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Book

Child-Centred Education

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Abstract/Notes: This volume is a critical study of one of today’s most controversial topics in educational theory, setting the many arguments in perspective and clarifying the issues that arise when attention is focused on the learner. The author examines the problems of individual education, the distinctive demands childhood makes on the school and the claims of social education. The related questions of freedom, authority and discipline are then discussed, together with the ways in which curriculum development must take account of the learner’s interests, needs and dispositions in preparing him/her for life. The concept of educating the whole person is critically examined, together with the claim that education for life and the development of personal integrity require an integrated curriculum. Since child-centred educational theory is often dismissed as irrelevant to practice, the book concludes with an assessment of the various limitations which concern with practical activity imposes on educational theorists.

Language: English

Published: London: Methuen and Co., 1970

ISBN: 0-416-13760-1

Article

Appel aux Réformateurs de notre Education Nationale [Appeal to the Reformers of our National Education]

Available from: Bibliothèque Nationale de France (BNF) - Gallica

Publication: La Nouvelle éducation, no. 133

Pages: 39-43

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Language: French

ISSN: 2492-3524

Article

The Contributions of Montessori Education to the New Education Syllabus

Publication: Montessori Kyōiku [Montessori Education], no. 23

Pages: 28-36

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Language: Japanese

ISSN: 0913-4220

Article

Traditional Education and Montessori Education

Publication: Montessori Kyōiku [Montessori Education], no. 17

Pages: 59-70

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Language: Japanese

ISSN: 0913-4220

Article

Montessori Education and Teacher Education at the Junior College

Publication: Montessori Kyōiku [Montessori Education], no. 20

Pages: 62-65

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Language: Japanese

ISSN: 0913-4220

Article

Montessori Education and Therapeutic Education

Publication: Montessori Kyōiku [Montessori Education], no. 13

Pages: 91-102

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Language: Japanese

ISSN: 0913-4220

Article

Внесок академіка В. І. Бондаря та його наукової школи в теорію та історію спеціальної педагогіки й психології [The contribution of Academician V. I. Bondar and his scientific school to the theory and history of special pedagogy and psychology]

Available from: National Pedagogical Dragomanov University

Publication: Scientific Journal of the National Pedagogical University - Series 19. Correctional Pedagogy and Special Psychology, vol. 24

Pages: 55-61

Children with disabilities, Comparative education, Eastern Europe, Europe, Inclusive education, Montessori method of education, Ukraine

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Abstract/Notes: У статті розглядаються основні наукові доробки академіка В.І. Бондаря та представників його наукової школи, щодо психолого-педагогічних проблем трудового навчання і виховання учнів з інтелектуальними вадами. Ученими доведено необхідність орієнтації у процесі навчання на ефективне використання збережених систем і функцій, здатних взяти на себе компенсаторно-корекційне навантаження та забезпечити цілеспрямований розвиток психічних процесів. Також показано, що ці важливі теоретико-методологічні позиції було реалізовано у державних освітніх стандартах. Охарактеризовано фундаментальні дослідження історико-педагогічного спрямування, присвячені становленню і розвитку спеціальної освіти розумово-відсталих учнів, ідей раннього розвитку та вільного виховання дітей з обмеженими розумовими можливостями у педагогічній спадщині М. Монтесорі, системи підготовки дефектологічних кадрів для закладів спеціальної освіти, історичного розвитку корекційного навчання учнів допоміжних закладів освіти, системи післядипломної педагогічної освіти дефектологів в Україні. Обґрунтовано і показано їх значення для теорії дефектологічної науки та практики спеціальної школи. Виявлено тенденції розвитку наукових досліджень наукової школи та їх значення у процесі вдосконалення підготовки фахівців корекційної освіти. [The article considers the main scientific works of Academician VI Cooper and representatives of his scientific school on the psychological and pedagogical problems of labor training and education of students with intellectual disabilities. Scientists have proven the need to focus in the learning process on the effective use of preserved systems and functions that can take on compensatory and corrective loads and ensure the purposeful development of mental processes. It is also shown that these important theoretical and methodological positions have been implemented in state educational standards. The fundamental researches of the historical and pedagogical direction devoted to formation and development of special education of mentally retarded pupils are characterized, ideas of early development and free upbringing of children with mental disabilities in the pedagogical heritage of M. Montessori, the system of training of special education staff for special education institutions, the historical development of correctional training of students of auxiliary institutions, the system of postgraduate pedagogical education of special educators in Ukraine. Their significance for the theory of defectological science and the practice of a special school is substantiated and shown. The tendencies of development of scientific researches of scientific school and their value in the course of perfection of preparation of experts of correctional education are revealed. systems of postgraduate pedagogical education of defectologists in Ukraine. Their significance for the theory of defectological science and the practice of a special school is substantiated and shown. The tendencies of development of scientific researches of scientific school and their value in the course of perfection of preparation of experts of correctional education are revealed. systems of postgraduate pedagogical education of defectologists in Ukraine. Their significance for the theory of defectological science and the practice of a special school is substantiated and shown. The tendencies of development of scientific researches of scientific school and their value in the course of perfection of preparation of experts of correctional education are revealed.]

Language: Ukrainian

ISSN: 2310-8290

Conference Paper

From Pedagogical Principles to the Pedagogical Project: The Experience of San Michele Educational Garden

Available from: IATED Digital Library

15th International Technology, Education and Development Conference

Europe, Italy, Southern Europe

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Abstract/Notes: The paper presents the results of theoretical and experimental research developed as part of the "Mitigation Risk Design" (MiRiDe) Workshop, provided by the School of Architecture, Urban Planning, Construction Engineering of the Politecnico di Milano on the theme of enhancing school spaces starting from participated projects (owner and designer enter into dialogue with users: teachers, children , parents and grandparents, attendants). The resumption of face-to-face teaching activities starting from last September (interrupted in February to activate health measures to contrast the spread of Covid-19) required a rethinking of the psycho-pedagogical dynamics and the training spaces. Starting from the National Guidelines implemented by the Italian Federation of Nursery Schools and following the pedagogical coordination meetings, it became clear the need to promote manipulative activities oriented to the personal experience of each child and to encourage collective and cooperative activities able to guarantee an adequate interpersonal distancing. The work underlines the most important phases of the experimentation started at the "San Michele" Kindergarten in Bellinzago Lombardo (Milan), which developed a participatory project on the theme of "Guarding and Cultivating" through the design of an educational garden. The paper is organized into five sections. The first section presents the San Michele school context, retracing its history and investigating the new needs due to the health emergency. The second section presents the multi-disciplinary research about the pedagogical principles underlying cultivation activities. Starting from the concise presentation of different cultural orientations, the work outlines the training features that characterize the experience of the garden in relation to the growth of the child. The third section explains how, from the identification of "good pedagogical practices", PEDAGOGICAL PRINCIPLES have been defined for the San Michele Garden. The project, inspired by Montessori pedagogy, highlights how the child needs to experience nature and not just study it. Contact with nature, sensory exploration, manual skills, manipulation, imitation of adult life are just some of the experiential activities that lend themselves to an educational space such as the didactic garden. The fourth section summarizes the research that emerged from the comparative analysis with training projects on the theme of cultivating the educational garden. Through maps, summary sheets, and thematic insights, the elements necessary for the construction of a pedagogical project for the educational garden are outlined. The fifth section presents the EDUCATIONAL PROJECT for the San Michele Garden, indicating the educational objectives, the training actions, and the analysis of "pilot experiences" capable of testing the effectiveness of the project. The conclusions underline how the phase of "pedagogical design" constitutes a significant step for the subsequent "architectural design". It will make it possible to modify spaces (starting from the tools of architecture), making them places marked by anthropological experiences for all the people who will inhabit the educational garden.

Language: English

Published: Online Conference: International Academy of Technology, Education and Development (IATED), 2021

Pages: 9222-9232

DOI: 10.21125/inted.2021.1926

ISBN: 978-84-09-27666-0

Article

Can the Montessori Method Have Developments in Secondary Education?

Publication: MoRE Montessori Research Europe newsletter

Pages: 6-7

⛔ No DOI found

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Abstract/Notes: Maria Montessori’s method is deservedly well-known in the child education field, where thebrilliant educationist successfully extended to normal children what she had experimented with subnormal ones. The applicative method in the “Children’s Homes”, destined to welcome children from three to six years of age, was later developed for very young children in the Montessori Birth Centres and for the slightly older children in primary school. Now, we wonder whether it also has interesting aspects for lower and upper secondary schools. Montessori indeed devised a complete course of development divided into four six-year periods, as Comenius had already done. She thus did not limit herself to childhood and wrote a book Dall’infanzia all’adolescenza which gives an affirmative answer to the question and provides some guidelines. But, especially her son, Mario Montessori, working in many courses on psychoarithmetic and psychogeometry, showed how the directive principles of the method are not only applicable, but are indeed very effective also for lower secondary schools. Mathematics offers particularly useful examples. But even the grammatical and logical analysis performed by affixing labels indicating the functions of various parts of the discourse, already started up in the Montessori method for primary schooling, both for Italian and foreign languages, may be extended to lower secondary schools. The abstract essence of the symbols take on a tangible feature without renouncing their conveyance of concepts. The education of preadolescents and adolescents is not, however, only intellectual. It is also an education for feelings, openness to social cooperation and character building. The broader range of Montessorian thought is felt in education for peace, meant as a world task. And, opening up to multiculturalism and combating every discrimination, it offers secondary education challenging perspectives. Thus, religious education, which in Spain and Italy Maria Montessori linked to Catholic education, may be extended in an ecumenical spirit also to other religions, such as the oriental ones that she got to know in India.

Language: English

ISSN: 2281-8375

Book

International Handbook of Holistic Education

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Abstract/Notes: Providing a comprehensive overview of holistic education’s history, conceptions, practices, and research, this Handbook presents an up-to-date, global picture of the field. Organized in five sections, the Handbook lays out the field’s theoretical and historical foundations; offers examples of holistic education in practice with regard to schools, programs, and pedagogies at all levels; presents research methods used in holistic education; outlines the growing effort among holistic educators to connect holistic teaching and learning with research practice; and examines present trends and future areas of interest in program development, inquiry, and research. This volume is a must-have resource for researchers and practitioners and serves as an essential foundational text for courses in the field.

Language: English

Published: [S.I.]: Routledge, 2018

ISBN: 978-1-351-62189-2

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