Language: English

ISSN: 0010-700X

Abstract/Notes: This paper seeks to explore the development, impact and contribution made by the New Ideals in Education conferences, which were held between 1914 and 1937. In particular, it will examine how the group emerged from the English Montessori Society and forged an identity of its own based on the thoughts and ideas of its two major protagonists: Edmond Holmes and the Earl of Lytton. This was especially manifest in its commitment to a form of non-partisanship that sought to be inclusive as possible towards those agitating for liberty within the classroom. The paper will also examine the profound impact played by the First World War, whose events were a catalyst not merely for impelling the group to discuss and showcase practice but also how this could be applied in the reconstruction process. In so doing it will chart the evolution of the New Ideals movement, which fizzled out just prior to the Second World War.

Language: English

DOI: 10.1080/0046760X.2016.1268215

ISSN: 0046-760X, 1464-5130

Abstract/Notes: Is a dog ever too old to learn new tricks? We review recent findings on sensitive periods in brain development, ranging from sensory processing to high-level cognitive abilities in humans. We conclude that there are multiple varieties of, and mechanisms underlying, these changes. However, many sensitive periods may be a consequence of the basic processes underlying postnatal functional brain development.

Language: English

DOI: 10.1111/j.1467-8721.2008.00537.x

ISSN: 0963-7214, 1467-8721

Abstract/Notes: La revue Pour l’Ère nouvelle constitue un observatoire privilégié pour cerner la nature des initiatives prises par les tenants de l’éducation nouvelle pour mobiliser, par delà les frontières, tous les amis de l’enfance afin d’améliorer l’humanité par une meilleure connaissance de l’enfant. En tant que lieu d’échange, elle permet à ses protagonistes d’y faire connaître leurs convictions et expériences favorisant ainsi la construction et la diffusion de connaissances au-delà de la francophonie. Nous nous proposons plus concrètement d’éprouver la thèse du cosmopolitisme et de la communauté d’esprits (convergence/divergence) des promoteurs de l’éducation nouvelle, en étudiant comment, dans Pour l’Ère nouvelle, ses auteurs invoquent la science pour fonder leurs thèses et si cette invocation fait l’objet de tensions ou controverses parmi eux. Cet article s’inscrit dans le sillage de recherches menées sur les relations entre éducation nouvelle et sciences de l’éducation, par nombre de chercheurs, notamment par ERHISE (Equipe de recherche en histoire des sciences de l’éducation). [The journal Pour l’Ère nouvelle is a privileged observation post from which one can define the initiatives promoted by the leaders of the New Education movement. They seek to mobilize, over frontiers, the actors involved in the study of childhood, aiming to ameliorate humanity through a better knowledge concerning that question. As a place of interaction, it allows its protagonists to bring their convictions and experiences to others, favouring development and spreading of knowledge beyond French speaking community. In this article, we propose to test the theory of the New Educationalist’s cosmopolitism and community of minds (convergence/ divergence) and to see how, Pour l’Ère nouvelle’s authors use science to base their theories and, further, we propose to see if this position arouses tensions or controversies. This article is part of a research undertaken by ERHISE (Research Team in History of Sciences of Education).]

Language: French

DOI: 10.3917/cdle.031.0137

ISSN: 1262-3490

Language: English

DOI: 10.2307/3119074

ISSN: 1467-8527, 0007-1005

Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.

Language: English

DOI: 10.1177/183693910603100206

ISSN: 1836-9391, 1839-5961

Language: English

ISSN: 0028-5048

Language: English

ISSN: 1554-8279, 0013-5984

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X