Abstract/Notes: "The 11th All-India Montessori Teachers' Training Course was inaugurated on Friday at the Saraswati Bhawan, Gwalior, by Her Highness the Maharani of Gwalior."

Language: English

Abstract/Notes: Some even came from Bengal province, a 3-day train journey! I was staying in the home of a dedicated Montessori teacher trainer, Uma Shankar, in cozy, warm family surroundings. Or while in Ahmedabad, I was able to arrange a meeting with Leenaben Sarabhai, an aunt of a friend and a Montessori pioneer in Gujarat (see page 46). In addition to their words, my interview subjects also shared with me original handwritten manuals and materials, photographs, Maria's drawings and outlines of Elementary curriculum and materials, and her correspondence with various people, including Gandhi, Tagore, Krishnamurti, Joosten, and the Arundales. The Arundales promptly extended an invitation, and Mario and Maria Montessori arrived in India in 1939 to conduct the first training course on the Asian continent. [...]began Montessori's extended stay in India. Some of the original lecture notes from teacher training that Maria Montessori gave in Ahmedabad, as well as Montessori's letters, original transcripts, and hand-drawn illustrations and materials, are preserved in a museum at the Shreyas School in Ahmedabad.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0959-4108

Language: English

ISSN: 0959-4108

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

Language: English

ISSN: 0889-5643

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