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The Hundred Languages of Children: The Reggio Emilia Approach (Google book) 

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The Hundred Languages of Children: The Reggio Emilia Approach (Google book) 

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https://books.google.com.au/books?hl=en&lr=&id=VpIJWvfdIewC&oi=fnd&pg=PR5&dq=reggio+emilia+approach&ots=9d5jYpEp6T&sig=tEoSJHrcaAdCTOvrrTjTttIwJr4#v=onepage&q=reggio%20emilia%20approach&f=false

by Maddi and Jack

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Interesting read - Dalton Plan
focuses on the bonds between teacher and student
https://www.ascham.nsw.edu.au/a-dalton-education/

- Tneale

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(background and story)
https://www.verywellmind.com/carl-rogers-biography-1902-1987-2795542

Jasmine

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Humanism in the Classroom (Duchesne, p. 288).

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Humanism in the Classroom (Duchesne, p. 288).

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The key elements of humanism, or progressive education, in classroom practice include:
- an emphasis on experience-based instruction – or ‘learning by doing’ – building on students’ interests and experiences, and involving them in mental and physical activity.
- concern with students’ thinking, feelings and communication skills, together with respect for their needs and talents.
- encouragement for students to develop personal values and self-awareness.
- provision of a stimulating environment to actively involve students in learning, giving them ‘freedom to learn’.
- provision of progressive education as exemplified in the programs of A. S. Neill, Rudolf Steiner, Maria Montessori, the Reggio Emilia early-childhood education model, and non-traditional or alternative schools.
- application of individualised, child-centred teaching strategies, as used in the Dalton Plan and in the different forms of cooperative learning.

Lilian.

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Applying Roger's Ideas in the Classroom (Duchesne, p. 271).

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Applying Roger's Ideas in the Classroom (Duchesne, p. 271).

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Rogers argued that:
- teachers should be non-directive, focusing on their role as a facilitator, guiding students nurturing their learning and developing student-teacher partnerships, rather than being primarily concerned with subject matter and instructional objectives.
- the key to effective education lies not in the curriculum, but in the development of a positive
and supportive relationship between learner and teacher.
- teachers should treat students with genuineness, empathy and ‘unconditional positive regard’ – their acceptance is not conditional on students’ ability, behaviour or ideas.
- the role of the non-directive teacher is to nurture the learner as a person, rather than to
instruct.
- rather than talking, the teacher needs to listen actively or reflectively.
- the key to achieving effective education is in the quality of the relationship between the
learner and teacher.

Lilian.

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Client-centered therapy: its current practice, implications, and theory.

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Client-centered therapy: its current practice, implications, and theory.

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https://ebookcentral.proquest.com/lib/curtin/reader.action?docID=895378&query=&ppg=551

Lilian

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https://search-proquest-com.dbgw.lis.curtin.edu.au/docview/1786239269/fulltext/C463BE109DBA4051PQ/1?accountid=10382

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https://search-proquest-com.dbgw.lis.curtin.edu.au/docview/305173426?pq-origsite=primo

Bree

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Social Comparison in the Classroom: The Relationship Between Academic Achievement and Self-concept

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Social Comparison in the Classroom: The Relationship Between Academic Achievement and Self-concept

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Alyssa

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Tyler F.
https://www-tandfonline-com.dbgw.lis.curtin.edu.au/doi/abs/10.1080/17508488909556235

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https://books.google.com.au/books?hl=en&lr=&id=ymS0e1jZmtMC&oi=fnd&pg=PR7&dq=carl+rogers+humanistic+theory+education&ots=5PnDnVXWOQ&sig=WE5ty7bp-B5pNSsxX9bjwsMRvK0#v=onepage&q=carl%20rogers%20humanistic%20theory%20education&f=false

Talks about Rogers' research processes and life's work
-Topaz

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Personal experiences and perspectives: Experiences in communication -- My philosophy of interpersonal relationships and how it grew -- In retrospect: forty-six years -- Growing old: or older and growing? -- Do we need "a" reality?

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https://www.tandfonline.com/doi/full/10.1080/13573322.2012.689256?scroll=top&needAccess=true
Looks at Rogers' work and its applications in sports coaching, but with a bit of a focus on education as well
- Matt

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Tutorial facilitation in the humanities based on the tenets of Carl Rogers (Heim, Caroline. Higher Education; Dordrecht Vol. 63, Iss. 3,  (Mar 2012): 289-298.  DOI:10.1007/s10734-011-9441-z

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Tutorial facilitation in the humanities based on the tenets of Carl Rogers (Heim, Caroline. Higher Education; Dordrecht Vol. 63, Iss. 3,  (Mar 2012): 289-298.  DOI:10.1007/s10734-011-9441-z

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https://search-proquest-com.dbgw.lis.curtin.edu.au/docview/918338192/42B365159B3444A2PQ/7?accountid=10382

Karen

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https://books.google.com.au/books?hl=en&lr=&id=-8dGBQAAQBAJ&oi=fnd&pg=PA341&dq=carl+rogers+theory&ots=38ZF0ac6ii&sig=6YhPj5_j81QX7jmfh73aG9iBDI8#v=onepage&q=carl%20rogers%20theory&f=false

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https://books.google.com.au/books?hl=en&lr=&id=0yHBXXhJbKQC&oi=fnd&pg=PR9&dq=carl+rogers&ots=7tZQu0LwoY&sig=j2apyVV6p8azfxDfZyC0GgX2Dc8#v=onepage&q=carl%20rogers&f=false

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Humanism in the Classroom: Teaching and Learning in the eyes of Rogers & Maslow

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Humanism in the Classroom: Teaching and Learning in the eyes of Rogers & Maslow

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https://julesborras.wordpress.com/2013/03/17/humanism-in-the-classroom-teaching-learning-in-the-eyes-of-rogers-maslow-2/
- Erica

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Humanism and psychology from EDUC PSYCH duschesne

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Humanism and psychology from EDUC PSYCH duschesne

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HUMANISM AND PSYCHOLOGY Throughout the first half of the 20th century, psychology was strongly influenced by two theoretical approaches: behaviourism, represented by B. F. Skinner (1957) (see Chapter 5), and psychoanalysis, represented by Sigmund Freud (1933). Psychoanalytic explanations of behaviour are derived from Freud’s work (Freud lived from 1856 to 1939) and are concerned with psychosexual development and the way in which individuals resolve conflicts between biological drives (or basic needs) such as sexual desires and aggression, and social expectations and values. Humanist psychology began to emerge in the 1950s as a reaction against the ‘overscientific’ or ‘dehumanising’ methods of behaviourists, and psychoanalysts’ pessimistic obsession with mental illness and disturbance. The two theorists who contributed most to the development of humanistic ideas in psychology and education in the 20th century were Abraham Maslow and Carl Rogers. Both emphasised the essential goodness of human beings and the need for each individual to achieve self-actualisation (or selffulfilment). Maslow (1969) described humanist psychology, with its focus on the healthy person, as the ‘third force’ (the other two forces being behaviourism and psychoanalysis). These ideas – particularly Maslow’s theory of human motivation and the hierarchy of needs, and Rogers’ (1951) model of clientcentred therapy and the concept of ‘freedom to learn’ – have continued to influence professional practice in both psychology and education. MASLOW AND THE HIERARCHY OF HUMAN NEEDS The most basic of human needs are physiological, such as a newborn infant’s need for food and warmth. Later, infants begin to need safety, social contact and love. During childhood and adolescence, needs extend to include esteem (from the self and others), and finally, in maturity, there is the need for selfactualisation or the achievement of one’s full potential. Maslow’s early interest in human beings’ basic needs arose from his work as a psychotherapist helping people who were psychologically disturbed (see Box 7.1). Through this work, Maslow came to believe that human activity is motivated by an urge to satisfy a set of basic needs and growth needs.
Dr, Sue Duchesne, and Anne McMaugh Dr. Educational Psychology for Learning and Teaching, Cengage Learning Australia, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/curtin/detail.action?docID=4770960.
Created from curtin on 2018-09-19 20:36:54.

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What is humanism from EDUC psych Duchesne

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What is humanism from EDUC psych Duchesne

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WHAT IS HUMANISM? Most dictionaries define the term humanism as any system of thought that is predominantly concerned with human experience and reasoning rather than with spiritual aspects of life (see, for example, the Macquarie Dictionary ). The word ‘humanist’ is used to describe a general orientation to life or a personal philosophy that recognises the uniqueness of human beings and the qualities of life that contribute to our humanity, in art, literature, music and all aspects of daily living. It upholds the dignity of the human condition and, by extension, of the individual. Humanists believe that individuals have the potential to set goals, solve problems and achieve their own potential (Lamont, 1961). Humanism can be traced back to ancient Greece and thinkers such as Aristotle and Epicurus, who were both interested in everyday life and the real world rather than in religious beliefs and the gods. Humanistic thinking also shows evidence of Chinese and Indian influences through some of the writings of Confucius and Buddha (Brockett, 2000; Misiak & Sexton, 1973). self-actualisation The achievement of one’s full potential

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https://study.com/academy/lesson/carl-rogers-humanistic-theory-and-psychotherapy.html

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https://books.google.com.au/books?hl=en&lr=&id=ymS0e1jZmtMC&oi=fnd&pg=PR7&dq=info:G16Qxxk7fv4J:scholar.google.com/&ots=5PnDnVQ-UU&sig=pRbtOH2c_5PGNJ_GffuvTdcB7uQ#v=onepage&q&f=falsehttps://books.google.com.au/books?hl=en&lr=&id=ymS0e1jZmtMC&oi=fnd&pg=PR7&dq=info:G16Qxxk7fv4J:scholar.google.com/&ots=5PnDnVQ-UU&sig=pRbtOH2c_5PGNJ_GffuvTdcB7uQ#v=onepage&q&f=false

Alyssa

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https://reggioemilia2015.weebly.com/the-100-languages.html
-Alec

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by Jorgi

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BPCS respectfully acknowledges the Whadjuk Noongar people as the traditional owners and custodians of the land on which our school is situated. We acknowledge their ancestors, who for many thousands of years gathered on this site to live, learn and grow.

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Montessori Classrooms | Montessori Australia

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Montessori classrooms, or Prepared Environments, are designed to meet the developmental needs of each child.