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1526 results

Article

Une éducation pour une ère nouvelle: le congrès international d’éducation de Calais (1921) [Education for a new era: the international congress of education in Calais (1921)]

Available from: CAIRN

Publication: Les Études Sociales, vol. 163, no. 1

Pages: 43-77

Europe, France, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe

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Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]

Language: French

DOI: 10.3917/etsoc.163.0043

ISSN: 0014-2204

Article

Projects and Provocations: Preschool Curriculum Ideas from Reggio Emilia

Publication: Montessori Life, vol. 3, no. 1

Pages: 26–28

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Language: English

ISSN: 1054-0040

Article

Reggio Emilia, een eerste verkenning

Publication: MM: Montessori mededelingen, vol. 22, no. 3

Pages: 31-34

Reggio Emilia approach (Early childhood education)

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Language: Dutch

ISSN: 0166-588X

Article

REMIDA–The Creative Recycling Centre of Reggio Emilia

Publication: Montessori International, vol. 76

Pages: 14–15

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Language: English

ISSN: 1470-8647

Article

The Best Kindergarten in the World [Diana kindergarten, Reggio Emilia, Italy]

Publication: Montessori Education, vol. 6, no. 3

Pages: 20–21

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Language: English

ISSN: 1354-1498

Conference Paper

Exploring the Social Logic of Preschool Environments Structured with Waldorf, Montessori, and Reggio Emilia: A Semantic and Syntactic Study on Preschool Environments

Available from: ResearchGate

Space Syntax Symposium (13th, 20-24 June 2022)

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Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.

Language: English

Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022

Pages: 25 p.

Article

Compare Montessori to Reggio Emilia on the Net

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 11, no. 4

Pages: 24

Public Montessori

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Abstract/Notes: Also: child care listings online

Language: English

ISSN: 1071-6246

Blog Post

Reggio Emilia vs. Montessori: Which is Right for Your Child?

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Abstract/Notes: Reggio Emilia vs. Montessori schools: what’s the difference? Learn the benefits of each educational model and discover which school is best for your child.

Language: English

Published: Feb 16, 2017

Article

The Reggio Emilia Project

Publication: Montessori Courier, vol. 4, no. 1

Pages: 24–25

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Language: English

ISSN: 0959-4108

Article

The Art of Observation [Visits to Reggio Emilia schools]

Publication: Montessori International, vol. 65

Pages: 37–39

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Language: English

ISSN: 1470-8647

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