Language: English

Abstract/Notes: A brief history of the development of Early Childhood Care and Education in pre and post Independent India has been given first. The current situation of ECCE, teacher training and research has been described and the Research — Policy — Program interface has been delineated. Among the myriad issues confronting ECCE in the country a few have been selected for discussion. [Un bref historique du développement de l'accueil et de 1'éducation de la petite enfance de la période pré — et post Indepnédance est donné pour débuter. La situation actuelle ,1a formation des enseignants et la recherche ont été décrites et la Recherche — Politique — Programme envisagé ont été délimités. Parmi les myriades de sujets auxquels l'Accueil et l'Education de la Petite Enfance ont été confrontées quelques‐uns ont été sélectionnés pour la discussion. / Primero ha sido descrita una breve historia acerca del desarrollo del Cuidado Temprano de la Niñez y Educacion en la India pre y post independiente. Se ha descrito la situación presente de ECCE, el entrenamiento del profesorado e investigatión y la Investigación — la Política — el Programa común ha sido delineado. Dentro de los muchos miríados temas que confronta la ECCE en el país unos pocos han sido seleccionados para discusión.]

Language: English

DOI: 10.1080/0966976940020103

ISSN: 0966-9760

Language: English

Language: English, French

Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)

Language: English

Published: Palo Alto, California, 1970

Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Language: Italian

Published: Roma, Italy: Fefè Editore, 2013

ISBN: 978-88-95988-36-8

Series: Pagine Vere , 19

Language: English

Published: [S.I.]: Nienhuis Montessori USA, 1992

Language: French

ISSN: 2492-3524

Abstract/Notes: When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.

Language: English

Published: Carbondale, Illinois, 2016