"THINKERS IN EDUCATION” in Philosophy of Education

ALLAMA IQBAL OPEN UNIVERSITY,
ISLAMABAD
ONLINE WORKSHOP - JUL/AUG. 2020
“THINKERS IN EDUCATION”
Philosophy of Education
CC 8609 - B.Ed.
Presented by:
Ch. M. Ashraf
m.ashraf0919@gmail.com
https://www.slideshare.net/RizwanDuhdra
Telegram: https://t.me/duhdra

THINKERS IN EDUCATION
2
By:Ch.M.Ashraf,
www.slideshare.net/RizwanDuhdra
1 - MARIA MONTESSORI
(1870-1952 A.D)
2 - FRIEDRICH FROBEL
(1852 – 1982)

INTRODUCTION
Today’s lecture focuses on the thinker of early
childhood education. In This lecture emphasis
has been laid upon the theoretical perspectives
that have contributed the history and
philosophy of early childhood education in The
current early childhood context.
3
By:Ch.M.Ashraf,

Objectives
After learning this unit, the students can be
able to
 Understand the Montessori system of early
childhood education.
 Recognize basic elements of Froebel system.
4
By:Ch.M.Ashraf,

MARIA MONTESSORI
5
By:Ch.M.Ashraf,

MARIA MONTESSORI (1870-1952 A.D)
Maria Montessori was born on Aug 31,
1870 Italy, to middle class, well-educated
parents.
She became the first female doctor in Italy.
After much compassionate observation of
young children, she designed special materials
and a scientifically prepared environment. She
devoted her entire life to the field of education.
6
By:Ch.M.Ashraf,

First “Children House" was opened in
1907 and since Montessori schools have been
established in more than fifty countries.
Her work for the education of young children
have been recognized in public and private
schools around the world.
7
By:Ch.M.Ashraf,

Maria Montessori's Method and Philosophy
Maria Montessori observed children's’ need
for independence, self-confidence, for control
over their own impulses and emotions and a
natural curiosity and desire to learn.
count
….. 8
By:Ch.M.Ashraf,

She observed in young children a
phenomena called "absorbent mind" i.e. the
children can absorb information from their
surroundings without any conscious and
tedious effort.
She Concluded that children learn at their own
pace if the environment is orderly and readily
accessible.
9
By:Ch.M.Ashraf,

What is Montessori?
Montessori is a special way for children and
adults to be together. Every aspect of
experience is planned to help children become
confident, capable, creative and caring.
Montessori philosophy of education influences
all aspects of child's experience.
10
By:Ch.M.Ashraf,

Children are encouraged to thoroughly explore
an activity. They learn to examine a problem
carefully seeking the possibilities and
discovering the solution.
The Child discovers the scientists delight in
solving problems, artists delight in creations,
sociologists delight in understanding people
etc.
11
By:Ch.M.Ashraf,

The First Six Years
From conception to age 4 the individual
develops 50% of his/her mature intelligence
and from age 4 to 8 an other 30%. This
indicates rapid growth of intelligence during
these sensitive periods, it is easier for the child
to acquire particular skills.
The child who spends the first years in a
Loving and supportive environment, learns to
love himself/herself and feels safe in the world.
12
By:Ch.M.Ashraf,

What is Montessori Philosophy?
According to Dr. Montessori children are
born with special mental powers which aid in
the work of their own construction.
But they cannot accomplish the task of self-
construction without purposeful movement,
exploration and discovery of their environment,
both the things and the people within it.
count
…..
13
By:Ch.M.Ashraf,

Also basic to Montessori philosophy is her
discovery of sensitive periods in children's
development. She devised special material to
aid children in each sensitive period. It is the
duty of teacher to recognize these periods.
count
…..
14
By:Ch.M.Ashraf,

Montessori observed that the child moves to
adulthood thorough a series of development
described as "Planes of Development“.
These are
0-6 Absorbent mind i.e. language and
culture
6-12 uses reasoning mind i.e. tries to
understand abstract thought.
12-18Humanistic mind, eager to understand
humanity and contribution to society
18-24Specialist mind, taking place in the
world.
15
By:Ch.M.Ashraf,

Prepared Environment
Dr. Maria Montessori stated that "adult
environment is not a suitable environment.
For children”.
She believed that little children should not live
in an adult environment, instead, there should
be an environment specially prepared for them
indoor and outdoor (with light furniture so that
the children may handle easily named Children
House)
16
By:Ch.M.Ashraf,

For outdoors playgrounds, gardens with variety
of trees and flowers may be designed for
children to walk, play and enjoy nature.
17
By:Ch.M.Ashraf,

Freedom in Education
Here education freedom means to remove
all obstacles which might hinder the child's
moral development. He/she is free to choose the
activity to perform in prepared environment.
18
By:Ch.M.Ashraf,

MOVEMENT IN EDUCATION
Dr. Montessori believed that the children
should be given a chance /time to move and
play outdoors only to keep healthy to grow.
She recommended free games where children
would play with balls, hoops, bean bags etc.
19
By:Ch.M.Ashraf,

 Maria Montessori did not make use of toys
for teaching/learning Purposes, instead
learning in the “children’s houses” was with
genuine utensils through which the child
developed into an adult.
20
By:Ch.M.Ashraf,

SENSORY EDUCATION AND MUSIC:
Dr. Montessori believed that all senses should
be trained and utilized. She designed variety of
activities for each of the senses.
To develop fine sensitivity in fingers tips she
had children touch a variety of material such
as a linen, Cotton , Velveted and Silk, then she
would have them recognize the type of material
with their eyes closed.
21
By:Ch.M.Ashraf,

Montessori also used musical sounds to
enable the children to de distinguish different
Sounds. She also used pieces of cloth with
different colours and shades and asked the
children to match colours and shades etc.
22
By:Ch.M.Ashraf,

Intellect Education
Teaching alphabets Montessori made the
children use their finger and wooden rod and
maths teaching was done by rods and , beads
were counting numbers like 1, 2, 3 and so on
23
By:Ch.M.Ashraf,

Exercise for sense training
Montessori gave more importance to sensory
training than learning, thinking or reasoning.
She devised apparatus for providing exercises
in sense- training.
24
By:Ch.M.Ashraf,

The varied material includes blocks, cylinder,
paper, coins, tables, pencils and wools of
different colours, boxes, balls, cubes, rods and
water of different temperatures. This material
is meant to give perception of size, form,
weight,
touch, healing, colour etc.
25
By:Ch.M.Ashraf,

FRIEDRICH FROBEL
26
By:Ch.M.Ashraf,

FRIEDRICH FROBEL (1852 – 1982)
THE BIRTH OF KINDERGARTIN
Friedrich Froebel was a German educationist
who laid foundations for modern education
systems based on the recognition that children
have unique need and capabilities.
Froebel was strong idealist whose view
education was closely linked to religion
27
By:Ch.M.Ashraf,

His famous books include "The education of
man”, “Pedagogies of Kindergarten”, “mother
plays and Nursery Songs” and “Education by
Development”.
28
By:Ch.M.Ashraf,

Frobel's Philosophy.
Froebel's Philosophy is of absolute idealism. He
mainly pressed two great things namely, ‘his
idea of unity in Diversity’ and his ‘Theory of
development’.
Development can be produced only by the
exercise or use of faculty, Physical, mental or
spiritual. If mind is to be developed, it should
be exercised and so is with the development of
the body. 29
By:Ch.M.Ashraf,

His Philosophy of education was based on four
major Principles.
1. Free self expression
2. Creativity
3. Social participation
4. Motor expression
He began to focus on the needs of the children
Just prior to entering school.
30
By:Ch.M.Ashraf,

Froebel envisioned a place where 4 to 6 year
old children would be nurtured and protected
from outside influences.
31
By:Ch.M.Ashraf,

In 1840 Froebel Created the word"
kindergarten (Infant garden) for the play and
activity.
Institute he had founded in 1837 with its
emphasis on play as well as featuring games,
songs, stories art and crafts to stimulate the
child's-imagination and develop Physical and
motor skills.
32
By:Ch.M.Ashraf,

Froebel believed that the education of a child
began at birth and that parents and teachers
played a crucial role in helping children in this
activity.
"Play is a mirror of life“.
33
By:Ch.M.Ashraf,

Froebel's educational ideas provided major
direction of kindergarten curriculum during
the last half of 19th century.
His ideas can still be observed in kindergarten
today including learning through play, group
games, and goal-oriented activities.
34
By:Ch.M.Ashraf,

Froebel respected children as individuals with
rights and responsibilities according to their
age and abilities and his Philosophy has deeply
affected educational policy and practice around
the world.
35
By:Ch.M.Ashraf,

Froebel's concept and Aims of Education
It is a development by which an individual
realizes that he is one unit of the all-
encompassing unity.
 All round development of the individual.
 Moral improvement, religious uplift and
spiritual in sight.
 participation in social activities
sympathetically and freely in its achievement
as aspirations.
36
By:Ch.M.Ashraf,

Chief Characteristics of the Kindergarten
 Self-Activity:
It is, in fact, self realization through which
the child comes to know of his own nature as
well as the life around him. Thus self activity
not only fills the gap between knowledge and
action but also gives joy, freedom,
contentment and peace of mind. Self activity
is promoted through song, movements and
construction.
37
By:Ch.M.Ashraf,

 Creativeness
Childs mind and soul express themselves
through physical activity and expression.
Thinking must express itself in doing,
otherwise education will be unproductive.
38
By:Ch.M.Ashraf,

 Social Participation
Man is social by nature. He want to live
in the company of other persons.
Froebel recommended social aspect of
education and home, school, church,
vocation and the state should Provide
opportunities to children for social
participation.
39
By:Ch.M.Ashraf,

Methods of Teaching in Kindergarten
1. No prescribed books.
2. Self-expression through song, movement
and construction – the child learns proper
use of language.
These three modes often go together e.g when a
story is told/read, it is expressed in a song,
dramatized in movement and gestures and
finally illustrated by construction from blocks,
paper, clay drawing or other material.
40
By:Ch.M.Ashraf,

Teaching through Songs
All the song, selected and included by Froebel
are about the common object of life.
These Songs relate To nursery games and
satisfy some Physical, intellectual or moral
needs of children.
41
By:Ch.M.Ashraf,

Teaching Through Gifts and occupation
Gifts are in shape of wooden balls of different
colors, cubes and cylinder of different Types
and sizes.
Additional gifts are in form of squares,
triangles, tables, sticks and rings. The child is
free to handle them on any way.
42
By:Ch.M.Ashraf,

Occupations include activities like construction
with paper, clay, wood etc.
They train the senses of sight and touch
43
By:Ch.M.Ashraf,

Teaching Through Play:
Play is this characteristic activity of childhood.
Play is the Purest, most spiritual activity of man at
this stage. It gives joy freedom, inner and outer
rest and peace with the world. It is through play
that a child discloses his real self and indicates his
interest.
44
By:Ch.M.Ashraf,

other subjects of Curriculum:
Manual work, nature study, natural sciences,
languages, art and religious instructions.
Role of Teacher :
 caring
 To redirect the child's growth to natural
direction.
 To control the process of education
45
By:Ch.M.Ashraf,

Discipline:
Discipline is way of living but not that is a set
of strict rules and regulation imposed upon the
children.
Play way in Education:
46
By:Ch.M.Ashraf,

EMPHASIS ON SENSE TRAININGS:
Froebel Emphasized sense trainings, against
merely verbal instruction. Senses are the
gateway of learning.
Therefore Froebel recommended “gifts and
occupation“ for train the senses of children.
47
By:Ch.M.Ashraf,

Inclusion of Nature Study in Curriculum :
(just to uplift The concept of divine Or religious
and moral 'education)
48
By:Ch.M.Ashraf,

Self-Activity in Education
The children are not only receptive of
knowledge. They are also very active in the
expression.
So at the pre-school stage they should be
allowed to see, handle, arrange rearrange,
make and unmake things themselves.
49
By:Ch.M.Ashraf,

Sociological Aspect of Education
Values like cooperation, sympathy,
responsibility, fellow-feelings etc. were given
importance.
50
By:Ch.M.Ashraf,

51
By:Ch.M.Ashraf,

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