Abstract/Notes: A brief history of the development of Early Childhood Care and Education in pre and post Independent India has been given first. The current situation of ECCE, teacher training and research has been described and the Research — Policy — Program interface has been delineated. Among the myriad issues confronting ECCE in the country a few have been selected for discussion. [Un bref historique du développement de l'accueil et de 1'éducation de la petite enfance de la période pré — et post Indepnédance est donné pour débuter. La situation actuelle ,1a formation des enseignants et la recherche ont été décrites et la Recherche — Politique — Programme envisagé ont été délimités. Parmi les myriades de sujets auxquels l'Accueil et l'Education de la Petite Enfance ont été confrontées quelques‐uns ont été sélectionnés pour la discussion. / Primero ha sido descrita una breve historia acerca del desarrollo del Cuidado Temprano de la Niñez y Educacion en la India pre y post independiente. Se ha descrito la situación presente de ECCE, el entrenamiento del profesorado e investigatión y la Investigación — la Política — el Programa común ha sido delineado. Dentro de los muchos miríados temas que confronta la ECCE en el país unos pocos han sido seleccionados para discusión.]

Language: English

DOI: 10.1080/0966976940020103

ISSN: 0966-9760

Language: English

ISSN: 0277-9064

Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.

Language: English

Pages: 7979-7983

DOI: 10.21125/edulearn.2020.2004

ISBN: 978-84-09-17979-4

Abstract/Notes: L'étude du thème de l'éducation à la paix en regard des options spécifiques, éducatives et pédagogiques - historiquement ancrées - de Célestin Freinet et Maria Montessori, inscrites dans le mouvement de l'Education nouvelle, imposent avant tout d'interroger le concept de paix à la lumière des approches philosophiques. La notion de conflit, comme lieu - d'espace et de temps, moment différé à la violence - où s'articulent les rapports de tensions entre les contraires mis en présence, apparaît dès lors comme l'élément central à prendre en considération dans ce qui caractérise les relations humaines, afin que ces dernières ne dégénèrent pas en violence aveugle. S'il est indéniable que les deux pédagogues ont été animés par un profond désir de voir la paix s'installer dans le monde après deux catastrophes mondiales, il n'en demeure pas moins que leurs approches en ce domaine révèlent, à l'instar de leur attitude vis à vis des conflits armés, un déni de la notion même de conflit au sein des relations entre les hommes et par voie de conséquence de la valeur qui lui est attachée. L'établissement d'une adéquation entre nature et paix, renforcée en cette époque charnière du début du XXe siècle, amène Célestin Freinet et Maria Montessori à asseoir leurs conceptions, pour l'un comme pour l'autre, sur les bases du naturalisme et du vitalisme en prenant, pour Maria Montessori plus particulièrement, le chemin de la religion. C'est en cela que les conceptions et démarches de ces deux pédagogues, s'inscrivant dans le mouvement plus général de l'Education nouvelle, s'appuient sur la nécessité de l'éradication des conflits. Outre le fait que par la voie du pacifisme, la paix ne saurait advenir, l'éducation à la paix demeure un problème parce qu'elle se doit de considérer la composante conflictuelle tant dans les relations inter-individuelles qu'inter-éthniques et inter-étatiques. Il reste au demeurant que non seulement on peut mais que l'on doit éduquer à la paix, au risque de la violence possible, afin d'assurer aux futures générations l'apprentissage de liberté et de l'autonomie. [The probematics of education for peace in light of two representatives of the New education : Célestin Freinet and Maria Montessori The study of education for peace theme from the specific, educational and pedagogical – historically rooted – options of Célestin Freinet and Maria Montessori, registered in the New Education movement, imposes first to question the concept of peace in the light of philosophical approaches. The notion of conflict, as unit – of space and time, moment differred to violence – where tension struggles between opposites, appear from that time as the central element to be considered in what caracterizes human relations, so that these relations do not degenerate in blind violence. If it is undeniable that both pedagogues have been incited by a deep desire to see peace spreading over the world after both world catastrophes, the fact remains that their approaches in this domain reveal, in the manner of their attitude towards armed conflicts, a denial of the very notion of conflict in relations between men and consequently of the value hereto attached. The setting-up of an adequacy between nature and peace, reinforced at this hinge time of the beginning of the 20th century, leads Célestin Freinet and Maria Montessori to ground their conceptions, for both of them, on the basis of naturalism and vitalism, by taking, especially for Maria Montessori, the way of religion. Conceptions and approaches of these both pedagogues, in the scope of the general New Education movement, lean on the necessity to eradicate conflicts. Besides the fact that by the way of pacifism, peace could not come to pass, education to peace remains a problem because it has to consider the conflict element in inter-individual as well as inter-ethnical and inter-state relations. The fact remains that education to peace not only can be but has to be dispensed, at the risk of possible violence, in order to ensure to future generations learning of freedom and autonomy.]

Language: French

Published: Lyon, France, 2004

Abstract/Notes: Includes information about all the sessions at the conference. Information regarding Montessori includes: 1. Katherine Moore, teacher of the Montessori classes in the public schools of Los Angeles and a graduate of the first class of Dr. Montessori, will conduct a demonstration Montessori class each forenoon [morning] from nine to twelve o'clock during the session of the National Education Association, in the Art Room, City Auditorium [Oakland Municipal Auditorium]. The model furniture will be furnishhed by Louise Brigham the inventor of box furniture, New York, N. Y. Teachers are invited to observe this class. (see p. 6-7) 2. General Sessions - International Congress on Education - Meetings in City Auditorium - August 16, 1915 - Afternoon Session, 2:30 O'Clock - "The Montessori System" by Maria Montessori (see p. 13). 3. Departmental Congress on Kindergarten Education - Sessions in Auditorium Theatre - August 17, 1915 - Afternoon Session, 2:30 O'Clock (Joint Session with the International Kindergarten Union) - "Imagination" by Maria Montessori (see p. 15). 4. Departmental Congress on Elementary Education - Sessions in City Auditorium - August 20, 1915 - Evening Session, 8:00 O'Clock - "Organization of the Intellectual Work in the School" by Maria Montessori (see p. 20). 5. Departmental Congress on Relationship Between the School and Co-operative Organizations - City Auditorium - August 23, 1915 - Evening Session, 8:00 O'Clock - "The Mother and the Child" by Maria Montessori, interpreted by Mariana Bertola, M.D. of San Francisco (see p. 25). 6. Montessori Congress - Sessions in Ballroom, Hotel Oakland - August 28, 1915 (see p. 42-43). This includes details regarding the itinerary for the Montessori Congress held in Oakland, 1915. The morning session began at 10:00 O'Clock and included: "Address of Welcome" by Philander P. Claxton (US Commissioner of Education, Washington, D.C.); "Possibilities and Opportunities of the Montessori Work for American Children" by E. L. Hardy (State Normal School, San Diego); "The Future of the Montessori School in America" by Arthur Chamberlain (Secretary, California Council of Education and California Teachers' Association, San Francisco); and "Address" by Maria Montessori. The afternoon session began at 2:00 O'Clock and included: "Round Table under the Auspices of the National Education Association and of the San Francisco Local Committee of Advisory Patrons" with David Starr Jordan (President, National Education Association, Stanford University, California) presiding over "Questions and Discussions by Leading American Educators and Dr. Montessori". The program indicates that the Round Table discussion was an invitation only affair - "Admission by Invitation".

Language: English

Published: 1915

Language: English

Published: New York, New York: Springer, 2012

ISBN: 978-94-007-4016-7 978-94-007-4017-4

Abstract/Notes: This handbook was designed as a guide to acquaint child care workers and parents with the broad spectrum of preschool programs now in existence. In section I, theoretical approaches to preschool education such as Montessori, Piagetian, Progressive, Developmental-Interactionist, Behaviorist, and Psychoanalytic and the effects of these different approaches on practice are reviewed and discussed. Section II contains descriptions of a wide variety of center-based and home-based preschool programs and Section III presents a brief overview of the evaluation of preschool programs. In Section IV, some considerations and recommendations for establishing an effective preschool program are presented and in Section V, the importance of preschool education is examined. Section VI contains a discussion of trends, issues and future directions of preschool education. An extensive bibliography is included.

Language: English

Published: New York, New York: Bank Street College of Education, 1977

Language: English

Published: New York, New York: A. A. Knopf, 1930

Language: Korean

ISSN: 1226-8836