Mixed-age grouping in early childhood education is defined as “placing children who are at least a year apart in age into the same classroom groups in order to optimize what can be learned when children of different as well as same ages and abilities have frequent opportunities to interact” (Katz, Evangelou, and Hartman, 1990, p. 1).
Lucy Sprague Mitchell, founder of Bank Street School of Education, was a major figure in American progressive education during the early twentieth century.
Mental health is a broad concept related to fundamental principles of psychological, social, and emotional development as they support positive child development.
Rachel McMillan’s experiences during childhood and young adulthood motivated her to enter the health field and become a sanitation inspector.
Margaret McMillan was an educator, teacher educator, and child and family advocate who fought for children’s causes and inspired legislation on the local and national levels in England.
The McCormick Tribune Center for Early Childhood Leadership at National-Louis University, Wheeling, Illinois, is dedicated to enhancing the professional orientation, management skills, and leadership capacity of early childhood administrators.
Maturationism is a theoretical perspective that emphasizes the contribution of biological processes to children’s development.
The turn of the century has seen a dramatic increase in attention to the mathematics education of young children, for at least five reasons.
Personality theorist Abraham Harold Maslow is best known for his contributions to the humanistic psychology movement, most notably his Hierarchical Theory of Motivation.
While Thomas Jefferson provided important discussions on public education and developments in European education had their immediate impact on public education in the United States. . .
Loris Malaguzzi was founder of the public system of preschools and infant–toddler centers in Reggio Emilia, Italy.
Participation research is concerned primarily with three overarching questions: What is the extent of participation? Who is participating? Why are certain people or groups participating either more or less, or not at all?
A quick review of international policy documents reveals the importance of adult learning in supporting the wellbeing of nations and individuals.
This article focuses on the wider benefits of adult learning, covering a mix of personal and social (external) effects. The emphasis is on the effects of adult learning on health and civic engagement.
The expansion of post-compulsory education and training has been one of the most striking recent changes in the education systems of more developed societies.
Education increasingly appears to be the natural form of learning in modern life within a contemporary Western mindset.
Generally absent until now from the International Encyclopedia Education, the theme adult learning and health is taking momentum in many countries as well as in international multilateral networks (UNESCO, 1997; US Dept. of Health, 2000; ICAE, 2001; WHO, 2005b).
Adult education and training have been focal points of labor market studies in developed economies since the 1960s.
The late President of Tanzania said in 1976 that, ‘‘Adult education is a highly political activity. Politicians are sometimes more aware of this fact than educators, and therefore they do not always welcome real adult education’’ (Nyerere, 1976).
It is important to understand that the idea of civil society has been defined and deployed in different ways at different times, depending on what kind of social and political struggles were being fought, and won or lost.
The expansion of higher education across Organisation for Economic Co-Operation and Development (OECD) countries at the end of the twentieth century represented one of the most significant aspects of change in higher education in recent times.
Older learning has become a major focus in international and national government’s educational and social policies.
Prior learning assessment (PLA) is a topic that has emerged as a central aspect of the policy and practice of lifelong learning around the world.
Popular adult education is one of those slippery concepts within the field of education that is used to denote different educational aims, ideas, approaches, activities, and programs around the world.