List three contributions or practices from Friedrich Froebel regarding early education that are still in effect today.
Historically, many early childhood educators supported the idea that children should be trained as soon as possible to become productive members of the larger society so that the cultural heritage of the society could be preserved from generation to generation; this cultural imposition theory has been prevalent throughout the educational history of the world Staff, The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform.
As an idealist, he believed that every child possessed, at birth, his full educational potential, and that an appropriate educational environment was necessary to encourage the child to grow and develop in an optimal manner Staff, As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the necessary form of pre-school education Watson, a.
Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality; self-activity involves formulating a purpose, planning out that purpose, and then acting on that plan until the purpose is realized Corbett, a.
To assist children in their development of moving from one plane of educational growth to another, Froebel provided the children with many stimulating activities to enhance their creative powers and abilities. Froebel designed a series of instructional materials that he called " gifts and occupations ", which demonstrated certain relationships and led children in comparison, testing, and creative exploration activities Watson, b.
A gift was an object provided for a child to play with--such as a sphere, cube, or cylinder--which helped the child to understand and internalize the concepts of shape, dimension, size, and their relationships Staff, The occupations were items such as paints and clay which the children could use to make what they wished; through the occupations, children externalized the concepts existing within their creative minds Staff, Naturally, through creative self-activity, a child will imitate those things that are in a direct and real relationship to him-things learned through observations of daily family life Dewey, Froebel believed that providing a family setting within the school environment would provide children with opportunities for interacting socially within familiar territory in a non-threatening manner.
Focusing on the home environment occupations as the foundation for beginning subject-matter content allowed the child to develop social interaction skills that would prepare him for higher level subject-matter contnt in later educational developmental stages Dewey, Over one hundred and fifty years ago, Froebel urged educators to respect the sanctity of child development through this statement: We grant space and time to young plants and animals because we know that, in accordance with the laws that live in them, they will develop properly and grow well.
Corbett further agrees that development is continuous, with one stage building upon another, so that nothing should be missed through haste or for any other reason as the child moves through the educational process.
Froebel believed that imitation and suggestion would inevitably occur, but should only be utilized by the teacher as instruments for assisting students in formulating their own instructional concepts Dewey, Educators of the future will continue to look to philosophers of the past for assistance in striving to attain the common goal of being jointly responsible for nurturing, educating, and cultivating each child toward his or her maximum potential through the educational process.
The school and society and the child and the curriculum Expanded ed. The University of Chicago Press.
The Education of Man W. Froebel gifts and blocks. Buy This Bookin association with amazon.Froebel, Friedrich Wilhelm August () was a German educator and founder of the kindergarten system. He initiated a pedagogy rooted in creative self-activity that helped prepare the path for art education in schools.
Friedrich Froebel, the German educationalist, is best known as the originator of the ‘kindergarten system’. By all accounts he had a difficult childhood. His mother died when he was a baby, and his father, a pastor, left him to his own devices. Friedrich Fröbel was born at Oberweißbach in the Principality of These ideas about childhood development and education were introduced to academic and royal circles through the today runs more than kindergartens and other early childhood institutions throughout the country through the Fröbel-Gruppe.
In the Netherlands. Once early childhood education became widely adopted, it was the natural starting point for innovations that followed. Montessori and Steiner both acknowledged their debt to Froebel, but the influence of the Kindergarten informs Reggio Emilia, Vygotsky and later approaches.
Froebel's Kindergarten Curriculum Method & Educational Philosophy. Kindergarten was the first organized early-childhood educational method.
As a keen observer of nature and humanity, Froebel approached human education from both a biological and a spiritual perspective. Froebel discovered that brain development is most dramatic between birth. Watson further adds that this early educational vision laid the foundation for the framework of Froebel's philosophy of education which is encompassed by the four basic components of (a) free self-activity, (b) creativity, (c) social participation, and (d) motor expression.