For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Per un patto di unione europea
Publication: Rassegna di cultura e vita scolastica (Ministero Pubblica Istruzione)
Date: 1950
See More
Language: Italian
ISSN: 0033-9482
Book
The Montessori Movement in Interwar Europe: New Perspectives
Available from: Springer Link
Austria, England, Europe, Great Britain, Holland, Italy, Maria Montessori - Biographic sources, Montessori method of education, Montessori movement, Netherlands, Northern Europe, Northern Ireland
See More
Abstract/Notes: Reframes the history of the Montessori movement within the wider cultural-political context. Examines the impact of Montessorism and how it lent itself to reinterpretation. Provides new insights into the problematic Montessori/Mussolini alliance
Language: English
Published: Cham, Switzerland: Palgrave Macmillan, 2022
ISBN: 978-3-031-14071-6 978-3-031-14072-3
Article
Missions to Europe [Croatia, Romania, Lithuania]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 8, no. 4
Date: Summer 1996
Pages: 10
Croatia, Eastern Europe, Europe, Lithuania, Northern Europe, Public Montessori, Romania, Southern Europe
See More
Language: English
ISSN: 1071-6246
Article
International Notes [Europe, Russia, China, India, New Zealand, Central/South America]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 20, no. 3
Date: Spring 2008
Pages: 11
Americas, Asia, Australasia, Australia and New Zealand, Central America, China, East Asia, Eastern Europe, Europe, India, Latin America and the Caribbean, Montessori movement
See More
Language: English
ISSN: 1071-6246
Article
Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia
Available from: ECRP Website
Publication: Early Childhood Research and Practice, vol. 4, no. 1
Date: 2002
Pages: 1-14
See More
Abstract/Notes: Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades. However, there are also many areas of difference, some at the level of principle and others at the level of strategy. Underlying the three approaches are variant views of the nature of young children's needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and structure learning experiences for children, and follow the children through observation/documentation. The article ends with discussion of the methods that researchers apply to analyze the strengths and weaknesses of each approach.
Language: English
ISSN: 1524-5039
Article
La Perspective Montessorienne Face au Mouvement de l’Éducation Nouvelle dans la Francophonie Européenne du Début du XXe Siècle [The Montessori Perspective in the Face of the New Education Movement in the Francophone Europe at the Start of the 20th Century]
Available from: Taylor and Francis Online
Publication: European Review of History [Revue Européene d'Histoire], vol. 27, no. 5
Date: 2020
Pages: 1-32
New Education Fellowship, New Education Movement, Theosophical Society, Theosophy
See More
Abstract/Notes: La méthode de Maria Montessori est née en pleine expansion du mouvement de l’Éducation nouvelle. Bien qu’on la considère généralement comme l’une des figures-clé de ce courant pédagogique, elle s’en considère plutôt la précurseure. Certes Montessori utilise constamment la dialectique de l’éducation « ancienne » et « nouvelle » dans ses écrits et elle a des points communs avec ce mouvement, expliquant ainsi des épisodes ponctuels de collaboration avec les entités qui le représentent ; mais elle s’éloigne aussi à maintes reprises des positions mises de l’avant par les pédagogues qui en font partie. Pour saisir la relation entre notre auteure et ce mouvement, on doit prendre en compte ses origines et ses fondements. À maintes reprises, Montessori contestera radicalement des principes de Rousseau et tente, en vain, de faire valoir sa vision, à travers ses collaborations avec les organismes représentant le mouvement de l’Éducation nouvelle. Évidemment l’opposition frontale d’une femme au héros incontesté du mouvement qu’elle critiquait ne pouvait qu’exaspérer ses contemporains. Qu’une simple « praticienne » de l’éducation s’érige en rivale de Rousseau était d’une arrogance impardonnable, puisqu’elle se positionnait ainsi en rapport de supériorité vis-à-vis tous les disciples du maître. C’était d’autant plus difficile à accepter qu’elle ne semblait pas prête à faire quelque concession que ce soit, résistant à se faire assimiler au mouvement et préférant avoir ses propres revues, ses propres congrès et sa propre association. La façon de concevoir les notions de liberté, discipline, effort, fantaisie et imagination, ainsi que l’approche de l’enseignement religieux et de la lecture et écriture, furent notamment au centre des divergences entre la pédagogie montessorienne et le mouvement de l’Éducation nouvelle. Bien que ces divergences mettent en évidence la différence entre l’héritage philosophique de chacun de ces courants, une recherche plus approfondie s’impose sur chacun de ces sujets.
Language: French
DOI: 10.1080/13507486.2020.1765150
ISSN: 1350-7486
Article
Women’s Role in Early Childhood Education in Europe
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 25, no. 1
Date: 1993
Pages: 67-75
See More
Abstract/Notes: The history of education is mainly a history of male educators and their ideas and systems of education, whereas the history of early childhood education is to a large extent a field of history where women have been the actors and to some extent also the writers about early childhood education. But this history is coloured by the withdrawn and to a large degree subordinate status of women, which is also reflected in the way history is written: A history of invisibility and anonymity, which also may have affected the place early childhood education has had in general educational history...
Language: English
DOI: 10.1007/BF03174635
ISSN: 0020-7187, 1878-4658
Article
The European Roots of Early Childhood Education in North America
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 18, no. 1
Date: 1986
Pages: 6-21
Americas, Canada, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc., North America
See More
Abstract/Notes: Early childhood education in North America is currently in a state of flux. While Piagetian approaches to early childhood education curricula seem to predominate in North America today, some of the influences of the other paradigms discussed below are still in evidence. The idea of nurturing children as well as educating them has endured, even with the new cognitive focus. The concept of curricula appropriate to a child’s developmental level, first introduced by Froebel, has remained an important idea. The Montessori method has enjoyed a renaissance in North America, and specially designed curricula for the disabled has been re-established as the norm, after Itard’s and Seguin’s pioneering examples. Yet, new issues in early childhood education have arisen in North America. There is a great debate on the effects of day care, the changing family, the possibility of “hurried children”, and the role of state support in a “universal” child care system. The recent Report of the task force on child care in Canada reviewed many of these issues, and used data on child care arrangements in a number of European countries compared to canada and the United States in much of its discussion. It is not surprising, given the history of models of child care which have come from Europe to North America, that North Americans are once again looking across the Atlantic for fresh ideas.
Language: English
DOI: 10.1007/BF03176578
ISSN: 0020-7187, 1878-4658
Article
European Roots of the First Psychology Clinic in North America
Available from: Hogrefe
Publication: European Psychologist, vol. 1, no. 1
Date: 1996
Pages: 44-50
Americas, Lightner Witmer - Biographic sources, North America, United States of America
See More
Abstract/Notes: Lightner Witmer (1867-1956) founded the first psychology clinic in Philadelphia 100 years ago, in March 1896. Even though he was an American, he readily acknowledged some European roots of his work. Witmer earned his Ph.D. at the University of Leipzig, Germany, under Wilhelm Wundt. He was encouraged by his Philadelphia mentor, James McKeen Cattell, to focus on individual differences in the tradition of Francis Galton of England. Witmer modeled his clinical interventions after the previous efforts of J.R. Pereira, J.M.G. Itard, and Edouard Seguin of France and Maria Montessori of Italy. The consequences for modern psychology of Witmer's idea that psychologists should use their knowledge to help people individually were noteworthy. Clinical psychology is today the most common psychology specialty in Europe and, indeed, in much of the world. However, Witmer's concept that clinical psychologists should be trained at the doctoral level is as yet far better accepted in North America than it is elsewhere.
Language: English
ISSN: 1016-9040, 1878-531X
Article
Influències de la pedagogia europea a Mallorca 1910-1920
Available from: Biblioteca digital de les Illes Balears
Publication: L'Arc, vol. 5
Date: 1998
Pages: 29-32
Europe, Southern Europe, Spain
See More
Language: Catalan
ISSN: 1136-8969, 2659-4560