In order to explore the fundamental issues surrounding Child-Centred schooling and Integrated Studies based on the philosophy of the Progressive Education, a collaborative study with the cooperation of the headteacher of Eveline Lowe Primary School (founded in 1966) is conducted and a progressive framework for Integrated Studies in Japan is discussed in this paper. Eveline Lowe Primary School is regarded as one of the first open plan schools that emerged in Britain and continues to follow the philosophy of Child-Centred schooling. First, the history of progressive education is sketched briefly; secondly, a description of the circumstances of Eveline Lowe Primary School today is followed by a description of the core values and aims of the school; thirdly, the beliefs of the headteacher who endorses holistic development through active learning are described, and a fundamental theory is produced from them. The characteristic theory and practice of this child-centred schooling are abstracted as follows; (a) this school aims at growth and development of the individual child, (b) the school sets a progressive curriculum framework, taking cooperation, activity, creativity, imagination, empowerment, and enlightenment into consideration, (c) the contents of the school curriculum and the styles of teaching and learning are based on the notion of multiple intelligences, (d) this practice proposes a significant theory that the core concept of the Child-Centred school is the Multiple Intelligences (Instinctual, Intellectual, Emotional, Social, Physical, and Metaphysical) of IQ (Intellectual Quality), EQ (Emotional Quality), and SQ (Spiritual Quality). People who criticize Integrated Studies in Japan, therefore, ought to argue on these fundamental issues of learning before the insistence of "drop in scholastic abilities". Here we propose that the holistic development of the child requires the development of all three types of intelligence simultaneously, and that for students' own futures it is essential that a love of learning and an ability to engage with creativity and imagination, and to be self-motivated in life and in learning, are regarded as being at least as important as the achievement of high scores in academic tests. This paper consists of following five sections: I. Introduction: Purpose and Construction of this Study II. Historical Survey on progressive Education and Eveline Lowe Primary School III. The Circumstances of Eveline Lowe Primary School at the end of 2001 IV. Development of the Child-Centred schooling for 21^<st> Century: Headteacher's belief on progressive Education V. Conclusion: Toward Creating the Progressive School Culture

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