Friedrich Froebel, Founder of Kindergarten Essay

Friedrich Froebel, Founder of Kindergarten Essay

Friedrich Froebel was obviously a German instructor of the nineteenth century who developed an Idealist idea of early on childhood education. He proven kindergarten and education pertaining to four and five-year-old children. Kindergarten is now a part of education worldwide. Friedrich Froebel was developed in the little town of Oberwiessbach, Philippines in 1782. His mother died when he was a baby. His daddy remarried, although Froebel by no means liked his stepmother. His feeling of rejection and isolation remained with him forever. This a new strong influence on his theory of early childhood education. He thought the pre-school teacher needs to be loving, kind and motherly. Froebel also had an ineffective relationship together with his father which, along with his shyness, caused him to be “introspective and socially inept” (Gutek, 2005, g. 261). Therefore , he wanted his pre-school to “foster a sense of mental security and self-esteem in children” (Gutek, 2005, p. 261). When justin was ten, Froebel went to experience his uncle. As a child, Froebel put in a lot of time playing in the garden around his home. This led to his love of nature together a profound effect on his educational beliefs. When he was fifteen years old, Froebel apprenticed with a forester and inspector and studied forestry, angles and surveying in school. This individual briefly attended the University of Jena from 1800-1802. Then this individual studied architecture at Holland University. Though he ended his studies without getting a degree, Froebel gained a sense of artistic point of view and proportion he afterwards used to style his pre-school “gifts” and “occupations. ” While in Frankfurt Froebel was chosen as a teacher at the The netherlands Model School, which was a Pestalozzian school. He examined the Pestalozzi method of instruction which highlighted using things to teach. His method rejected the use of corporal punishment and emphasized respecting the dignity of children. This approach of teaching a lot appealed to Froebel. Froebel wanted to incorporate Pestalozzi’s method and creation of a loving and secure environment for children in his personal teaching methods. After educating at the Model School for three years, Froebel studied with Pestalozzi for two more years Froebel likewise decided to examine languages and science in the University of G? ttingen. He planned to identify linguistic structures which can be used in language instruction. During this time period he started to be very considering geology and mineralogy, and in addition pursued this in his studies. Froebel assumed that the process of crystallization (moving from the easy to the complex) emulated a “universal cosmic law that also governed human expansion and development” (Net Industries, 2008, Biography section, ¶ 3). He would later combine the geometric shapes and formations in crystals to create his pre-school “gifts. ” In 1816, Froebel began a school in Griesheim named the Common German Educational Institute. He enrolled students who were 7 years old or older. The college eventually relocated to Keilhau. The school remained exposed until 1829 when it struggled and was forced to close. However , Froebel was able to ensure that you develop some of his educational ideas in the school. In 1818 Froebel married Henrietta Hoffmeister. The lady shared Froebel’s love of youngsters and helped in his educational work right up until her death. Froebel proven an educational institute for Wartenese in 1831. Later on, he was invited to establish an orphanage at Burgdorf. Below he conducted a school for the town children and a boarding institution for those who resided away. This individual trained educators and proven a nursery school to get 3 and 4 yr olds. He developed songs, rhymes, games, physical exercises and also other activities pertaining to the setting school. He experimented with the objects and other materials that eventually became his kindergarten presents. He likewise stressed enjoy and its function in education. In 1837, at the age of fifty-five, Froebel moved to Blankenburg and proven a new type of school intended for early child years education. This individual called that “kindergarten, ” or “the children’s garden” (Smith, 99, ¶ 5). This word expressed Froebel’s vision for early childhood education: “Children are like small flowers; they can be varied and need treatment, but each is beautiful exclusively and marvelous when seen in the community of peers” (Smith, 1999, ¶ 6). This individual used enjoy, songs, tales, and activities to establish an educational environment in which children, by their own activity, may learn and develop. In accordance to Froebel, this meant that children, inside their development, could learn to stick to the “divinely established laws of human progress through their own activity” (Net Industries, 08, Biography section, ¶ 5). This is where this individual used his kindergarten items and occupations. “Gifts were objects Froebel believed experienced special emblematic potential. Occupations were the raw materials children could use in drawing and building activities that allowed them to concretize their ideas” (Gutek, june 2006, p. 265). Froebel became famous since an early child years educator in Germany and by 1848, forty-four kindergartens were operating in Germany. Froebel started out training fresh women since kindergarten teachers. Kindergarten accomplished its finest influence in the usa. It was brought to America by the Germans after the European Wave of 1848. Kindergartens made an appearance wherever there was a large focus of German born immigrants. Holly Barnard, the first United States Commissioner of Education, presented Froebel’s kindergarten into educational literature in the 1850’s by including it in the American Journal of Education, which he was the editor. He also advised to Congress that a open public school system be founded for the District of Columbia that could include kindergartens. In 1873, William Torrey Harris established a kindergarten at a college in St Louis, Missouri and designed it in to the public institution system. This event led to more public schools incorporating kindergartens into their systems. Eventually, Harris became the U. T. Commissioner of Education and he continuing to press for the incorporation of kindergartens in public school systems throughout the United States. Prior to Froebel started his pre-school, children under the age of eight did not go to school when it was believed why these young children did not have the ability to develop the intellectual and emotional skills had to learn within a school environment. However , Froebel believed in early on childhood education: “because learning begins when consciousness erupts, education must also” (Pioneers, 2000, ¶ 7). In the book, Education of Person, Froebel states the idealist themes of his idea: “(1) every existence comes from and with God; (2) humans have got an inherent religious essence this provides the vitalizing existence force that produces development; (3) all creatures and way of doing something is interconnected elements of a grand, purchased, and systematic universe” (Net Industries, 08, Froebel’s Pre-school Philosophy section, ¶ 1). This is what Froebel based his work on, declaring that each child had an “internal spiritual importance – a life force” (Net Companies, 2008, Froebel’s Kindergarten Viewpoint section, ¶ 1). This life power seeks to get manifested through self-activity. This individual also thought that “child development comes after the doctrine of preformation, the unfolding of that that was present latently in the individual” (Net Industries, 2008, Froebel’s Kindergarten Beliefs section, ¶ 1). Froebel’s kindergarten developed special educational environment through which this self-activity and expansion occurred. Froebel used his kindergarten items, occupations, cultural and cultural activities, and especially play to advertise this self-activity. Froebel as well believed that children would have been to learn that they were associates of “a great universal, spiritual community” (Gutek, 2006, p. 266). Thus the application of games and social actions. According to Froebel, play was necessary to educating the young child. He believed that through interesting with the community, understanding could develop. For this reason play was so important – it is just a creative activity through which kids become aware of their very own place in the world and the universe around them. Education was to be based on every child’s pursuits and spontaneous activity. The kindergarten teacher’s job was to create a setting that would promote the child’s development. The lady was as well to create a safe, secure environment that prevented anything by disturbing this technique. It was necessary to the pre-school children’s improvement that the instructor did not impede the child’s free enjoy and identity. Each child would study what he was ready to learn when he was ready to master it. Since Froebel states: “Education in instruction and training, formerly and in the first guidelines, should necessarily be passive, following (only guarding and protecting), certainly not prescriptive, categorical, interfering” (Sniegoski, 1994, g. 8). Froebel believed the kindergarten needs to have a pleasant physical environment. He recommended the usage of an adjacent garden or possibly a brightly painted room with plants, animals and pictures. This could also be a prepared environment which would provide the tutor with the correct tools which the teacher believed would be most appropriate to the learning environment. And in turn of traditional books, the kindergarten ought to teach using geometrical enjoy objects of numerous shapes, sizes and colors (“gifts”). He as well believed in symbolism and that if the child used the “gifts, ” they can help the child to understand fundamental truths. Froebel’s gifts contained: six gentle colored golf balls; a solid wood sphere, dice, and tube; a large dice divided into ten smaller cube; a large dice divided into eight oblong prevents; a large cube divided into twenty-one whole, 6 half, and twelve 1 / 4 cubes; a big cube split up into eighteen complete oblongs with three divided lengthwise and three divided breadthwise; quadrangular and triangular tablets employed for arranging numbers; sticks for outlining figures; wire bands for setting out figures; different materials intended for drawing, perforating, embroidering, paper cutting, weaving cloth or braiding, paper flip-style, modeling, and interlacing. (Net Industries, 2008, The Kindergarten Curriculum section, ¶ 1). Also, Froebel designed “occupations” to be utilized in the pre-school. These allowed more freedom and were things that children may shape and manipulate. Examples of “occupations” happen to be string, sand, clay, and beads. As always, there was an underlying meaning in every that was done in Froebel’s kindergarten. “Even clean up time was seen as a tip to the child of God’s plan for meaning and interpersonal order” (Nichols, n. deb., Occupations section, ¶ 1). Froebel’s careful study of the mother nature of children and their part on the globe continues to be of great importance, mainly because it opened a door into a new world in childhood education. Froebel attached importance to what “originated in children, not only what adults gave those to do or learn” (Sniegoski, 1994, g. 15). This individual also uncovered the educational benefit of perform and the utilization of new non-book, hands-on elements in teaching children. Froebel provided a “theoretical basis for early childhood education that known stages of intellectual growth” (Sniegoski, year 1994, p. 15). The one aspect of Froebel’s theories that has faded for the most part is definitely the mysterious symbolism that overcastted his educational philosophy. Yet , his values of releasing children to produce according with their own interests and needs and giving them a bright, playful, nurturing environment in which to learn remains an important and essential part of early on childhood education today. References Gutek, Gerald Lee. (2005). Friedrich Froebel: Founder in the kindergarten. In Historical and philosophical footings of education: a biographical introduction (4th ed. ) (pp. 256-273). Upper Sadle River, NJ-NEW JERSEY: Pearson Education, Inc. Lucas, Bill. (2005, October 24). Studying the creation of kindergarten. In Boxes and Arrows: The look Behind the structure, July, 08. Retrieved This summer 12, 08, from http://www. boxesandarrows. com/view/studying_the_creation_of_kindergarten. Net Companies. (2008). Friedrich Froebel (1782-1852): Biography, Froebel’s kindergarten idea, the pre-school curriculum, diffusion of the pre-school. In Education Encyclopedia. Gathered July 12, 2008, by http://education. stateuniversity. com/pages/1999/ Froebel-Friedrich-1782-1852. html. Nichols, Rachel. (n. d. ). Friedrich Froebel: Founder with the first pre-school. Retrieved July 11, 08 from http://hubpages. com/hub/ Friedrich-Froebel-Founder-of-the-First-Kindergarten. Pioneers in our field: Friedrich Froebel: Founder of the first kindergarten [Electronic version]. (2000). Scholastic: Early Childhood Today, August, 2000. Retrieved July 14, 2008 from http://www2. educational. com/browse/article. jsp? id=3442. Johnson, Mark T. (1997). Friedrich Froebel. Recovered July doze, 2008 by http://www. infed. org/thinkers/et-froeb. htm. Sniegoski, Sophie. (1994). Froebel and early on childhood education in America. Recovered July 12, 2008 from the Educational Methods Information Middle Web site: http://www. eric. male impotence. gov/ERICDOCS/data/ericdocs2sql/content_storage_01/ 00000196/80/14/19/02. pdf.

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