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.
He believed that "play is the highest expression of human development in childhood for it alone is the free expression of what is in the child's soul. His ideas about learning through nature and the importance of play have spread throughout the world.
Drawing on his mathematical and scientific knowledge Froebel developed a set Frobels ideas on early childhood development gifts wooden blocks and introduced occupations, including sticks, clay, sand, slates, chalk, wax, shells, stones, scissors, paper folding.
It seems appropriate to mention Froebel's gifts and occupations in conjunction with this new course. Froebel believed that it was important for practitioners to understand the principles of observation including professional practice, the multiple lenses through which they see children- and that children see their worlds, as well as offering children freedom with guidance and considering the children's environments including people and materials as a key element of how they behave.
Because Froebel based much of his understanding of children on observing them this has changed the way we think about children's play. We have Froebel's insights to thank for placing child initiated activity with adults working with children to give them freedom with sensitive guidance and symbolic and imaginative play at the heart of our curriculum Principles Froebelian principles as articulated by Professor Tina Bruce1st edition and5th edition.
Childhood is seen as valid in it self, as part of life and not simply as preparation for adulthood. Thus education is seen similarly as something of the present and not just preparation and training for later.
The whole child is considered to be important. Health — physical and mental is emphasised, as well as the importance of feelings and thinking and spiritual aspects. Learning is not compartmentalised, for everything links. Intrinsic motivation, resulting in child-initiated, self directed activity, is valued.
Self- discipline is emphasised.
There are specially receptive periods of learning at different stages of development. There is an inner life in the child, which emerges especially under favourable conditions. The people both adults and children with whom the child interacts are of central importance.
Quality education is about three things: A Froebelian principled approach to early childhood education in practice It is important that practitioners offer children what they need now.
For example, some children may need to be allowed the autonomy, to make choices and decisions and to use their skills and techniques to mix their own paints.
While other children may not be ready to mix paints for themselves, and will just waste expensive resources if they are allowed to ladle paint everywhere, and splash water onto it, but they may be ready to learn how sand, clay and gravel behave when in contact with water.
They can learn about the properties of materials. Another child may be ready to mix paints, but may need a great deal of practitioner support as they are in the early stages of learning how to do this.
The practitioner must nurture the ideas, feelings, relationships and physical development and embodiment of children.
Children need to be given help sensitively, in a way which will build their confidence, skills and autonomy. Children are self-motivated when they are encouraged to be so and their intrinsic motivation to learn is not crushed, but nurtured by practitioners that have an understanding of them.
Children are encouraged to develop self-discipline. This helps children to concentrate well, and to learn effectively.
It also relates understanding of self, others and the universe. Children need to be given choices, allowed to make errors, decisions and offered sensitive help as and when it is needed, This will help children to learn in ways which are right for each of them as individuals.
In this way practitioners are supporting and also extending their learning. The tone and atmosphere should be encouraging and not judgemental or critical. This Froebel believed builds self-esteem and confidence. Children need to be given personal space to construct, build and model.
However children also benefit from lots of talking with the practitioner about what they are doing and going to do. Language, talking and listening to each other, is an important and central way in which children become symbol users.
When it comes to taking a Froebelian approach to observing children. It might look as if the practitioners are only there in the background, but in fact they are central.
Practitioners working with young children, either in group setting or in a home based setting, are key to helping children develop and learn. Practitioners create warm affectionate atmospheres, which open children up to learning and help children to know themselves, respect themselves, like themselves, and engage with their learning very positively.
Froebel believed that practitioners also create the physical environment both indoors and outdoors. He points out how important it is for children to learn without external pressures from practitioners. The people we meet, the environment and atmosphere, are as important as what we learn.
We do our best work with helping children to develop and learn when we observe what they find of interest, and what they show us they would be interested to learn.
This is the base on which we can build what we need children to know, understand and learn in order to participate fully in their community and the wider world.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. Discuss Froebel's ideas about Play, and the Environments and Resources which support children's development.
Reflect on the Value of Froebel's ideas today. Illustrate your answer with examples from your childhood and any observations you have of children at home or in an early years settings. 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, 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 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. Kibor The Impact of Friedrick Froebel on Education begin in childhood. An early education is important because children by nature are good Interviewer: If development occurs in a prescribed pattern, what is the role.