Montessori-Pierson Publishing Company

Montessori-Pierson Publishing Company The Montessori-Pierson Publishing Company publishes and distributes books by Maria Montessori in the English language as well as the Spanish language.

SOCIALISATION BY ORGANIZED ACTIVITYYet a third interesting fact to be observed in the child of six is his need to associ...
10/02/2025

SOCIALISATION BY ORGANIZED ACTIVITY
Yet a third interesting fact to be observed in the child of six is his need to associate himself with others, not merely for the sake of company, but in some sort of organized activity. He likes to mix with others in a group wherein each has a different status. A leader is chosen, and is obeyed, and a strong group is formed. This is a natural tendency, through which mankind becomes organized. If during this period of social interest and mental acuteness all possibilities of culture are offered to the child, to widen his outlook and ideas of the world, this organization will be formed and will develop; the amount of light a child has acquired in the moral field, and the lofty ideals he has formed, will be used for purposes of social organization at a later stage. Page 2 from the book: To educate the human potential: https://montessori-pierson.com/products/to-educate-the-human-potential-vol-6; https://montessori-pierson.com/products/la-educacion-de-las-potencialidades-humanas-vol-6; https://montessori-pierson.com/products/opvoeden-voor-een-nieuwe-wereld-en-onderwijs-en-het-menselijk-potentieel

AROUSE THE INTEREST OF THE CHILD…We must arouse the interest of the child. Most people think that our teachers should be...
04/02/2025

AROUSE THE INTEREST OF THE CHILD
…We must arouse the interest of the child. Most people think that our teachers should be inactive. In fact, there is no one as active as our teachers out of school. In school, she is active for the soul, and the intelligence of the child. A piece of wood placed in the hands of the child is merely a piece of wood. The child may play horses with it or even break the head of another child with it. Our material is not magical that when it is touched the whole world bows to it. To prepare the intelligence of the child, and to kindle his interest is simple. The material is self-didactic, and when once the lesson is given, enthusiasm and interest follow with ease. This is true even in the case of language. It is only after the lesson, that the material will be of interest to the child. While giving the lesson, we must keep in mind that we have to arouse the interest of the child. Therefore the lesson should be lively and exciting and not one in which all go to sleep, the teacher included! Page Page 378/379 from the book Creative Development in the Child: https://montessori-pierson.com/products/creative-development-in-the-child-vol-24

RESEARCHING LANGUAGEWhat holds good for reading exercises also holds good for the grammar lesson. We must arouse the int...
26/01/2025

RESEARCHING LANGUAGE
What holds good for reading exercises also holds good for the grammar lesson. We must arouse the interest of the child…
For the child the study of language and grammar is exciting. No longer do mere names and the sounds of words interest the child. He now seeks the expression of the human soul in order to fix it in his mind. He delves into any book, to find the different parts of speech, to study the different expressions, and the order in which the parts of speech are arranged. Researching language, its beautiful expressions, its logical order, this is so much more meaningful than a mere memorising of the definitions of the different parts of speech. Thus, gradually the child becomes subconsciously conscious of the whole of grammar, beautifully and clearly. Page 378 and 383 from the book Creative Development in the Child: https://montessori-pierson.com/products/creative-development-in-the-child-vol-24

DISCOVERY OF RELATIONSHIPSThe discovery of relationships is certainly most likely to arouse real interest. The theorem i...
18/01/2025

DISCOVERY OF RELATIONSHIPS
The discovery of relationships is certainly most likely to arouse real interest. The theorem itself is not interesting to a child who hears it enunciated without understanding it and without being able to appreciate its aims, having to tire his mind by studying the solution he is given. However, discovering a relationship oneself, formulating a theorem and possessing the words to describe it correctly, is something truly able to fire the imagination. A single one of these discoveries is sufficient to open up a brilliant, unexpected path to the mind. And so interest is aroused – and where there is interest, indefinite conquests are assured.
We do not therefore offer material for the clear and concrete demonstration of what is taught in an abstract fashion in most schools. We simply offer geometric shapes, in the form of material objects, which have a relationship to each other. These shapes can be moved and handled, lending themselves to demonstrating or revealing evident correspondences when they are brought together and compared. This stimulates mental activity, because the eye sees and the mind perceives things that a teacher does not know how to convey to an immature and inactive mind. Mental processes that are apparently premature and far advanced for the child’s age, thus become possible…
It is this offering to the periphery, and not direct action on the centre, which characterizes our method and distinguishes it from others. Instead of resorting to the powers of comprehension, reasoning and mental mechanisms for conveying a given thing to the pupil’s mind, we provide the periphery, which relates to the surrounding environment, with certain means that lend themselves to spontaneous mental exercise. And so psychic energies are free to grow. The child thinks and reflects according to his natural ability…
It prepares the mind to act rather than receive, and arouses interest that is always refreshing. The prepared mind is thus made active, and when it is time to receive true systematic geometry teaching (at secondary schools), the pupil will resemble an intelligence that meets the teaching halfway with great interest and with an amazing capacity for understanding. He may perhaps give much, rather than take much. This will also produce future benefits for science. Page 55-57 from the book Psychogeometry https://montessori-pierson.com/products/psychogeometry-vol-16 ; https://montessori-pierson.com/products/psicogeometria-vol-16

🎉 The Childhood Potential Online Montessori Conference is almost here! 🎉This year, there will be some incredible speaker...
10/01/2025

🎉 The Childhood Potential Online Montessori Conference is almost here! 🎉
This year, there will be some incredible speakers like:
👩‍🏫 Simone Davies: Discover how to balance your child’s independence with community living.
👩‍⚕️ Dr. Shefali: Learn how to parent without ego and build deeper connections.
👩‍🏫 Timothy Seldin: Explore authentic Montessori teaching strategies.
Join this FREE online event January 27–31, 2025 with:
🌟 40+ expert-led sessions
🌟 Tools for parenting and teaching babies and toddlers
🌟 A chance to create real, lasting change in your family or classroom
✨ Don’t miss out! Register now for free.
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THE HELPLESS NEWBORN IS AN ENIGMAThe newborn child is at an impressionable point of departure. The child is born inert a...
05/01/2025

THE HELPLESS NEWBORN IS AN ENIGMA
The newborn child is at an impressionable point of departure. The child is born inert and stays inert for a long time, incapable of doing anything and requiring the same care as an invalid or a paralytic. Silent, he cannot make himself heard for quite a while except in sobs or screams of pain; then he can make us come running as we would to one who needs help. Only after a long period of time, months and even a year or more, does he cease to be an infirm creature and become a recognizable young human being. And again, only after months and years his voice becomes that of a young human being.
The physical and psychological phenomenon of growth can be viewed as a process of incarnation. That is, growth is essentially a mysterious process in which a form of energy animates the inert body of the newborn child and gives it the use of its limbs, the faculty of speech, the power to act and to express its own will: thus is man incarnate.
It is, in fact, important that the human child is born and remains helpless for so long a period of time, while the young of other animals, almost immediately after birth, or at least after a very short time, can sustain themselves, walk and even run behind the mother, can communicate in the manner of their species, no matter how weakly or imperfectly…
The process by which the human personality is formed is the hidden work of incarnation. The helpless infant is an enigma. The only thing we know about him is that he could be anything, but nobody knows what he will be or what he will do. His helpless body contains the most complex mechanism of any living creature, but it is distinctly his own. Man belongs to himself, and his special will furthers the work of incarnation. Musicians, singers, artists, athletes, tyrants, heroes, criminals, saints – all are born in the same way, but each carries within him the enigma of his own special development that motivates his unique activity in the world. Page 10-12 from the book The Child in the Family: https://montessori-pierson.com/products/the-child-in-the-family-vol-8 ; https://montessori-pierson.com/products/el-nino-en-familia-vol-8

THE TWO POWERFUL FORCES IN HUMAN LIFEIt is not yet realised that there are two powerful forces in human life: that which...
29/12/2024

THE TWO POWERFUL FORCES IN HUMAN LIFE
It is not yet realised that there are two powerful forces in human life: that which drives the formation of man (childhood) and that which drives the construction of society (adulthood). These forces are so closely meshed that, if one is neglected, the other cannot be attained. There is no awareness that the rights of the adult are necessarily dependent on those of the child…
Adults do not jump into life like parachutists about to conquer a foreign land. The generations which follow one another are not a sequence of mature adults falling like rain upon the earth. Every human being has developed from a child: the energies that move humanity come from the expansion of the energies latent in children.
The first Right of Man, the Fundamental Right, should recognise the right of the child to be helped to overcome those obstacles which may hinder, repress or deflect his constructive energies thereby denying him the certainty of becoming an efficient, well-balanced adult.
The child has a fundamental role in the construction of the human being. If the dignity and the rights of workers are recognised, so should be the dignity and the rights of the worker who produces man. Based on the affirmation of the child’s dignity, we have to ensure the child’s right and freedom to grow and develop wholesomely, so that he can contribute to human progress with all his faculties, thus fulfilling the task assigned to him by nature. Page 50 From the book: “Citizen of the world” https://montessori-pierson.com/products/citizen-of-the-world-vol-14 ; https://montessori-pierson.com/products/ciudadano-del-mundo-vol-11

BUILDING A PEACEFUL WORLDIf the child cannot use his intelligence it atrophies. The child needs to have something to do,...
22/12/2024

BUILDING A PEACEFUL WORLD
If the child cannot use his intelligence it atrophies. The child needs to have something to do, to have objects on which to act. Placing such objects at his disposal means creating an environment in which he can act. When must this environment be created? As soon as the child begins to move about, adults keep the child from being active and think that by so doing they are ‘training’ him. The adult is a dictator. A dictator wants others to obey his will and refuses to take their personalities into account. … A new science can thus come into being, and through it the first steps toward building a peaceful world. Harmony between the child and the adult, the creation of a place in the world for human beings who at present do not have one are goals that point to the work of reconstruction that must be undertaken. Page 47-48 from the book Education and Peace https://montessori-pierson.com/products/education-and-peace-vol-10 ; https://montessori-pierson.com/products/educacion-y-paz

ESSENTIAL CONDITION FOR LEARNING: THE PUPIL AGREES TO RECEIVE KNOWLEDGE AND IS INTERESTEDThe teacher’s work mostly remai...
16/12/2024

ESSENTIAL CONDITION FOR LEARNING: THE PUPIL AGREES TO RECEIVE KNOWLEDGE AND IS INTERESTED
The teacher’s work mostly remained outside the mind because he was unable to arouse the child’s interest. Moreover, the abstraction demanded from the child was often the forced response given by a simple mechanical faculty under torture. The words difficulty – obstacle – pons asinorum – stumbling block – are applied to a regrettable failure to teach elementary mathematics, which represents the very first steps of education. The collection of problems faced by educators cannot be resolved through the logical study of the sequence of problems. There is a special technique for teaching methods. A whole further series of obstacles are still not taken into consideration in practice today. In fact, learning is subject to an essential condition: that the pupil agrees to receive the knowledge and is able to pay attention or, in other words, is interested. His psychic activity is the sine qua non for success. Everything that is boring, discouraging and interrupts becomes an obstacle that no logical teaching preparation can overcome. We therefore need to study the conditions necessary for the unfolding of spontaneous individual activities, and develop the art of allowing joy and enthusiasm for work to spread. The interest that drives spontaneous activity is a truly psychological key. One can understand and understand clearly without achieving any results…Page 4/5 from the book Psychogeometry https://montessori-pierson.com/products/psychogeometry-vol-16 ; https://montessori-pierson.com/products/psicogeometria-vol-16

Storytelling of the truthWe know that children since the beginning of the world take and absorb. They absorb the speech ...
08/12/2024

Storytelling of the truth
We know that children since the beginning of the world take and absorb. They absorb the speech of the adults so that now, at six years of age, they can listen and reconstruct what is told them if it is given in a certain form. The adult gives them stories….
If we use the method used by the fairy tales we can get into communication with the mind of the child. So instead of giving just any teaching we must prepare short stories along these lines. They must have a few, clearly drawn persons with unusual characteristics. There must be a limited environment full of attractive and new things, because the children’s interest is in the fantastic side, in the unusual. Children can reconstruct every story, but they also like something that is connected with movement and a real environment. They like something they can handle so that they can fix the idea in their minds. This may be a projection of something that is inside; they construct with blocks and sand, let them construct in relation to what they have in their minds, give them something new which is in line with their natural psychology.
Children can take from the environment without a teacher. This is their natural capacity. They also have a capacity for work, which stimulates their minds. We have studied these facts before, now we must see that children also have the capacity to take from stories told by an adult. We can give them stories which are like fairy tales and give knowledge under the guide of these stories. We can give history for example. The difference between history and fairy tales is that history is facts and fairy tales are invented. History is facts, but the facts are far away from us and it is fantastic. We cannot see it; we can only imagine it. History can be an exercise for imaginative construction. You cannot impart it through the senses but only through the imagination. The children must reconstruct the details. Page 43/45 from the book The Child, Society and the World: https://montessori-pierson.com/products/the-child-society-and-the-world

ANALYSING THE LANGUAGEWe say that the child must be active in the school. People often understand this to mean that the ...
29/11/2024

ANALYSING THE LANGUAGE
We say that the child must be active in the school. People often understand this to mean that the child must move about in the school in order to learn. There is however another interpretation of the term active. If we present an item of knowledge to the mind of the child by means of activity, knowledge secretly pe*****tes into his mind during the course of the action which is being accomplished. He then understands the idea better. Language is one of the greatest inner fields of activity of the child. Grammar, which takes up the language for analysis can be offered in an active form. This is almost like bringing the language to life again. Some philosophical ideas may pe*****te better in this manner. The study of the verb is usually the most difficult part of grammar studies. If we stop to think about it, we can see that the verb is also the most active part of language. So first we offer the child verbs in a demonstrative fashion and show that they indicate action. After the action is carried out, the child sees that there are a great many different actions which result in merriment and happiness. He thus becomes deeply interested in the verb. In the first exercise done with verbs, we offer each child a card on which an action that has to be carried out is written. Sometimes these cards are distributed to many children who carry out, at the same time, the action on their card – run, walk, jump, sit. Sometimes all the cards are given to the same child, who carries out all the actions one after another. Page 339 from the book Creative Development in the Child: https://montessori-pierson.com/products/creative-development-in-the-child-vol-24

CHILD’S AUTO-EDUCATIONThe use to which these modified insets, may be put is most varied. The main purpose is to facilita...
22/11/2024

CHILD’S AUTO-EDUCATION
The use to which these modified insets, may be put is most varied. The main purpose is to facilitate the child’s auto-education through exercises in geometry and often through the solution of real problems. The fact of being able actually to “handle geometric figures”, to arrange them in different ways, and to judge of the relations between them, commands the child’s absorbed attention…..A child who works spontaneously and for a long period of time with this material not only strengthens his reasoning powers and his character but acquires higher and clearer cognitions, which increase his mental capacity. In his succeeding spontaneous flights into the abstract he will show ability for surprising progress. While a high school child is still wasting his mental effort in trying to understand the relation between geometrical figures, which it seems impossible for him to comprehend, our child in the primary grades is “finding it out for himself ” and is so elated by his discovery that he immediately begins the search for other geometrical relations. Our children gallop freely along over a smooth road, urged on by the inner energy of their growing psychic organism, while many other children plod on barefooted and in shackles over stony paths. Page 243-244 from the book The Advanced Montessori Method volume 2: https://montessori-pierson.com/products/the-advanced-montessori-method-volume-2-vol-13; https://montessori-pierson.com/products/la-autoeducacion-volumen-2-vol-13; https://montessori-pierson.com/products/zelfopvoeding-deel-2

EVERY HUMAN BEING DOES HIS MOST INTELLIGENT WORK IN THE SUBCONSCIOUS… it is not the experiences in themselves, but the t...
10/11/2024

EVERY HUMAN BEING DOES HIS MOST INTELLIGENT WORK IN THE SUBCONSCIOUS
… it is not the experiences in themselves, but the traces of them left behind in the mneme, which make a mind powerful, such traces being known as Engrams. Page 11
…Thus it may be said that every human being does his most intelligent work in the subconscious, where psychic complexes are the construction of engrams. These do much more than create an association of ideas, for they organize themselves to carry out work, which we are unable to do consciously. Psychic complexes help a writer to create beautiful ideas, new to his conscious mind and vaguely attributed to inspiration. The working of these complexes is of immense importance in education. In accordance with these discoveries, we are now advised not to labour at memorizing some important piece of work, but rather to study it lightly and then set it aside for some days without quite forgetting it, so allowing the engrams time to organize themselves in concentration. This is exactly what is observed to happen in a Montessori School, where children’s revelations of their own mental processes have anticipated psychological research. Children are often seen walking alone by themselves while others are working, for just after learning something they feel the need of quiet; on return to the class they will show new ability, just as a child returning to school after holidays finds himself able to understand what was obscure before. In the light of these facts, how futile and even mischievous appears cramming for examinations! Page 13 from the book: To educate the human potential: https://montessori-pierson.com/products/to-educate-the-human-potential-vol-6; https://montessori-pierson.com/products/la-educacion-de-las-potencialidades-humanas-vol-6; https://montessori-pierson.com/products/opvoeden-voor-een-nieuwe-wereld-en-onderwijs-en-het-menselijk-potentieel

RESPECT FOR USEFUL ACTIVITY…It is not a question of giving a child a knowledge about the qualities of things, such as si...
03/11/2024

RESPECT FOR USEFUL ACTIVITY
…It is not a question of giving a child a knowledge about the qualities of things, such as size, shape, and colour, by means of various objects. Nor is it her aim to train a child to use the materials correctly. This would put our material in competition with that of others, for example, that of Fröbel; and it would demand the continual active operation of the teacher in providing information and hastening to correct a child’s every mistake until he had learned his lesson. In fine, it may be said that our materials are not a new means to be placed in the hands of an “active” teacher to help her with her teaching.
Rather, there is a radical change in method. Activity has hitherto been the special competence of the teacher, but in our system it is left mainly to the child.
The work of education is divided between the teacher and the environment. For the “teaching” teacher there has been substituted a much more complex combination consisting of teacher and many different objects, and both teacher and objects cooperate in a child’s education.
The profound difference that exists between our method and the socalled “objective lessons” of the older systems is that the objects are not a help to the teacher.
The objects in our system are, instead, a help to the child himself. He chooses what he wants for his own use, and works with it according to his own needs, tendencies, and special interests. In this way the objects become a means of growth. Page 159 from the book the discovery of the child https://montessori-pierson.com/products/the-discovery-of-the-child-vol-2 ; https://montessori-pierson.com/products/el-descubrimiento-del-nino-vol-2 ; https://montessori-pierson.com/products/de-methode

WORK THAT LEADS TO LOFTIER LEVELS BOTH IN THE PSYCHIC AND PHYSICAL REALMSThinking about the matter that children might a...
27/10/2024

WORK THAT LEADS TO LOFTIER LEVELS BOTH IN THE PSYCHIC AND PHYSICAL REALMS
Thinking about the matter that children might absorb culture little by little was surprising but conceivable. What was inconceivable was that the children improved also in health as if they had undergone a physical cure. They had been anaemic, they continued to be ill-nourished and in spite of it their circulation improved, and they became healthier. Though at the time to me as a Doctor in medicine the fact seemed incredible, I was made to realise that certain conditions which fulfilled psychic needs had evidently also influence upon the physical body.
…it became clear that the child growing in favourable conditions not only could learn much more deeply and rapidly, not only become self-reliant and mentally healthy, but without any other special care his physical condition also became normal. So the time came when Doctors recommended our Case dei Bambini as a kind of health resort. It was as if health and happiness of children were closely linked with the circumstances in which their personality and their intelligence developed. The children’s enthusiasm for activity and for study when fulfilled not only gave them joy but also bettered their physical conditions. So it became clear that it was not play, but the work connected with developing to his inner needs which led the child to loftier levels both in the psychic and the physical realms. Page 9-10 From the book: “Citizen of the world” https://montessori-pierson.com/products/citizen-of-the-world-vol-14 ; https://montessori-pierson.com/products/ciudadano-del-mundo-vol-11

VAN DE KINDERJAREN NAAR DE ADOLESCENTIEIn dit boek onderzoekt Maria Montessori de onderwijsproblematiek van het oudere k...
18/10/2024

VAN DE KINDERJAREN NAAR DE ADOLESCENTIE
In dit boek onderzoekt Maria Montessori de onderwijsproblematiek van het oudere kind, de adolescent en zelfs de volwassen student.
Ze overweegt elk niveau en zoekt naar de optimale manier om hun groei te faciliteren. Montessori analyseert eerst de kenmerken en behoeften van kinderen van zeven tot twaalf jaar.
In deze periode kan geconstateerd worden dat er echte metamorfoses plaatsvinden die van bijzonder belang zijn voor de morele opvoeding, het concept van rechtvaardigheid en sociale aanpassing.
De overgang naar abstractie, de rol van de verbeelding en het ‘eropuit gaan’ zijn sleutels tot het opnemen van hun cultuur.
Ook bespreekt ze het onderwijs aan de adolescent, de ‘Erdkinder’, en het onderwijs aan de universiteit.

Nu verkrijgbaar tot en met 31 oktober 2024 via onze webshop met 15% korting voor € 12,75 door gebruik te maken van “discount code”: adolescentie.
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MAN BUILDS HIMSELF THROUGH WORKINGNothing can take the place of work, neither physical wellbeing nor affection, and, on ...
13/10/2024

MAN BUILDS HIMSELF THROUGH WORKING
Nothing can take the place of work, neither physical wellbeing nor affection, and, on the other hand, deviations cannot be corrected by either punishment or example. Man builds himself through working, working with his hands, but using his hands as the instruments of his ego, the organ of his individual mind and will, which shapes its own existence face to face with its environment. The child’s instinct confirms the fact that work is an inherent tendency in human nature; it is the characteristic instinct of the human race. How then could it ever have come to pass that work, which should represent the supreme satisfaction, the centre of health and regeneration, as it does for the child, should be rejected by the adult man?…Perhaps because work in human society rests on mistaken foundations. It develops from deviated man, deviated through possession, power, apathy, attachment, so that the deep-seated instinct remains hidden as a suppressed characteristic…
But when through exceptional circumstances work is the result of an inner, instinctive impulse, then even in the adult it assumes a wholly different character. Such work is fascinating, irresistible, and it raises man above deviations and inner conflicts. Such is the work of…men gifted with such an extraordinary power as to enable them to rediscover the instinct of their species in the patterns of their own individuality. This instinct is then a fountain that bursts through the hard outer crust and rises, through a profound urge, to fall, as refreshing rain, on arid humanity. It is through this urge that the true progress of civilisation takes place. Page 165-166 from the book The Secret of Childhood: https://montessori-pierson.com/products/the-secret-of-childhood-vol-22; https://montessori-pierson.com/products/el-nino-el-secreto-de-la-infancia-vol-4; https://montessori-pierson.com/products/het-geheim-van-het-kinderleven

A LOVE OF HUMANITYThe child should love everything that he learns, for his mental and emotional growths are linked. What...
06/10/2024

A LOVE OF HUMANITY
The child should love everything that he learns, for his mental and emotional growths are linked. Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappear. The great Italian poet, Dante, has said:..“The greatest wisdom is first to love.” To sublimate the soul one has to reach this perfect state of love – what has been called Intellectual Love, to distinguish it from the personal. Children can and do love abstract subjects, such as mathematics…
It is hoped that when this sentiment of love for all subjects can be aroused in children, people in general will become more human, and brutal wars will come to an end. But a love for science and art, and all that mankind has created, will not suffice to make men and women love one another. To love a beautiful sunset..does not necessarily awaken a greater feeling of affection towards humanity, nor does a love for art in a man beget a love for his neighbour. What is necessary is that the individual from the earliest years should be placed in relation with humanity. There is no love in our hearts for the human beings from whom we have received, and are receiving so much in bread and clothing, and numerous inventions for our benefit. We take and enjoy all that is done for us without gratitude….Let us in education always call the attention of children to the hosts of men and women who are hidden from the light of fame, so kindling a love of humanity; not the vague and anaemic sentiment preached today as brotherhood, nor the political sentiment that the working classes should be redeemed and uplifted. What is most wanted is no patronizing charity for humanity, but a reverent consciousness of its dignity and worth. Page 14-16 from the book: To educate the human potential: https://montessori-pierson.com/products/to-educate-the-human-potential-vol-6; https://montessori-pierson.com/products/la-educacion-de-las-potencialidades-humanas-vol-6; https://montessori-pierson.com/products/opvoeden-voor-een-nieuwe-wereld-en-onderwijs-en-het-menselijk-potentieel

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