Posted at 11.14.2018
Friedrich Wilhelm August Froebel (1782-1852) is commonly best known as the originator of the Kindergarten system. He was a German educationalist who was raised with a strong Christian faith, that was pivotal to his educationalist thought. His love for nature also weighs in at heavy on his ideas and beliefs. He gained recognition from his first major work in 1826 THE TRAINING of Human Aspect, but became renowned later in life when his kindergarten system gained acknowledgement. His ideas of kindergarten later needed root in England, America and Australia and his work and ideas later inspired Karl Marx.
Froebel believed in the unity in all things saying that: "an eternal rules pervades and governs everything. The basis of the all-controlling law is an all-pervading, living, timid and therefore eternal unity. This unity is God. " He presumed in the unity of knowledge and the interconnection of all things. Froebel was of the opinion that there are defined levels of infancy, youth, boyhood and manhood. Stage two of childhood was what Froebel regarded the most important because he believed that at this time they begin to come to conditions with the unity of the universe and begin asking questions about life. His understanding of childhood was in a way that each young one has a divine substance and is linked to the universe: "it is, then, with years as a child that real education commences. At this time the mind needs more health care and attention than does your body"
Froebel believed in the kid as fundamentally good. He said " the one infallible solution for counteracting any shortcomings and even wickedness is to find the originally good options, the formerly good side of the individual" his idea of the inherent goodness of a kid pertains to his ideas that the child should be inspired to help and instruct themselves in a certain admiration. He thought that individual human potential clients would come about through the task of the average person. He presumed that "the purpose of education is to encourage and guide man as a mindful, considering and perceiving being in such a way that divine inner rules through his own personal choice; education must show him the ways and meanings of attaining that goal. "
Froebels' conviction that children are obviously creative individuals and through play they notice their devote the world resulted in one of is own central component of his pedagogical system, which is that of play. He thought that broadens their knowledge of the environment they reside in. Froebel thought that "play is the purest, most spiritual activity of man at this stage, " which "play, then, is the highest expression of individuals development in childhood, for it by themselves is the free manifestation of what is in the child's' heart. "
Froebel located this focus on play in Kindergarten by using products (play materials) and occupations (activities). He thought that humans are essentially productive and creative and through engaging with the world, understanding could unfold. He presented the kids with a series of geometrical gifts which were in something of categories. A surprise was given individually and the kid was left to discover its properties and alternatives for design. Here, Froebels idea of unity was put into practice, as each toy related to another for some reason, which exemplifies the unity of all objects and things on the globe. For example, the first "gift" is a ball. Froebel writes that we should be "concerned only with the ball itself in its simplest form and in its simplest relations. It might be free, or mounted on a string, and in each case it could be moved either freely and indeterminately or vertically, horizontally, or obliquely, with reference to given surfaces. Here, as it were, it acts as helpful information in to the world of things, tracing their outlines by its motions, and so representing themshould be considered with regards to the child himself. " In this way, the child is free to discover the components of the ball and instruct and learn for themselves simply by observation and conversation with the ball. Froebel thought that "Every exterior object comes to man with the invitation to determine its aspect and human relationships" the succeeding surprise following the ball would be the Globe. Its has apparent similarities to the ball, but for a kid, it represents a fresh degree of understanding, for example its weight means that it moves in a different way to the ball. The globe didn't banish or replace the ball; it reinforced the previous gift of the ball. The child would improve through periods of gift ideas and together each level of understanding. However Froebel was sure "only the adequate development of man at each preceding level can impact and lead to adequate development at each succeeding later stage. " He ultimately experienced that: "a plaything is any thing which relates to the kid as methods to an objective, and which, by creating pleasant anticipation, phone calls forth play in which he sees fresh and constant pleasure. "
The activities arranged for the children in Kindergarten included games, songs and testimonies designed to help out with sensory and physical development and socialisation. By participating in, children socialise and imitate adult social and economical activities as they are gradually led in to the much larger world of group life. This relates to Froebels' idea of entire child education, where the child is being educated all round as a person of world.
Froebel presumed that the teacher-student romance should be one of equality, not expert and noticed that there should be a strong effect of the father or mother and siblings on the child's educational learning and maturation. He believed that the child should receive a religious education as well. He areas:
"I'd educate human beings who with their toes stand rooted in gods globe, in dynamics, whose hands reach even into heaven and there behold the reality, in whose hearts are united both earth and heaven, the assorted life of earth and mother nature"
I have talked about Froebels notion of the value of play in kindergarten and in the development of the child. I really believe it is one of is own most specific and most emphasised components of his pedagogical system. However In stating that term from the question, it increases a few problems. Pedagogy usually refers to a coaching system of a thorough plan on how to teach, whereas Froebels "pedagogy" would be not to have one. He thought that the child's environment made-up the curriculum for the training and the children would train themselves using ways and understand the environment and discover things for themselves. He said that: "each individual learner contributes to, and collaborates in, his or her own learning. " Through this problem it is visible that Froebel had certain ideas on youth that started his theoretical ideas on kindergarten, which later developed more fully into sort of pedagogy.
In final result it is clear that Froebel was highly thinking about the central body of the kid and their specific learning experience, similar to that of today's child centred education. Froebel finally believed "the fundamental business of the institution is not so much to teach also to communicate a variety and multiplicity of things, as it is to provide prominence to the ever-living unity that is in every things" Froebels kindergarten system and his idea of the nature of children are quite cohesive in such ways that he allows the child to teach themselves in the setting up of the kindergarten thought use of his gifts and allows the kid a certain independence to explore the natural world and subsequently develop their understanding of the universe. He wanted to develop those who were all round in their education and who acquired certain moral stances and who were in a way, free thinkers. In conclusion, his overall understanding and goal of kindergarten was that: " Education quite simply, should lead man to a clear knowledge of himself, to calmness with dynamics, to unity with God. "