Abstract/Notes: Från att ha varit en tämligen marginell företeelse vid 1900-talets början, har förskolan blivit en angelägenhet för en stor del av den svenska befolkningen. Idag deltar mer än 90 procent av alla barn mellan två och sex år i offentligt finansierad förskole- och barnomsorgsverksamhet. Avsikten med föreliggande antologi är att belysa olika aspekter av denna avgörande utveckling. Bland författarna märks både de som bidragit till att definiera forskningsfältet, såväl nationellt som internationellt, och de vars bidrag illustrerar mer sentida utvecklingstendenser inom området. I fokus för antologin står tre teman som varit centrala både i förskolans historia och dess historieskrivning: stat, yrkeskår och individ. Bland de ämnen som behandlas återfi nns den svenska barnträdgårdsrörelsens historia, Montessoripedagogiken reception under mellankrigstiden, utvecklingen av pedagogiska leksaker och den statliga televisionens betydelse för förskolesektorns expansion. Tack vare den inledande introduktionen till förskolans historieskrivning, och den avslutande bibliografi n med närmare 200 poster, utgör volymen också en god introduktion till ett mycket vitalt forskningsfält. [From being a rather marginal phenomenon at the beginning of the 20th century, preschool has become a matter for a large part of the Swedish population. Today, more than 90 percent of all children between the ages of two and six participate in publicly funded preschool and childcare activities. The purpose of the present anthology is to shed light on various aspects of this crucial development. Among the authors are both those who have contributed to defining the field of research, both nationally and internationally, and those whose contributions illustrate more recent development trends in the field. The focus of the anthology is three themes that have been central to both the preschool's history and its history writing: state, profession and individual. Among the topics covered are the history of the Swedish kindergarten movement, the Montessori pedagogy reception during the interwar period, the development of educational toys and the importance of state television for the expansion of the preschool sector. Thanks to the introductory introduction to preschool history writing, and the concluding bibliography with almost 200 entries, the volume is also a good introduction to a very vital field of research.]

Language: Swedish

Published: Uppsala, Sweden: Swedish Science Press, 2011

ISBN: 978-91-977312-9-4

Series: Opuscula Historica Upsaliensia , 44

Language: English

ISSN: 1470-8647

Language: English

Abstract/Notes: The New Boyland, overlooking Santa Barbara, the channel, and the encircling hills and mountains, is rapidly nearing completion and will be open to visitors for the first time on the afternoon of October first, when all are invited to call between the hours of 3 o'clock and early evening. The Boyland course for the coming year will follow the Montessori method; it will, in fact, be a Montessori school, with slight deviations from the straight course for some of the more advanced students. Mr. Hopkins' methods at Boyland in the past have been in keeping with the ideas of Dr. Montessori; he has attended her classes and followed the development of her work, so that the establishment of her materials and methods in full is quite a natural outcome in the development of Boyland, where the method of individual child study has always prevailed. New To The West. Most people associate this method with very young children, and it is not generally known that the famous Italian doctor has for several years been working out an advanced method for older children, and teaching the method to teachers in San Diego. A few eastern schools are now using the advanced materials, but hitherto the full method and its accompanying materials have not been introduced in the west. The equipment in ingeniously contrived, and is much more interesting to the average adult than that used in the primary classes. These materials will soon arrive in Santa Barbara and will be shown at the reception and their uses explained by Mrs. Mollie Price Cook and Mrs. Rose Travis, both of Los Angeles, who are members of the Boyland faculty. They are graduates of the advanced Montessori classes and have had wide teaching experience in the south. Their perfect demonstrations will doubtless correct some wrong impressions of the method. The fall term at Boyland will open October 8, and girls as well as boys will be enrolled. In addition to the usual boarding school there will be a day school, with classes for children three to six and six to ten years of age. No new pupils over ten years old will be admitted. The day is from 9 a.m. until 4 p.m. A hot dinner will be served at noon in the airy big dining room on top of the house, at tables to suit the size of the children dining at them. The younger children will have naps if necessary, and everything will be provided to round out a perfect child's day. There will be all kinds of games, music, and plenty of time for play. There are two big gymnasiums, one in the open and the other forming a part of the great auditorium. Vegetable and flower gardens to work in will provide interesting tasks for the little people, and there will be a museum and park, with tagged exhibits and rare plants and trees, to teach them vocabulary. In addition to the Montessori work, modeling, drawing and basketry will be taught. Many Fine Details. The new building is imposing and interesting. It is absolutely fireproof, has indirect lighting, is steam heated and has been constructed with more than usual attention to ventilation. The little apartments for the resident children include a small study, with well-lighted desk, a long treasure box in which to stow away belongings, with cushions on top to form a couch; a lavatory, a closet and a bedroom which may be thrown open like a sleeping porch and into which the rain cannot come even in the stormiest of weather. The walls and ceilings are in a neutral tone, and color will be introduced in hangings, rugs, etc. No opportunity has been lost to let in the outdoors at every point, and great windows frame the beauty of the view, which stretches away in panoramic beauty on all sides. Each area of the loggia frames an unforgettable picture, some of which are like glimpses of foreign landscape. The main building includes the auditorium, with large stage, the back of which opens wide to the grandeur of the view; the "gym," with its glass swimming pool; reception room; private offices; library; club rooms for the men and women employees; dining room, and attractive, model sanitary kitchen and pantries. One of the features is a group of little shops, where the children will be taught salesmanship and the keeping of accounts. The great map of the world is nearing completion; recently the volcano craters have been equipped with the necessary apparatus to enable them to belch forth fire and smoke; and the river sources have been supplied with the means of regulating their flow of water. The orange orchard has been set out, and many shrubs and trees planted. The classrooms are being furnished and put in order, and by the first of the month will be ready to receive the guests of the school.

Language: English

Abstract/Notes: In nongraded, multi-age classrooms, children have the opportunity to learn a great deal from their more proficient classmates. Children in multi-age, nongraded programs often learn that children differ, and they learn to assist each other in productive ways. The organizational scheme has the potential to remove much of the competition of traditionally graded classrooms and, for many children, the stigma of being "behind." Researchers in the Center for Research on Education, Diversity, and Excellence (CREDE) project "Appalachian Children's Academic and Social Development at Home and in Nongraded Primary Schools: Model Programs for Children of Poverty" have studied the implementation and effects of nongraded primary programs on rural and urban children of Appalachian descent in Kentucky, where a statewide, nongraded primary program has been implemented in various forms since 1990. In this practitioner brief, the authors share responses and recommendations from administrators and practitioners in the study.

Language: English

Published: Santa Cruz, California, Apr 2002

Abstract/Notes: Les jardins d’enfants qui se développent en Europe au XIXe siècle selon les principes froëbeliens s’implantent plus difficilement en France où les salles d’asile, puis l’école maternelle instituée par Pauline Kergomard1, développent un accueil spécifique pour les enfants d’âge préscolaire. Néanmoins, ils bénéficient dès les années 1910 de l’essor mondial du montessorisme, et l’on constate la création de nombreux jardins d’enfants et d’écoles nouvelles jusqu’à l’orée de la seconde guerre mondiale. Les jardinières reçoivent une formation spécifique, centrée sur les méthodes actives prônées par les psychologues s’intéressant au développement de l’enfant, et délivrée dès le début du XXe siècle par des institutions privées. Cette formation est prise en charge par l’État entre les années 1921 et 1931, alors que Mlle Amieux, professeur au collège Sévigné, crée un cours pédagogique au lycée de jeunes filles de l’École normale de Sèvres. Les jardinières munies du certificat d’État sont ensuite embauchées dans les jardins d’enfants et les classes enfantines des lycées bourgeois. Cette expérience s’arrête en 1931 lorsque les lycées ne sont plus autorisés à ouvrir des classes enfantines, mettant ainsi un terme à l’existence des jardins d’enfants dans l’enceinte de l’enseignement secondaire. Nous verrons dans ce chapitre en quoi cette formation a été à la résultante, pas toujours harmonieuse, de l’institution scolaire et du mouvement en faveur de l’éducation des jeunes enfants, et en quoi elle a été un enjeu qui reste actuel. Quelle était cette formation spécifique, quelles raisons conduisent à son arrêt en 1931 et qu’advient-il de la formation des jardinières après cette date ? Voici les questions que nous envisageons d’explorer à travers le prisme d’une éducation préscolaire envisagée dans et hors l’école, à partir de sources provenant de fonds d’archives publics2 et privés3, complétés par des ouvrages et revues pédagogiques telles La Nouvelle Éducation, la Revue universitaire, l’Éducation enfantine ou encore la Revue de l’enseignement secondaire des jeunes filles. [Kindergartens that developed in Europe in the nineteenth century according to Froëbelian principles were more difficult to establish in France where the asylum rooms, then the nursery school instituted by Pauline Kergomard, developed a specific reception for the children of preschool age. Nonetheless, they benefited from the worldwide boom in montessorism from the 1910s onwards, and many kindergartens and new schools were established until the onset of the Second World War. The gardeners receive specific training, focused on the active methods advocated by psychologists interested in the development of the child, and delivered from the beginning of the 20th century by private institutions. This training was paid for by the State between the years 1921 and 1931, when Miss Amieux, a teacher at the Sévigné college, created an educational course at the high school for young girls of the Normal School of Sèvres. The gardeners with the state certificate are then employed in the kindergartens and nursery classes of middle-class high schools. This experiment ended in 1931 when high schools were no longer allowed to open nursery classes, thus putting an end to the existence of kindergartens within the walls of secondary education. We will see in this chapter how this training was the result, not always harmonious, of the school institution and the movement in favor of the education of young children, and how it was an issue that remains current. What was this specific training, what are the reasons for its discontinuation in 1931 and what happens to the training of gardeners after that date? Here are the questions that we plan to explore through the prism of preschool education envisaged in and outside school, using sources from public2 and private3 archival funds, supplemented by educational books and reviews such as La Nouvelle Education, the University Review, Childhood Education or the Journal of secondary education for young girls.]

Language: French

Published: Rennes, France: Presses Universitaires de Rennes, 2018

ISBN: 978-2-7535-5561-7

Series: Histoire

Language: English

Published: New York, New York: American Montessori Society, 1971

Edition: 5th ed.

Abstract/Notes: Photo of: Mme. Montessori, Famous for Her New System of Education for Children, Addressing 5,000 Teachers at Los Angeles - She is speaking in Italian, which Miss Adele McAlpine Pyle of New York City is rapidly translating into English. The photo actually depicts Maria Montessori and Adelia McAlpine Pyle delivering a speech in San Diego at the Panama-California Exposition at the Spreckels Pavilion.

Language: English

ISSN: 0362-4331

Abstract/Notes: This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a reference list of peace education Web sites, selected by the U.S. Department of Education. (Contains 27 references.)

Language: English

Published: Orlando, Florida: Comparative and International Education Society, Mar 2002

Abstract/Notes: The article presents the philosophies of John Amos Comenius, Immanuel Kant and Maria Montessori. It focuses on problem areas that are particularly inspiring for modern thinking about peace and education for peace and points out a broad definition of peace provided by each of the above philosophers. Their theories go far beyond identifying peace with the absence of war and they consider peace to be a process that requires building and strengthening as well as the participation of all people, not only politicians. From this perspective, peace building becomes an important educational task. The basic goal is to ensure that individuals have the feeling of authorship and responsibility for peaceful coexistence among people. Only a combination of peace-reinforcing political initiatives with daily activities supported by education and aimed at promoting peace provides real chances to make the world a better place.

Language: Polish

ISSN: 0023-5938, 2657-6007