By Barbara Peltzman
Early adolescence schooling is prime to a kid's later academic achievements and destiny good fortune. the rules and practices of recent early youth schooling have their origins some time past. whereas the educators who outfitted the sphere were the topic of many distinctive reviews, past works don't supply sufficient insurance of fundamental and secondary resources, multicultural educators, or more moderen leaders within the self-discipline. This reference publication offers biographies and annotated bibliographies of greater than 30 pioneers in early early life schooling from Johann Amos Comenius (1592-1670) and John Locke (1632-1704), to Maria Montessori (1870-1952), Leland B. Jacobs (1907-1992), and Lillian Weber (1917-1994). unique cognizance is given to multicultural educators, together with Mary Church Terrell (1863-1954) and her paintings with The nationwide organization of coloured girls. Biographies are prepared alphabetically, and every is through annotated bibliographies of fundamental and secondary resources. An introductory essay in brief discusses the heritage of early formative years schooling from the seventeenth century to the current. the subsequent biographies are prepared alphabetically, and every encompasses a short precis of the topics contributions to the sphere of early adolescence schooling. each one biographical comic strip is by way of annotated bibliography of fundamental and secondary resources, together with obituaries, articles, dissertations, and books. Works have been chosen simply because they characterize the main attention-grabbing and informative resources via and concerning the educators. the amount closes with a chronological directory of the pioneers and a specific bibliography of basic works on early youth schooling.
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Additional resources for Pioneers of Early Childhood Education: A Bio-Bibliographical Guide
Useful introduction to primary sources. Von Marenholtz-Bulow, Bertha. Reminiscence ofFreidrich Froebel. Trans. Mrs. Horace Mann. , 1905. Presents personal memories of training by one of Froebel's students. Weber, Evelyn. The Kindergarten: Its Encounter with Educational Thought in America. New York: Teachers College Press, 1969. Excellent analysis and discussion of Froebel's philosophy and practice in chapter 1. Excellent bibliography of primary and secondary sources. Wheelock, Lucy, and Caroline D.
140. Hewes, Dorothy. " ERIC Document ED299048. Paper presented at the International Standing Conference for the History of Education 10th Session, Joensuu, Finland, July 27, 1988. States that organic education was based on Froebel's idea of life as a connected whole and favored selfactivity and self-direction in a child-centered classroom. This was in opposition to John Locke's concept of the child as a blank slate on which teachers were to impress the virtues of good citizenship. One hundred years after Hailmann introduced organic education into the LaPorte, Indiana, schools the issue of incorporating organic education into the public schools is again being debated.
The Dewey School was not organized the way model schools are today, from an idea of what children were like as a group or as individuals, but from the idea that school was truly a social place in which the thinking and contributions of all members of the culture were entwined and each person had a legitimate stake and function in deciding what the school would be like. Scates, Georgia P. " The Elementary School Record 1 (June 1900): 129-142. Describes the daily schedule and activities of the program stating that they are different from Froebelian kindergartens.