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Article
News Items in the Montessori Field [Austria, Denmark, England, Germany, Greenland, India, Italy, Holland]
Publication: Communications (Association Montessori Internationale, 195?-2008)
Date: Feb 1954
Pages: 10–14
Americas, Asia, Austria, Denmark, England, Europe, Germany, Great Britain, Greenland, Holland, India, Italy
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Language: English
ISSN: 0519-0959
Article
News Items of the Montessori World Movement [England, France, Germany, Greece, Holland, India, Ireland, Italy]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1956, no. 3
Date: 1956
Pages: 13–16
Asia, England, Europe, France, Germany, Great Britain, Greece, Holland, India, Ireland, Italy, Netherlands
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Language: English
ISSN: 0519-0959
Article
"Shreyas": A Profile [Bombay, India]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1959, no. 3
Date: 1959
Pages: 15–18
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Language: English
ISSN: 0519-0959
Article
Meetings Held for Character Teaching Project in India
Publication: Montessori Observer, vol. 28, no. 1
Date: Mar 2007
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
Early Learning in Tomorrow's World [London Montessori Centre Seminar, Calcutta, India]
Publication: Montessori Courier, vol. 4, no. 2
Date: Jun 1992
Pages: 32
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Language: English
ISSN: 0959-4108
Article
International Peace Day: Celebrating in India
Available from: Internet Archive
Publication: Montessori Observer, vol. 30, no. 4
Date: Nov 2009
Pages: 1
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Language: English
ISSN: 0889-5643
Article
Shreyas [School in Ahmedabad, India]
Publication: Around the Child, vol. 8
Date: 1963
Pages: 28-35
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Language: English
ISSN: 0571-1142
Article
An Experiment in Education in India
Available from: Internet Archive
Publication: New Era in Home and School, vol. 34, no. 2
Date: Feb 1953
Pages: 29-31
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Language: English
ISSN: 0028-5048
Article
Early Childhood Education in India: History, Trends, Issues, and Achievements
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 24, no. 1
Date: 1996
Pages: 11-16
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Abstract/Notes: The changes in the social and economic structure of India have intensified the need for universal early childhood education. The formidable challenges before the Indian Government are: to provide high quality early childhood education programs; to preserve indigenous practices such as multilinguality, family/community involvement, participation of older children as caretakers of their younger siblings; and to provide early childhood education to all children despite serious financial constraints. This article presents a brief overview of the traditional childrearing practices in India, chronicles government initiatives in early childhood education, describes the range of programs available in India, and identifies goals that will shape the future of early childhood programs in India.
Language: English
DOI: 10.1007/BF02430544
ISSN: 1082-3301, 1573-1707
Article
Using Mathematics Strategies in Early Childhood Education as a Basis for Culturally Responsive Teaching in India
Available from: Taylor and Francis Online
Publication: International Journal of Early Years Education, vol. 14, no. 1
Date: 2006
Pages: 15-34
Asia, Culturally responsive teaching, India, South Asia
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Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.
Language: English
DOI: 10.1080/09669760500446374
ISSN: 0966-9760