Froebel

Who was Froebel?

Friedrich Froebel was a German educator who developed the Kindergarten system in the early 19th century. His educational philosophy is known as the Froebel Method.

Froeberl had a significant influence on early childhood education. /

What are the basic principles?

• Childhood is more than just preparation for adulthood.
• All learning is linked, so every different area of learning can impact others.
• Child-initiated play is very important as it means that the child is motivated and engaged.
• Always start with what children can do, not what they can’t.

 Here are some key aspects of the Froebel Method and how it differs from other early years teaching methods:

 1. **Play-based learning with structured activities**: Froebel believed that play was the highest form of learning for young children. However, unlike some other play-based approaches that are entirely child-directed, Froebel introduced structured activities, such as building with blocks (Froebel's gifts) and engaging in artistic activities, to facilitate learning through play.

 2. **Unity of head, heart, and hands**: Froebel emphasized the importance of integrating intellectual, emotional, and physical development in education. His activities and materials aimed to engage children's minds, emotions, and motor skills simultaneously, promoting holistic development.

 3. **Symbolic representation through gifts and occupations**: Froebel developed a series of educational materials called "gifts" and "occupations" to facilitate children's exploration and expression of abstract concepts through concrete objects. For example, children might use wooden blocks (gifts) to represent mathematical concepts or engage in paper folding (occupations) to explore geometric shapes.

 4. **Connection with nature**: Froebel valued the natural world as a source of inspiration and learning for children. He encouraged educators to incorporate nature-based activities and observations into the curriculum, fostering children's appreciation for the environment and their connection to the natural world.

 5. **Role of the teacher as facilitator**: Like many other early childhood approaches, the Froebel Method emphasizes the role of the teacher as a guide and facilitator of children's learning experiences. Teachers observe children's interests and abilities and provide appropriate materials and guidance to support their development.

 While there are similarities between the Froebel Method and other early years teaching approaches, such as play-based learning and the emphasis on the teacher's role as a facilitator, Froebel's specific focus on structured play activities, symbolic representation, and the integration of head, heart, and hands distinguishes his approach from others.

 What are the basic principles?

• Childhood is more than just preparation for adulthood.
• All learning is linked, so every different area of learning can impact others.
• Child-initiated play is very important as it means that the child is motivated and engaged.
• Always start with what children can do, not what they can’t.

How can I incorporate this into my own practices?

• Froebel puts a lot of emphasis on self-discipline. Consider whether you’re providing an environment in which children can concentrate and remain focused on the task at hand.
• How well do your Early Years practitioners know their children? A key part of Froebel’s Early Years pedagogy is that each child is offered play opportunities that are right for their stage of development. Make sure your practitioners know how to simplify certain activities so that every child can confidently and happily play.
• Children need opportunities to make choices, errors, and decisions. This is how they learn what is right for them as an individual. They should have opportunities to engage in repeated actions to embed deep learning and knowledge.
• Constructive play forms a large part of the Froebelian approach, as well as plenty of opportunities to talk, listen and communicate with adults and other children.