Language: Norwegian

Published: [Oslo, Norway]: Liberalt forskningsinstitutt, 1993

ISBN: 82-7521-806-2

Language: French

DOI: 10.4000/trema.4159

ISSN: 1167-315X

Abstract/Notes: Comment définir ces pédagogies alternatives et comprendre leurs finalités éducatives ? Nous avons choisi de mettre en avant les principes fédérateurs de ces pédagogies sans toutefois omettre les oppositions et les conflits entre ces mouvements. Quels sont les invariants théoriques, les pratiques et les finalités communes de ces écoles et de ces « pédagogies » ? Quelles sont leurs aspirations, leur volonté de changer le paradigme scolaire ? Ces écoles sont-elles, comme la plupart des acteurs de ces écoles le soulignent, l’illustration de l’essor d’une autre vision de notre société avec des rapports humains plus bienveillants et plus fraternels pour le bien-être des enfants ou, de façon non assumée, une volonté de repli sur soi ? Une cartographie nous est apparue nécessaire pour expliciter la variété de la nébuleuse des courants dits des pédagogies alternatives mais aussi pour analyser leurs caractéristiques.

Language: French

DOI: 10.4000/trema.4174

ISSN: 1167-315X

Abstract/Notes: Montessori, Waldorf, and Reggio Emilia education remain three of the most popular models for alternative early childhood education. Each of these approaches has developed globally, with a rich history of supporting children’s educational freedom. This narrative analysis provides a means for early childhood educators and scholars to understand the aims, philosophical and theoretical frameworks, historical development, benefits, and challenges in these models and their methods of practice. As early childhood education evolves with technology and as re-conceptualizations about early education occur, an understanding of these alternatives to traditional education models is important. While adaptive options of these models may emerge in education systems across national contexts, this review allows educators to consider their applications and cultural appropriateness in specific local and community contexts.

Language: English

DOI: 10.1007/s13158-020-00277-1

ISSN: 0020-7187, 1878-4658

Abstract/Notes: Alternative Approaches to Education provides parents and teachers with information and guidance on different education options in the UK and further

Language: English

Published: New York, New York: Routledge, 2017

Edition: 2nd

ISBN: 978-1-315-53321-6

Language: English

ISSN: 0090-4155, 1943-3352

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

Abstract/Notes: Montessori education was developed over 100 years ago, and persists as a marginal ‘niche reform’ of the standard model. Here I discuss two unresolved dichotomies in early childhood education – the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so in a contemporary theoretical frame – one that is dynamical rather than linear. I next describe the origins and functioning of Montessori preschool environments, outcomes from the most methodologically sound studies to date, and impediments to Montessori’s more widespread adoption. I also show how Montessori is a culturally responsive pedagogy, and conclude by return to the dichotomies and how Montessori makes sense for the modern era.

Language: English

DOI: 10.1080/03004430.2020.1832998

ISSN: 0300-4430, 1476-8275

Abstract/Notes: Montessori Pedagogy, having as a founder M. Montessori, Italian physician and pedagogue, is one of the alternatives that entered Romania at the beginning of the 20th century, due to the opening of the occupants of those times. We present in this paper the evolution in Romania of Montessori pedagogy and educational alternative, from the beginning to the Second World War. We will refer to the interest that the ideas of M. Montessori have made, translations of her works in Romanian, as well as the writings of some Romanian specialists who have popularized and supported her. We will bring readers’ attention and involvement issues by attending conferences and training courses for teachers, by setting up the Montessori schools and the role of renowned personalities in the development of the Montessori alternative and the Montessori Association, an expression of the interest and appreciation.

Language: Italian

ISSN: 1971-1093, 1971-1131

Language: English

Published: Bombay, India: Orient Longmans, 1955