Friedrich Froebel: a path least trodden

Abstract

Friedrich Froebel is well-known for the invention of kindergarten and the pioneering educational philosophy he developed in the 1800s, which respected children's self activity and women's capabilities for the role of teacher, while promoting play as the primary medium for learning. His radical ideas and principled approach to early childhood education and care have inspired generations of educators to hold true to creative progressive pedagogies and the integrity of early childhood in its own right. Illustrated by examples from Scotland and Aotearoa New Zealand, a new era in Froebelian education is aligned with the concepts of revolutionary critical pedagogy [McLaren, P. (1999). Schooling is a ritual performance: Toward a political economy of educational symbols. Rowman and LittlefieldPublishers Incorporated] and teacher activism [Sachs, J. (2003b). Teacher activism and mobilising the profession.

Tendencias en la estimulación temprana. Estudio de caso en la comunidad Nueva Vida

“…El término se traduce literalmente como "jardín de niños" o "jardín de la infancia" y se basa en la idea de que los niños aprenden mejor a través del juego y la actividad creativa. Froebel creía que el juego era la forma natural de aprendizaje de los niños y que a través de este podían desarrollar su imaginación, creatividad y habilidades sociales (McNair y Powell, 2021).…”

Innovative Pedagogy of Froebel through the Online Platform “Prezi” in Ukraine

“…It was revolutionary critical pedagogy and relativistic pedagogy of postmodernism that revived Froebel's ideas of creative progressive pedagogy (1974), as well as his concept of early childhood integrity. McNair & Powell (2020) metaphorically summarize Froebel's main idea as follows: "learning at school is a ritual action". This rituality is a child's and, at the same time, serious game, a movement towards something immanent and mature by mastering educational and life laws.…”