1. Home
2. Play
2.1. Organizations & Projects
2.1.1. Real Play Coalition
2.1.1.1. Formed by Lego, Unilever and IKEA
2.1.1.2. Play is rocket fuel for child development
2.1.1.3. Aim: to encourage governments, parents and schools to make more time for children to engage with the world around them.
2.1.1.4. Play creates Leaders, Creators and Explorers
2.1.1.5. ACTIVITIES IDEAS
2.2. Toys
2.2.1. Sensory play! This table from ikea.
2.2.2. Grimm´s Wooden Toys
2.3. Videos
2.3.1. Want your children to get a great job? Let them play more.
2.3.1.1. Creativity
2.3.1.2. Emotional Intelligence
2.3.1.3. Problem Solving
2.3.1.4. Leadership
2.3.1.5. Organization
3. Videos
3.1. Singapore Will No Longer compare students' performance to each other.
3.1.1. Learning is not a competition
3.1.2. Motivate self-learning
3.1.3. We are Life-long Learners
3.2. 3rd party Finland as one of the best education systems in the world
3.2.1. Video - World Economic Forum
3.2.2. Play time is a priority
3.2.3. No standardized tests
3.2.4. holistic teaching environment strives for equity over excellence
3.3. Design For Change Introduction Video 2018
4. Well Being
4.1. Yoga
4.1.1. A great exercise for children, helping them to relax, focus, build confidence, develop core strength and flexibility, and improve posture.
4.2. Videos
4.2.1. The World Economic Forum praises Kejriwal Govt's Revolutionary Happiness Curriculum
4.2.1.1. India is teaching Happiness
4.2.1.2. Yoga & Meditation
4.2.1.3. Encourages pride in their school work
5. Authors
5.1. Pedagogy
5.1.1. Rousseau
5.1.1.1. Publications
5.1.1.1.1. Emile, or On Education [1762]
5.1.2. John Dewey
5.1.2.1. John Dewey 1859-1952 USA
5.1.2.1.1. Learning by Doing
5.1.2.1.2. Democracy
5.1.2.1.3. Reflexive Thinking
5.1.2.2. Philosopher, psychologist and educational reformer. He was also a major voice of progressive education and liberalism and developed the instrumentalism theory.
5.1.2.3. Ideas
5.1.2.3.1. Educate free, independent, creative human beings in a democratic society
5.1.2.3.2. Education is not a preparation for life; education is life itself.
5.1.2.3.3. Democracy
5.1.2.3.4. His ‘pedagogic creed’ is ‘individualistic’ and ‘socialistic’. It nurtures each child’s unique talents and interests in a supportive community.
5.1.2.4. Publications
5.1.2.4.1. How we think? [1910]
5.1.2.4.2. Democracy and Education [1916]
5.1.2.5. Progressive Education in the 1940s
5.1.2.5.1. Progressive Education: Learning by doing
5.1.2.5.2. Knowledge gained during an actual experience is best understood and longest retained.
5.1.2.5.3. We must prepare our children not for the world of the past, but for their world, the world of the future.
5.1.3. Maria Montessori
5.1.3.1. Maria Montessori 18701-1952, Italy
5.1.3.1.1. independence as the aim of education
5.1.3.1.2. Teacher: observer and director of children's innate psychological development
5.1.3.1.3. emphasized sensory exploration and manipulatives
5.1.3.2. Physician, educator and child-development specialist. Founder of the Montessori method of education
5.1.3.2.1. Disabilities
5.1.3.2.2. Casa dei Bambini
5.1.3.2.3. AMI - The Association Montessori Internationale. 1929
5.1.3.2.4. 6th Montessori Congress, 1937
5.1.3.2.5. Cosmic Education, 1942-1944
5.1.3.2.6. Maria created over 4,000 Montessori classrooms across the world
5.1.3.3. Ideas
5.1.3.3.1. Children shoud be autonomous and become self-motivated to reach new levels of understanding.
5.1.3.3.2. The role of the educator is to remove obstacles to the natural development of the child and provide opportunities for it to proceed and flourish.
5.1.3.3.3. Sensitive periods
5.1.3.3.4. Normalization period 3- 6 years
5.1.3.4. Montessori Method
5.1.3.4.1. Child-centered educational approach
5.1.3.4.2. Stresses the development of a child's own initiative and natural abilities, especially through practical play.
5.1.3.4.3. Allowed children to develop at their own pace and provided educators with a new understanding of child development.
5.1.3.4.4. Groups
5.1.3.4.5. Structure
5.1.4. A.S. Neill
5.1.4.1. Alexander Neill 1883-1973, Scotland
5.1.4.1.1. Freedom
5.1.4.1.2. Happiness
5.1.4.2. Educator. Created the school: Summerhill. Philosophy: freedom from adult coercion and community self-governance.
5.1.4.3. Summerhill School (1924)
5.1.4.3.1. Aim: "to find happiness, which means to find interest."
5.1.4.3.2. Offered psychoanalytic therapy for children who arrived as delinquents, to find love, affirmation and freedom.
5.1.4.3.3. Self-governance
5.1.4.3.4. Taught the role of democratic participation
5.1.4.3.5. A. S. Neill - Founder of Summerhill School - 1964
5.1.4.3.6. Publications
5.1.4.4. Ideas
5.1.4.4.1. Children naturally became just and virtuous when allowed to grow without moral impositions.
5.1.4.4.2. Neill provided children with space, time, and empowerment for personal exploration and with freedom.
5.1.4.4.3. Emotional education before intellectual needs
5.1.4.4.4. Like Freud, he felt that children who were denied understanding of their sexuality in their youth became adults who were similarly fearful of their own sexuality.
5.1.5. Celestin Freinet
5.1.5.1. Celestin Freinet 1896-1966, France
5.1.5.2. L'ecole buissonniere (Célestin Freinet, 1949)
5.1.5.3. Publications
5.1.5.3.1. Essai de psychologie sensible appliquée à l’éducation [1943]
5.1.6. Carl Rogers
5.1.6.1. Carl Rogers 1902-1987, USA
5.1.6.2. Psychologist and one of the founders of the humanistic (person-centered) approach to psychology.
5.1.6.3. Learner-centered Education
5.1.6.3.1. The focus is on the student
5.1.6.3.2. Relevancy to the student is essential for learning. The students' experiences become the core of the course.
5.1.6.3.3. Encouraging open-mindedness is helpful in engaging the student in learning
5.1.6.3.4. An open, friendly environment in which trust is developed is essential in the classroom.
5.1.7. Paulo Freire
5.1.7.1. Paulo Freire 1921 -1997, Brazil
5.1.7.2. Educator and philosopher who was a leading advocate of critical pedagogy
5.1.7.3. Publications
5.1.7.3.1. Education as the Practice of Freedom
5.1.7.3.2. Pedagogy of the Oppressed
5.1.7.4. Ideas
5.1.7.4.1. There is no such thing as a neutral education process.
5.1.7.4.2. Education is Political
5.1.8. Ivan Illich
5.1.8.1. Ivan Illich 1926-2002, Austria
5.1.8.1.1. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.
5.1.8.2. Philosopher who addressed contemporary practices in education, medicine, work, energy use, transportation, and economic development.
5.1.8.3. Ideas
5.1.8.3.1. Invert the present deep structure of tools in order to give people tools that guarantee their right to work with independent efficiency.
5.1.8.3.2. Learning is not the same as Scholarization
5.1.8.4. Publications
5.1.8.4.1. Deschooling Society, 1971
5.1.8.4.2. After Deschooling, What? (1973)
5.1.8.5. Ivan Illich sur l'école
5.1.9. Pierre Bourdieu
5.1.9.1. Pierre Bourdieu 1930-2002, France
5.1.9.2. Sociologist, anthropologist, philosopher, concerned with the dynamics of power in society especially across generations
5.2. Learning Theories
5.2.1. Jean Piaget
5.2.1.1. Jean Piaget 1896-1980, Switzerland
5.3. Design
5.3.1. Emily Pilloton
5.3.1.1. Design Revolution
5.3.1.1.1. https://www.youtube.com/watch?v=7xEtuFvIzb4&feature=youtu.be
5.3.2. One Laptop Per Child
5.3.2.1. https://www.youtube.com/watch?v=c-M77C2ejTw&feature=youtu.be
5.3.2.2. OLPC Mission, Part 2: The XO Laptop, design for learning
5.4. Art
5.4.1. Mark Rothko