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Article
Behind the Headlines: Dr Joyce Morris Starts New Research Curriculum for Advanced Group [London Montessori Centre course]
Publication: LM Courier
Date: Oct 1987
Pages: 1
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Language: English
Article
Standing Up to Scrutiny [Andrew Trott, external assessor of London Montessori Centre]
Publication: LM Courier
Date: Apr 1988
Pages: 1
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Language: English
Article
Kidicorp Buys Wellington Centre
Publication: Montessori NewZ, vol. 45
Date: Mar 2007
Pages: 3
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Language: English
Article
Centre Montessori
Publication: Association Montessori de France, no. 10
Date: 1954
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Language: French
ISSN: 1244-7161
Article
Who's Who? Our Continuing Guide to the People Who Work at London Montessori Centre
Publication: Montessori Education, vol. 8, no. 4
Date: 1997
Pages: 46
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Language: English
ISSN: 1354-1498
Book Section
Visva-Bharati: The Transnational Centre of Education
Available from: Springer Link
Book Title: Rabindranath Tagore: Adventure of Ideas and Innovative Practices in Education
Pages: 57-73
Asia, India, Rabindranath Tagore, South Asia
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Abstract/Notes: Tagore started a school in 1901 and in 1918 he wrote, ‘…the Santiniketan School should form a link between India and the world…the epoch of narrow nationalism is coming to an end…. The first flag of victory of Universal Man shall be planted there’. This was the beginning of Visva-Bharati that finally encapsulated the school and university with its many programmes and courses under one unique integrated system. The university was a logical progression in his philosophy of education. The central idea of the university was for the east to offer to the west the best of its wealth and take from the west its knowledge. This was indeed a novel idea as the country was yet to have its own full-fledged universities. Tagore envisioned the university as the seat for research that would generate and also dispense knowledge. Tagore established the university in Santiniketan where he had founded his school. He wanted the university to offer education that was enmeshed with the Indian way of life so that knowledge grew out of the culture, society, history, literature, geography, economy, science and flora and fauna of the country. From this sense of nationalism, we see Tagore evolving into an internationalist based on equal terms of fellowship and amity between the east and the west. He shared his quest for such a centre of learning with the ideas of several noted international pedagogues. Tagore saw world problems and national interests as interrelated, and he felt that internationalism was the inner spirit of the modern age.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2014
ISBN: 978-3-319-00837-0
Series: SpringerBriefs in Education
Article
Montessori Goes Mainstream as Sure Start Centre Opens
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement, no. 4852 (London, England)
Date: Aug 14, 2009
Pages: 11
England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Northern Europe, Scotland, United Kingdom, Wales
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Abstract/Notes: The article reports that Great Britain's first Montessori Sure Start Children's Centre has opened in Essex, England. As stated, the centre shows people's growing interest in the child-initiated teaching method. This Oaklea Montessori is for under-three children and will take admissions from September 2009 onwards. The centre was opened after the county council identified a shortage of places for toddlers in the area.This centre is a part of the Windmill Children's Centre. INSET: Up for debate.
Language: English
ISSN: 0040-7887
Article
Montessori AMI Centre, Colombo, Ceylon
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1959, no. 4
Date: 1959
Pages: 16-18
Asia, Ceylon, South Asia, Sri Lanka
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Language: English
ISSN: 0519-0959
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, England: Methuen and Co., 1970
ISBN: 0-416-13760-1 978-0-416-13760-6
Book Section
Reasons for Documentation in Early Childhood Education Centres
Available from: Springer Link
Book Title: Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development
Pages: 5-29
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Abstract/Notes: The documentation of educational processes and the development of children is today seen as a sign of high quality in ECE centres and as a central task of pedagogues. This general and widely undisputed setting is fed by both (elementary) pedagogical theories and programs as well as by political requirements. First, four significant educational approaches (Montessori and Waldorf education as well as the Situation approach and the Reggio approach) will be examined to see what importance they attribute to documentation. Subsequently, the today in theory and practice of elementary education dominant social constructivist educational understanding will be illuminated in more detail with regard to documentation; this is followed by an analysis of the curricula of the German federal states as relevant political framework for the work in ECE centres. Finally, these theoretical and political foundations will be brought together by working out the diversity of objectives associated with documentation as well as the different addressees of documentation.
Language: English
Published: Wiesbaden, Germany: Springer, 2022
ISBN: 978-3-658-39736-4