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278 results

Article

Indianapolis Kids' Museum Tries a Hybrid

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

Publication: Public School Montessorian, vol. 23, no. 1

Pages: 17

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Dr. Maria Montessori is Returning from India to Conduct the First Post-War International Training Course for Teachers [advertisement]

Available from: Internet Archive

Publication: New Era in Home and School, vol. 27, no. 6

Pages: 155

Asia, India, International Montessori Training Course, Maria Montessori - Biographic sources, South Asia, Trainings

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Language: English

ISSN: 0028-5048

Article

An Experiment in Education in India

Available from: Internet Archive

Publication: New Era in Home and School, vol. 34, no. 2

Pages: 29-31

Asia, India, South Asia

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Language: English

ISSN: 0028-5048

Article

✓ Peer Reviewed

An American Educator Interviews a Teacher of Asian Indian Students

Available from: JSTOR

Publication: American Secondary Education, vol. 10, no. 2

Pages: 34-38

Asia, India, South Asia

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Language: English

ISSN: 0003-1003, 2326-9618

Article

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Montessori for All? Indian Experiments in ‘Child Education’, 1920s–1970s

Available from: Taylor and Francis Online

Publication: Comparative Education, vol. 57, no. 3

Pages: 1-19

Asia, Comparative education, India, South Asia

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Abstract/Notes: This article discusses the ‘Indianisation’, ‘nationalisation’, and ‘ruralisation’ of the Montessori method in India at the eve, and in the aftermath of the country’s political independence (1947). From 1914 onwards, Indian nationalists received Montessori’s ideas through publications, the networks of the new education movement, and the Theosophical Society. While innovative pre-schools for elite children worked closely with the ‘original’ method, the Nutan Bal Shikshan Sangh (‘New Child Education Society’, NBSS) adapted it to local conditions (‘Indianisation’). The NBSS aimed to universalise Montessori-based child education, as a contribution to nation-building (‘nationalisation’). With the establishment of the Gram Bal Shiksha Kendra (Rural Child Education Centre), in 1945, the NBSS brought the country’s most marginalised into the modernising reach of the new state, furthering Gandhi’s vision of ‘rural reconstruction’ (‘ruralisation’). From these experiments, the institutional model of the Anganwadi emerged, through which today millions of Indian children receive integrated child development services.

Language: English

DOI: 10.1080/03050068.2021.1888408

ISSN: 0305-0068

Article

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Early Childhood Education in India: History, Trends, Issues, and Achievements

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 24, no. 1

Pages: 11-16

India, South

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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

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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

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

Article

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Training of Personnel for Programmes in Early Childhood Care and Education in India

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 24, no. 2

Pages: 35-40

Asia, India, South Asia

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Abstract/Notes: This article describes in some detail the Indian National Education Policy of 1986 which proposes a multifaceted approach to the training of personnel working with preschool children and their families. The magnitude of the challenges for current and training staff is discussed and some innovative programs for young children are presented in detail. Consideration is given to the nature of the training required to put these programs into practice in a country as diverse as India. There are many different programs designed to enable staff, many of whom have received only short periods of training, to execute the content based on basic child development knowledge. In all program modalities, the emphasis is on an integral approach that includes educational activity in health care, and if necessary a food supplement if necessary. Each type of program is designed to meet a specific need. In some projects, such as Anganwadi and Crèches Mobiles, basic staff training is supervised and extended by formally trained project managers, whose task is to engage staff in on-the-job training, at the same time. as their knowledge and understanding grows. This article shows how the service manages to employ staff from extremely diverse backgrounds and educational backgrounds. [Cet article décrit de façon assez détaillée la Politique Educative Nationale Indienne de 1986 qui propose une approche à multiples facettes de la formation du personnel travaillant avec les enfants d’âge préscolaire et leurs familles. On discute de l’ampleur des défis relatifs au personnel en fonction et en formation et on présente en détail quelques programmes innovateurs pour jeunes enfants. On considère la nature de la formation nécessaire pour la mise en pratique de ces programmes dans un pays aussi vaste divers que l’Inde. Il existe beaucoup de programmes différents concus pour permettre aux personnels, dont beaucoup n’ont reçu que de courtes périodes de formation, d’en exécuter le contenu à partir de connaissances de base du développement de l’enfant. Dans toutes les modalités de programme, l’accent porté sur une approche intégrale qui englobe l’activité éducative dans les soins d’ordre sanitaire, et au besoin un supplément alimentaire si nécessaire. Chaque type de programme est élaboré pour répondre à un besoin spécifique. Dans certains projets, comme ceux d’Anganwadi et des Crèches Mobiles, la formation de base du personnel est supervisée et étendue par des responsables de projet officiellement formés, dont la tâche consiste à engager le personnel dans une formation en cours d’emploi, au fur et à mesure que leurs connaissances et leur compréhension se développent. Cet article montre comment le service arrive à employer des personnels dont l’origine et l’expérience éducative sont extrêmement diverses. / Este artículo describe con basante detalles la Política Educativa Nacional de la India en 1986 que propone enfoques con múltiplos aspectos al problema de la formación del personal trabajando con niños de edad preescolar y sus familias. Se discute de la amplitude de los desafíos relativos al personal empleado y en periodo de formación, y se presenta con detalles algunos programas innovadores para niños pequeños. Se considera la naturaleza de la formación necessaria para poner en práctica esos programas en un país tan grande y tan variado como la India. Hay muchos programas que permiten a los distintos personales, entre los cuales hay muchos que han tenido solo cortes períodos de formación, de efectu su contenido partiendo de conocimientos básicos sobrer el desarollo del niño. En todas las versiones, se ha puesto el énfasis sobre enfoque integral, incluiendo actividad educativa con atención sanitaria y un suplemento alimenticio donde es necesario. Cada tipo de programa fue elaborado para responder a una necasidad específica. En algunos proyectos, como Anganwadi o Creches Moviles, la formación de base del personal está supervisada y ampliada por responsables del proyecto oficialmente preparados, cuya tarea es de comprometer el personal en una formación continua, a medida que se desarollen sus conocimientos y su comprensión. Este artículo demuestra como el servicio llega a emplear personas de experiencia educativa y origen muy distintos.]

Language: English

DOI: 10.1007/BF03175503

ISSN: 0020-7187, 1878-4658

Article

✓ Peer Reviewed

Work Life Balance and Working Indian Mothers: An Empirical Study

Available from: International Journal of Engineering Applied Sciences and Technology

Publication: International Journal of Engineering Applied Sciences and Technology, vol. 4, no. 7

Pages: 119-124

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Abstract/Notes: Like the whole world, our Indian society too has undergone many changes. Indian women have become very aware of their rights. Now she does not want to depend on her husbands, for this she tries to be selfsufficient and independent. But the circumstances are not so simple. Managing work and family responsibility can be very difficult for the women employees. And if the woman is a mother, things get even more difficult, because responsibility also gets bigger. A woman who work or do any business or other work especially working mothers has to perform multiple roles in balancing their work life and personal life. Each role has its own set of demands and when such role demand overlaps/interacts, a difference is created leading to stress, attrition, absenteeism and other health issues etc. Thus, there is an increasing need for organizations to address these demands of working mothers by implementing innovative HR policies. Worklife balance is one such HR practice that enables the employees particularly working mothers to give proper prioritization between work and lifespan roles. Hence, work-life balance has become a growing concern in all the sectors. Indian women have created a history in every domains of life today. She is now more being confident and positive. The present paper based on empirical research, delivers a deep insight of work-life balance of working mothers the problems faced by them in different phases of life. With the passage of time the relevance of work life balance becomes very important for working women when family responsibilities increase and care for children and other dependent become priority.

Language: English

DOI: 10.33564/IJEAST.2019.v04i07.018

ISSN: 2455-2143

Article

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Integral Education in Ancient India from Vedas and Upanishads to Vedanta

Available from: International Journal of Research - Granthaalayah

Publication: International Journal of Research - Granthaalayah, vol. 6, no. 6

Pages: 281-295

Asia, Education - Philosophy, India

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Abstract/Notes: Western scholarship usually ignores the contributions from other civilizations, India for instance. At the same time, contemporary India seems to have forgotten to some extent the deepest achievements of its own tradition. Moreover, modern culture has often produced some kind of despise against ancient traditions as opposed to the freedom and emancipation of the modern world. This paper tries to unveil all the depth and beauty of Indian philosophy of education, especially through major traditions such as Vedas, Upanishads and Vedanta. It also tries to show that the pedagogic message of the sages of modern India revives all the depth of the ancient tradition. This long history of holistic education in India through 35 centuries may enrich the Western insights with figures such as Steiner, Montessori or Dewey, aware that intercultural dialogue will be one of the major challenges of the XXIst century. It becomes crystal clear through this paper that the vision of integral education in Indian culture was inseparable from the spiritual/ mystical dimension, or to put in reverse terms, the spiritual domain constituted the very foundation of the educational process in Indian philosophy of education, a fundamental point that would be again emphasized by Indian modern philosophers such as Vivekananda, Aurobindo and even Krishnamurti.

Language: English

DOI: 10.29121/granthaalayah.v6.i6.2018.1373

ISSN: 2394-3629, 2350-0530

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