Professional Documents
Culture Documents
Educational Thought
1782-1804
Kindergarten
1837-1852
1805-1836
Phase 1 Growing Up
Birth
Born on 21st April 1782 in Germany. He was brought up by his father and stepmother, who showed little affection. Spent much time in garden playing & exploring his surroundings, leading to deep love & respect for nature . At the age of 10 went to live with his maternal uncle, who was kinder and sent him to school
Childhood
At 15 learnt forestry and geometry and later worked as a forester. At 17 enrolled at the university at Jena but despite switching courses, found little satisfaction.. In 1804, studies architecture at Frankfurt University Later studied mineralogy and gemmology.
Saw patterns in nature and believed that it was possible for human beings to experience, emulate and build on these designs.
If man is to attain his destiny, so far as earthly development will permit this, if he is to become truly an unbroken living unit, he must feel and know himself to be one, not only with God and humanity but also with nature.
In 1805 joined a school in Frankfurt, based on Pestalozzis teaching, as an educator. In 1808 studied for 2 years at a training institute run by Pestalozzi. Though he found the approach inspiring but thought the concept of, Spiritual Mechanism, was missing. Vowed to create his own type of school. 1811 -14 pursued other activities, such as studies and serving for the Prussian army against Napoleon but he kept returning to his dream. In 1816 founded Universal German Education Institute , for training teachers. In 1821, publication of "Principles, Aims and Inner Life of the Universal German Educational Institute" In 1826 he published his first book, The Education of Man, a philosophical work reflecting his ideas about God, man and nature. In 1831, was invited to Switzerland to open schools and stays for five years
Prevalent norms
Cultural Imposition Theory Children should be trained to become productive members of the larger society so that the cultural heritage can be preserved from generation to generation. Children under 7 did not attend school
He believed that women should take a leading role in educating small children and therefore opened an institute for training them for ECE.
Froebel's philosophy of education rested on four basic ideas: free self-activity, creativity, social participation, and motor expression
Definition
Development of qualities and skills that make it possible to take an invisible idea and make it a reality Being creative
Objective
Externalizing child's inner nature
Tools
Play
Environment
Kindergarten
Creativity
Internalizing various concept & for externalizing the concept existing within their creative minds Provide children with opportunities for interacting socially within familiar territory in a nonthreatening manner To make sense out of both his subjective & objective world
Kindergarten
Social Participation
Kindergarten
Motor Expression
Trained educator
Kindergarten
In 1837 the 1st Play and Activity Institute was founded by him. In 1840 he officially coined the term Kindergarten. In 1843 published Mutter and Koselieder, series of songs for mothers In 1847 seven Kindergartens established in Germany. In 1948 further forty four Kindergartens opened throughout Germany. In 1849 begins training of kindergarten teachers. Froebel designed a series of instructional materials that he called "gifts and occupations.
In1851 Kindergartens were banned in Prussia for political reasons. On 21st June,1852 Friedrich Froebel died, dispirited by the ban. Spread of his philosophy & its impact on ECE at large. Influence on role of women in education & the toys market.
Froebels Kindergarten
The Basic Construct
MeantGarden of children- The layout was not limited to class rooms but essentially also included a strip of land, interactive gardens. A transitional stage from home to school (Age group 3-7 years) Knowledgeable and appropriately qualified early childhood professionals. Parents and educator working in harmony and partnership. Involved skilled and informed observation of children, to support effective development, learning and teaching. A holistic view on each childs development by laying emphasis on free self-activity, creativity, social interaction & motor expression through play, educational material (gifts/occupation), games, dance, songs, stories, crafts and interaction with nature, peers, community . Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers."
Froebels Kindergarten
An Environment which...
Is physically safe but intellectually challenging, promoting curiosity, enquiry, sensory stimulation and aesthetic awareness. Demonstrates the unity of indoors and outdoors, of the cultural and the natural. Allows free access to a rich range of materials that promote openended opportunities for play, representation and creativity. Entails the setting being an integral part of the community it serves, working in close partnership with parents and other skilled adults.
Is educative rather than merely amusing or occupying. Promotes interdependence as well as independence, community as well as individuality and responsibility as well as freedom
"Let us educate the senses, train the faculty of speech, the art of receiving, storing, and expressing impressions, which is the natural gift of infants, and we shall not need books to fill up the emptiness of our teaching until the child is at least seven years old."
If three hundred years after my death my method of education shall be completely established according to its idea, I shall rejoice in heaven."
Thanks