercises that follow or extend the basic presentation of an idea, in the mathematics area of the Montessori program to give children more experience and depth as they explore key mathematical concepts. Describes extensions that address counting, sorting, and working with decimals. (BB)
Language: English
ISSN: 1522-9734
Article
The Children's House
Publication: NAMTA Quarterly, vol. 9, no. 3
Date: Fall/Winter 1985
Pages: 44-54
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Reprinted multiple times. Also 2013 special edition.
Language: English
Article
Children's House
Publication: NAMTA Quarterly, vol. 3, no. 1
Date: Fall 1977
Pages: 37-46
North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment
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Language: English
Book
Montessori and Children's Art
Art, Montessori method of education
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Abstract/Notes: An address given at the College of Preceptors, London, W.C.1. The meeting was organised by the Montessori Society as a contribution to the 5th series of tea-discussion meetings.
Language: English
Published: London, England: Montessori Society Publication, n.d.
Book
Early Childhood Bilingualism in the Montessori Children's House: Guessable Context and the Planned Environment
Available from: ERIC
Bilingual education, Bilingualism, Language experience approach in education
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Abstract/Notes: The language immersion approach of the Intercultural Montessori School (Oak Park, Illinois) for children aged 2-6 years is described and discussed. An introductory section gives background information on early work with immersion by Maria Montessori, a personal experience leading to the school's establishment, and the response of language and education professionals, the public, and parents to the concept of preschool immersion. Subsequent sections discuss common patterns in the students' language learning experience at the school and the developmental stages the learners went through as the experiment progressed: pre-production; early production; speech emergence; and intermediate fluency. Anecdotal information about specific students and events are used for illustration. Observations about comprehensible input and the Montessori manipulables, whole language, and other instructional strategies are included. Specific recommendations are made for content and classroom procedures in early childhood immersion, based on this experience. The paper concludes with reflections on the potential of this environment for development of bilingualism.
Language: English
Published: Oak Park, Illinois: InterCultura Montessori School, 1997