friedrich froebel cindy shelton. birth & childhood born in 1782 in oberweissbach, germany ...
TRANSCRIPT
FRIEDRICH FROEBELCINDY SHELTON
BIRTH & CHILDHOOD
Born in 1782 in Oberweissbach, Germany
Mother died when he was an infant
Love of nature came from growing up alone and spending
time outside with nature
Died in his bed in 1852
CAREER & INFLUENCES
Primarily self educated
He went to Frankfurt to study accounting in 1805 but instead
Began work as a teacher in 1805 Pestalozzian Frankfurt Model School
Influenced by Pestalozzi
Creation of a learning environment that promotes security
Have an natural desire to learn
Children need to be active participants in learning
Universal German Educational Institute
Opened by Froebel in 1816 using some of the ideas from Pestalozzi
Moved to Keilhau in 1817
This is where he started to develop his ideas for the education of young children
FIRST KINDERGARTEN
Blankenburg Germany in 1837
Term Kindergarten came from his idea of a children’s garden
Stressed natural growth of children through play
These ideas were not widely accepted at the time
From 1851-1860 Kindergarten was banned in Prussia due to political concerns
Believed teachers should be observers of children
THE EDUCATION OF MAN
The purpose of education is to encourage and guide man as a conscious, thinking and perceiving being in such a way that he becomes a pure and perfect representation of that divine inner law through his own personal choice; education must show him the ways and meanings of attaining that goal." - p2
The mind grows by self revelation. In play the child ascertains what he can do, discovers his possibilities of will and thought by exerting his power spontaneously. In work he follows a task prescribed for him by another, and doesn’t reveal his own proclivities and inclinations; but another’s. In play he reveals his own original power.
WORDS OF FROEBEL
Kommt lasst uns unsern Kindern leben which means Come let us live with our children
Play is necessary to educate the whole child
“Play is the highest level of child development . . . It gives . . . joy, freedom, contentment, inner and outer rest, peace with the world . . . The plays of childhood are the germinal leaves of all later life.”
“Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul”
“Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers”
WORDS OF FROEBEL
“A child who plays and works thoroughly, with perseverance, until physical fatigue forbids will surely be a thorough, determined person, capable of self-sacrifice.”
“The union of Family and school life is the indispensable requisite of education . . . if indeed men are ever to free themselves from the oppressive burden and emptiness of merely extraneously communicated knowledge heaped up in memory.”
"Pestalozzi takes man existing only in appearance on earth," he said, "but I take man in his eternal being, in his eternal existence."
"If three hundred years after my death my method of education shall be completely established according to its idea, I shall rejoice in heaven."
WORDS OF FROEBEL
“The character and purpose of these plays may be described as follows: They are a coherent system, starting at each stage from the simplest activity and progressing to the most diverse and complex manifestations of it. The purpose of each one of them is to instruct human beings so that they may progress as individuals and members of humanity is all its various relationships. Collectively they form a complete whole, like a many branched tree, whose parts explain and advance each other. Each is a self-contained whole, a seed from which manifold new developments may spring to cohere in further unity. They cover the whole field of intuitive and sensory instruction and lay the basis for all further teaching. They begin to establish spatial relationships and proceed to sensory and language training so that eventually man comes to see himself as a sentient, intelligent and rational being and as such strives to live”
FROEBEL’S GIFTS
His gifts are what we now refer to as manipulatives and are used in early childhood classrooms worldwide
The material for building in the beginning should consist of a number of wooden blocks
FROEBEL’S GIFTS
The gift leads to discovery
intended to give the child from time to time new universal aspects of the external world
suited to a child’s development.
FROEBEL’S GIFTS
GIFT ONEYarn Ball - helps child distinguish form, color and movement
GIFT TWOSPHERE, CYLINDER AND CONE
GIFT THREEDIVIDED CUBES – UNITY AND SYMBOLIC PLAY
FROEBEL’S GIFTS
GIFT FOURRECTANGULAR PRISM
GIFT FIVECUBES AND TRIANGULAR PRISM
GIFT SIXCLASSIC BUILDING BLOCKS
FROEBEL’S GIFTS
GIFT SEVENPARQUETY TABLETS
SEVEN SHAPES
GIFT EIGHTSTICKS AND RINGS
GIFT NINETHE POINT – SMALL OBJECTS TO REPRESENT THE POINT
FROEBEL’S GIFTS
GIFT TEN – FRAMEWORK GIFT WHICH MOVES FROM CONCRETE TO ABSTRACT
WHO HE INFLUENCED
Maria Montessori
Rudolf Steiner
first to recognize that significant brain development occurs between birth and age 3
mothers as the ideal first teachers of humanity
INFLUENCES ON EARLY EDUCATION TODAY
The Division for Early Childhood of the Council for Exceptional Children recommended practices
INT4 -Practitioners promote the child’s cognitive development by observing, interpreting, and responding intentionally to the child's exploration, play, and social activity by joining in and expanding on the child's focus, actions, and intent.
INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
12 Principles of Child Development and Learning that Inform Practice according to NAEYC
#10 Play is an important vehicle for developing self-regulation and promoting language, cognition, and social competence.
#12 Children’s experiences shape their motivation and approaches to learning.
Robert Fulghum
Wrote All I ever need to know I learned in Kindergarten
Grew up in Waco Texas
His philosophy is influenced by Froebel
“These are the things I learned. Share everything. Play fair. Don't hit people. Put things back where you found them. Clean up your own mess. Don't take things that aren't yours. Say you are sorry when you hurt somebody. Wash your hands before you eat. Flush. Warm cookies and cold milk are good for you. Live a balanced life. Learn some and think some and draw some and paint and sing and dance and play and work everyday”
Susan Blow
Wrote Educational Issues in Kindergarten
she opened the United States' first successful public kindergarten at St. Louis' Des Peres School in 1873
Based her Kindergarten on Frobel’s philosophy
"that man is a self-creative being . . . education shall encourage self expression . . . encouragement shall be given only to those modes of self-expression which are related to the values of human life . . .“
Her work was pivotal in bringing Kindergarten to the US
Froebel’s influence in classrooms today
Singing songs
Finger plays
Circle time
Building blocks
Spontaneous play
Playing with puppets
Planting a garden
Using manipulative
WORKS CITED
Blow, Susan. Educational Issues in Kindergarten. University of California Libraries (January 1, 1908)
http://www.dec-sped.org/recommendedpractices
http://www.froebelweb.org/
Froebel, Frederich, The Education of Man. Translated from the German and annotated by W. N. Hailmann. Clifton, NJ, A.M. Kelley, 1974.
Fulghum, Robert. All I Really Need to Know I Learned in Kindergarten. Ballantine Books, 2004.
http://www.naeyc.org/dap/12-principles-of-child-development
Reifel, Stuart. “Observation and Early Childhood Teaching" Young Children, March 2011
http://www.springer.com/cda/content/document/cda_downloaddocument/9783319037394-c2.pdf?SGWID=0-0-45-1439018-p176372389