Friedrich Froebel was a German eductionalist. He was known best for the founding of kindergarten. Froebel was born in in the village of Oberwebach in Thuringia, Germany. His childhood was difficult because his mother died when he was a baby and his father abandoned him. Froebel was given to his uncles care, who had a son that died at the age of ten. Froebel never showed much interest in school except for the field of mathmatics.
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Friedrich Froebel was a German eductionalist. He was known best for the founding of kindergarten. Froebel was born in in the village of Oberwebach in Thuringia, Germany. His childhood was difficult because his mother died when he was a baby and his father abandoned him.
Froebel was given to his uncles care, who had a son that died at the age of ten. Froebel never showed much interest in school except for the field of mathmatics. Despite his many hardships, he had a strong christian faith and a love for nature. This is what was said to be central to his thinking as an educationalist. After several attempts of trying to attend the University, he was finally allowed. This is when he got into debt from tuition payments and was thrown in prison.
After this, he got a teaching job at Frankfort. His strong christian faith led him to the field of education. Froebel later married a woman who shared his beliefs and values. She died in and he remarried in Froebel first came into teaching through a school run along Pestalozzian lines.
He believed that humans are essentially productive and creative, and that fulfillment comes through developing these in harmony with God and the world. His vision was to stimulate an appreciation and love for children, to provide a new but small world for children to play with their age group and experience their first gentle taste of independence.
His kindergarten system consisted of games and songs, construction, and gifts and occupations. The play materials were what he called gifts and the activities were occupations. His system allowed children to compare, test, and explore. His philosophy also consisted of four basic components which were free self-activity, creativity, social participation, and motor expression.
It is a well established part of the American school system as well as many other parts of the world. This document was written by Jessica Barr, who comments: Friedrich Froebel was fun to research because I want to teach in grades k I believe that small children learn better with hands on activities and need to explore their creative abilities.
Inventing Kindergarten uses extraordinary visual materials to reconstruct this successful system, to teach young children about art, design, mathematics, and nature. Buy This Book , in association with amazon.
Friedrich Froebel (1782–1852)
Best known for his work on kindergardens and play, Froebel has a lot to say for informal educators. 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. He grew up, it is said, with a love for nature and with a strong Christian faith and this was central to his thinking as an educationalist. He saw, and sought to encourage, unity in all things.
Froebel's Kindergarten Curriculum Method & Educational Philosophy
When Friedrich was four years old, his father remarried. Feeling neglected by his stepmother and father, Froebel experienced a profoundly unhappy childhood. From to he lived with his maternal uncle, Herr Hoffman, at Stadt-Ilm, where he attended the local town school. From the years to he was as an apprentice to a forester and surveyor in Neuhaus. From to Froebel attended the University of Jena. In Froebel briefly studied architecture in Frankfurt. To prepare him as a teacher, Gruener arranged for Froebel, now twenty-four years old, to take a short course with Johann Henrich Pestalozzi at Yverdon.
Friedrich Froebel (Fröbel)
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 of gifts wooden blocks and introduced occupations, including sticks, clay, sand, slates, chalk, wax, shells, stones, scissors, paper folding. 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.