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Article
Reforming Public Education: The IMS Montessori Approach
Available from: Internet Archive
Publication: Montessori Observer, vol. 29, no. 4
Date: Nov 2008
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Book
Free Way to Learning: Educational Alternatives in Action
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Abstract/Notes: Is school really deaad? It seems not. So does our present system offer all there is to know about enabling children to learn of themselves, their worlds, their possibilities? 'Free Way to Learning' is put together by a number of people who think not. IN different ways they have created learning stiuations which break down established ideas about teacher authority, about compulsory learning, about how the process of education can change society. Separately the have: established an urban free school, developed a small rural community, operated a family learning network, offered an inner-city supplementary programme, and participated in the rise of a street school. Together they testify to the challenges, problems and, above all, the excitement encountered by those who attempt to do it a new way - a free way.
Language: English
Published: Harmondsworth, England: Penguin Books Ltd., 1974
Article
Montessori Secondary Education – A Parent’s Perspective
Publication: Montessori Insights
Date: 2015
Pages: 17
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Language: English
Article
Women’s Role in Early Childhood Education in Europe
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 25, no. 1
Date: 1993
Pages: 67-75
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Abstract/Notes: The history of education is mainly a history of male educators and their ideas and systems of education, whereas the history of early childhood education is to a large extent a field of history where women have been the actors and to some extent also the writers about early childhood education. But this history is coloured by the withdrawn and to a large degree subordinate status of women, which is also reflected in the way history is written: A history of invisibility and anonymity, which also may have affected the place early childhood education has had in general educational history...
Language: English
DOI: 10.1007/BF03174635
ISSN: 0020-7187, 1878-4658
Article
Cosmic Education
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1976, no. special
Date: Dec 1976
Pages: 1–7
Cosmic education, Mario M. Montessori - Writings
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Language: English
ISSN: 0519-0959
Article
Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru
Available from: ERIC
Publication: Forum on Public Policy, vol. 2012, no. 1
Date: 2012
Pages: 1-27
Americas, Belize, Brazil, Central America, Early childhood care and education, Early childhood education, El Salvador, Latin America and the Caribbean, Mexico, Peru, South America
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Abstract/Notes: Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to quality early childhood programs is often seen by policy makers as a means of achieving economic and political goals (United Nations, 2012). Unfortunately, a pre-occupation with economic and political goals may conflict with the provision of quality programming for young children. In a number of Latin American countries provisions for educating young children exist as intent to provide quality services. The continuing challenge is to finance, organize and regulate those well-meaning intentions. The objective of this article is two-fold. First, to describe national policy efforts that regulate the education of young children consistently. And, second, to reflect the status of early childhood education programming; and to examine the possibilities for the improvement of the quality and accessibility of an education for all young children. Five Latin American nations have been chosen for examination, including: Belize, Brazil, El Salvador, Mexico, and Peru. (Contains 4 tables.)
Language: English
ISSN: 1556-763X, 1938-9809
Article
Parent Education in Montessori Schools
Publication: Point of Interest, vol. 2, no. 5
Date: May 1983
Pages: 1–4
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Language: English
Book Section
Montessori and the Reformation of the American Educational System for the 21st Century
Book Title: Education for the 21st Century [AMI International Study Conference Proceedings, presented by AMI/USA, July 30 to August 4, 1988, Washington, D.C.]
Pages: 80-84
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Language: English
Published: [Rochester, New York]: Association Montessori International of the United States, 1989
Article
Early Childhood Education: Issues and Challenges – An Institutional Perspective
Available from: Research Review
Publication: Research Review: International Journal of Multidisciplinary, vol. 9, no. 1
Date: Jan 2024
Pages: 28-33
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Abstract/Notes: Early childhood education also known as preschool or pre-primary education is provided in settings such as Nursery schools, Kindergarten, Anganwadis, Montessori schools, etc. Some are located in the private sector while the Government sponsors some. Pre-primary education is critical for establishing a child's social, emotional, and overall well-being. Typically designed for 3 to 5-year-old children there are varying standards. It is on this foundation that the child's future learning and adaptability are built that it deserves serious attention. The importance of pre-primary education is recognized worldwide nevertheless universal coverage has not been achieved. According to the UNICEF Global Report on Early Childhood Education, which has come recently, world over there were at least 175 million children aged 3 to 6 years old who were not enrolled in school. The early years of a child's life build the basis for lifelong growth, and children who fall behind in these early years often never catch up with their peers, leaving them more likely to drop out of school and fail to reach their full potential. This points to the significance of probing into its causes and reflecting on solutions to overcome them. Going into the causes we find certain factors perpetuating this. Such are Economic backwardness, social backwardness, Institutional backwardness, and Administrative Deficiencies. The former two are pitfalls of a weak institutional system while the latter two reflect an institutional breakdown. Yet there are interlinkages between the two. Economic backwardness arises from the great divide between the rich and the poor and consequent power dynamics leading to increased marginalization of the poor. They lose the capability to encash opportunities for fair standards of living, education, adequate nutrition, appropriate housing, and healthy surroundings. Linked to it is the social backwardness where the morbidity becomes concentrated in the poor. Inadequacy of infrastructure and paucity of teaching-learning methods carefully tailor-made to needs, skilled manpower, motivators, and losing focus are major institutional factors. The state vested with the responsibility to intervene in high-priority areas lagging in progress or developmental needs through special programs and projects time to time suffer pitfalls pointing to administrative deficiencies as systemic factors. This paper attempts to bring out the issues and concerns of pre-primary education from an institutional perspective.
Language: English
DOI: 10.31305/rrijm.2024.v09.n01.004
ISSN: 2455-3085
Article
Early Crusade Planted Seeds for NHC Infant-and-Toddler Teacher Education Initiative [North Harris College, North Houston, Texas]
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 1
Date: Winter 2004
Pages: 36-37
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Language: English
ISSN: 1054-0040