Friedrich Wilhelm August Froebel is considered the founder of kindergarten education. He advocated for play-based learning and established the first kindergarten in 1837 in Germany. Some of Froebel's key philosophies included the principles of unity, self-activity, and development through play, songs, and constructive activities using educational gifts. He saw the teacher's role as a guide to assist children's natural development in a social environment. His kindergarten model emphasized sensory learning, creative expression, and nurturing children's physical, emotional and intellectual growth.
Influence of froebel ideas in educationBuja Makulu
The key ideas and the influence of Freidrich Froebel in education at our present time and what can we learn from him as educators to influence education system in our country. I have tried to explain in the context of Tanzania.
Moreover i hope you will enjoy reading this short article
Lubeleje Daudi
It describes the Ideas of John Dewey on Education. It includes his views on the Concept of Education, Aims of Education, Ideas on School, Teacher, Curriculum and Teaching Methodology, etc.
Influence of froebel ideas in educationBuja Makulu
The key ideas and the influence of Freidrich Froebel in education at our present time and what can we learn from him as educators to influence education system in our country. I have tried to explain in the context of Tanzania.
Moreover i hope you will enjoy reading this short article
Lubeleje Daudi
It describes the Ideas of John Dewey on Education. It includes his views on the Concept of Education, Aims of Education, Ideas on School, Teacher, Curriculum and Teaching Methodology, etc.
Friedrich Wilhelm August Froebel and His Idea of Kindergarten Education A His...ijtsrd
Philosophy is the essence of the world animals, objects, and all thoughts are composed of a single, indivisible formula. The goal of education is to realize the unity of joyous self activity and self development. The present education system could give proper direction to the youth. It may provide all round development to the youth rather, they grow themselves self reliant. At the present time, the examiners have had tremendous success in different examinations and have earned names and fame simultaneously. Most of them failed to establish self development in kindergarten, and life faces challenges against it even though they obtained the highest marks in primary education or higher education at universities and colleges. It is urgent for everyone to rise from this critical situation. Froebel initiated kindergarten education, a pre school education approach through which the features of education for children would be predicted. Kindergarten education is an indispensable part for children. Structural and social balance are badly affected. It is the widest range of medical therapy for children in the world, but in India, its results are severely hampered. The idea of kindergarten education may have been changed in the so called Indian education system, but it has to lead to a revolutionary change in social background. To think, focus, and understand froebel kindergarten education, so many books have been evaluated and written depending on the principles. There are so many silent characterized Froebel’s in kindergarten education. The present education system has been discussed and compared with Froebels kindergarten education. Finally, it can be said that Froebel truly identifies human society and helps to develop personality in the environment, and the paper is trying to explore it in a qualitative way. Shibsankar Jana "Friedrich Wilhelm August Froebel and His Idea of Kindergarten Education: A Historical Appraisal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61171.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/61171/friedrich-wilhelm-august-froebel-and-his-idea-of-kindergarten-education-a-historical-appraisal/shibsankar-jana
There are 11 pioneers (educational mentors), who constructed their philosophies and theories of education, that formative the ideas of school curriculum and method of teaching in classroom's today.
Learning in the Preschool YearsTraditional education typically d.docxsmile790243
Learning in the Preschool Years
Traditional education typically divides content into specific segments, or subjects, such as reading, language, and mathematics. In fact, when children enter preschool, they may encounter this single-subject approach to learning for the first time, as teachers talk about getting ready for science, music, and art. For the most part, however, experiences in these subjects are not constrained by strict time schedules. Instead, in a preschool classroom with a developmentally appropriate program, in-depth explorations are valued in an environment that has been carefully prepared. For example, it is better to have children explore just a few topics "repeatedly in many different ways" rather than just touching on a wide variety. In this way, "they are able to organize what they know into deeper and more powerful theories or ideas" (Tomlinson & Hyson, 2009, p. 141).
Learning in the Primary Grades
By the time children enter kindergarten or primary grade classrooms, adult-defined academic subjects may take on an even greater role, as periods of time are devoted to reading or literacy, language arts, writing, math, science, social studies, music, art, and physical education (kindergartens may refer to movement). While each of these subjects is important in its own right, young children—even in the primary grades—do not think about their learning in such structured ways. Rather, left to their own devices, they engage in learning experiences that "follow data trails that crisscross disciplines naturally and take the problem solver along paths that meander into unexpected, unanticipated, thought-provoking, and often uncharted domains of learning" (Audet, 2005, p. 138). In fact, curriculum integration is an approach to learning based on a child's natural impulses; it disregards subject boundaries in favor of a more holistic view of learning, allowing children to follow their natural lines of inquiry.
Curriculum Creation as a Balancing Act
Recognizing that curriculum integration may be one ideal but that traditional subjects must also be adhered to, Sue Bredekamp (1997) suggests, "The best strategy . . . is to begin with the discipline frameworks and identify the connections, the ways that curriculum can be integrated and made more meaningful for learners" (p. xvi). Furthermore, curriculum designers must always keep in mind the importance and integrity of the individual subjects.
As they create curricula at each developmental level, curriculum planners should keep the following points in mind:
Infants and toddlers are provided their own natural curriculum by their physical environment, family, and society. The role of the curriculum planner is to make the environment and experiences welcoming and positive.
Preschoolers continue to learn much from all aspects of their environments. They are also ready for expanding their learning in ways that will lead them to more formal learning later on. Curriculum planners can identify c ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. FREDRICH WILHELM AUGUST
FROBEL
Prepared by,
Dr. S.Prakash
Principal,
Thiagarajar College of
Preceptors, Madurai.
1
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
2. Froebel’s Kindergarten
Friedrich Wilhelm
August Frobel a
German educator, is
well known as the
father of the
Kindergarten concept.
He advocated play
way method, songs
and occupations for
the learning in pre-
school Education.
2
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
3. Brief Life-Sketch of Froebel
He was born in 1782 as the
son of a pastor in a village in
Germany.
He lost his mother at an
early age and his childhood
was unhappy.
As his father got remarried
he came under the care of
his uncle at the age of ten.
3
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
4. He had a love for Nature.
He was an apprentice to a
forester, but he developed
interest in geometry.
By accident, he went to the
University of JENA and
studied mathematics
Later, he studied zoology
and got ideas of evolution.
For sometime, he studied
under Pestalozzi.
4
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
5. He went to yverdon to
become a teacher but started
a school at Frankfurt in 1816.
He advocated “learning by
doing”.
He started his
“KINDERGARTEN”
in 1837 at his native place
Blankenburg.
5
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
6. Froebel wrote a book on pre-school
education
“The Education of
Man”.
“Pedagogies of
Kindergarten”.
“Mother plays and
Nursery Rhymes”.
“Education by
development”.
6
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
7. Froebel’s Idealistic Philosophy
The word “Idealism” may be derived from
‘Ideals’ or ‘Ideas’.
According to Idealism, ideas are eternal;
all forms of matter is perishable. Hence
ideals or higher values are more
significant in human life than anything
else.
7
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
8. According to him, life is the union of the spiritual
with material.
Without mind or spirit or matter is lifeless; it
remains formless, it is mere chaos.
God is the one ground that unites all things; God
is the all sustaining.
With this belief, like Tagore, Froebel formulated
the principle that there is unity of man, nature,
god.
He said that human personality development is
possible only by integrating the physical and
spiritual development.
8
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
9. Main Principles of his Philosophy
1.The Law of Unity
According to Froebel there is one eternal
law- the law of unity that governs all
things, men and nature. All things ,
animate or inanimate originate from God.
Man and nature are one.
9
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
10. Main Principles of his Philosophy
2. The Principle of Development
The development in child can be
attained only through the development
within. By development, he meant all
increase in hulk or quantity, increase in
complexity or structure, an improvement
in power, skill and variety in the
performance of natural functions
10
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
11. Main Principles of his Philosophy
3.The Principle of Self-Activity
It is only through self activity that the
real growth and development is possible.
Forced activity is artificial and unnatural
11
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
12. Main Principles of his Philosophy
4.Development through social institutions
The school is the miniature society. The
development of the child takes place
through the environment of the school
12
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
13. Froebel’s Educational Principles
1.Unity with God
The aim of education is not to make the
mind of the child a jumble of words
13
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
14. Froebel’s Educational Principles
2.Education through play
Play is an essential factor in the growth
of the child. The free and unfettered
natural development of the child takes
place through play.
14
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
15. Froebel’s Educational Principles
3.Education according to the Nature of the
child
Education should be in conformity with
child’s nature and needs.
15
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
16. Froebel’s Educational Principles
4.Education through Freedom
The child should be educated in free
atmosphere. Freedom means obedience to
self-imposed law.
16
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
17. Froebel’s Educational Principles
5.Education Through Assistance
The teacher is like a gardener who
carefully nurses and protects children in
order to secure their full and free
development along most desirable lines.
The educator assists the educant who is
developing according to the law of his
nature
17
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
18. Froebel’s Educational Principles
6.Education through Group life
All social institutions like the home, the
school, the church and the state, etc., are
the agencies of development of the
individual.
18
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
19. Froebel’s Educational Principles
7.Education through Gifts
He devised songs, gestures and
construction as the chief means of
stimulating the imagination of the child
19
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
20. Functions of Education
Education should lead and guide man to
himself and in himself to peace with
nature, and to unity with God. It should
lift him to knowledge of himself to
mankind , to a knowledge of God and of
nature , and to the pure and holy life
20
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
21. Meaning of Kindergarten
He opened the first kindergarten, an
institution of children of age 4 to 6,
Blankenburg in 1837.
Kindergarten is a German word which
implies a children’s Garden.
Froebel conceived the school as garden,
the teacher as the gardener and the
students as tender plants.
21
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
22. Objectives of Kindergarten
To give the children enjoyment in
agreement with nature,
To strengthen the bodies of children
To exercise their senses
22
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
23. Objectives of Kindergarten
To awaken their minds
To acquaint them with nature and their
fellows
To lead them to unit
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 23
24. Main features of Kindergarten
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 24
25. Self Activity
When the child moves in
a free atmosphere, indulging
in various activities, it
develops the ability to think
independently which is essential
for self- realisation. His slogan is
“Education through self- activity”.
25
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
26. Play
According to Froebel,” Play is the purest,
most special activity of man at his stage….
It gives ,therefore , joy, freedom,
contentment, inner and rest, Peace with
the world.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 26
27. Songs , Gestures and
Construction
These three are the first expression of the
child.
What is to be learnt by the pupil is first
expressed in a song, then it is dramatised
or expressed in gesture or movement and
lastly illustrated through some
constructive work such as paper or clay.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 27
28. Selection of Songs
He has given songs in his book “Mother
and Nursery songs”. There are fifty play
songs
The child begins to use language through
these songs.
Each song is accompanied by a game like
“hide and seek”.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 28
30. Gifts and Occupations
Gifts and occupations were
used by Froebel in his play
way method.
Gifts are simple educational
toys which are presented to
the child in a definite order,
without any change in their
forms.
30
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS
31. First Gift
Six coloured balls contained in a box. The
balls are of different colours.
The child is to roll them about in play.
The occupation consists in rolling them.
The balls are intended to give the
students an idea of colour, materials,
motion and direction.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 31
33. Second Gift
Sphere, Cube and Cylinder made of hard
wood contained in a box.
Child plays with them and notices the
difference between stability of the cube
and the mobility of the sphere.
He learns that the cylinder is both
movable and stable and it harmonies the
quality of both.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 33
35. Third Gift
Big wooden cubes subdivided into light
wooden cubes
The child can have elementary idea of
addition and subtraction through these.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 35
37. Fourth Gift
Large cubes divided into eight oblong
prisms in each of which the length is twice
the breadth and breadth is twice the
thickness.
This assists the child to construct different
kinds of buildings and patterns when
combined with the third gift.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 37
39. Fifth Gift
Similar to third Gift. Consists of large cube
divided into twenty seven small cubes,
three of which are again divided
diagonally into halves and three into
quarters.
The child can make beautiful patterns and
forms by combining the third , fourth and
fifth gift.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 39
41. Sixth Gift
Similar to gift four. It is a large cube
divided into eighteen whole hole and nine
small oblong blocks.
Many designs in forms and construction
can be made by the child.
It is also useful in teaching numbers
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 41
43. Seventh gift
Set of square and triangular tables made
of fine wood in two colours.
It provides material for many exercises in
geometrical forms and mosaic work.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 43
45. EIGHTH GIFT
Froebel's Gift 8 signifies a move from the
surface to "the line." Gift 7 shapes allowed
the child to represent objects in two-
dimensional form. Gift 8 represents the
edges or outlines of these objects.
It's important to note that, although
Froebel used these items in his
Kindergarten, he did not establish the
sequence of the Gifts after Gift 7.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 45
46. EIGHTH GIFT ….
This was done by his followers after his
death and several numbering schemes
developed over the years.
Traditionally this set was divided into two
sets, straight lines and curved lines
(rings). Most sets include some or all of
the following pieces: 1", 2", 3", 4" and 5"
sticks and 1", 1.5", and 2" diameter rings,
plus 1", 1.5", and 2" diameter half rings
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 46
48. NINTH GIFT
Ninth in a series of 10 Gifts, features small
objects, often in a variety of colors, to
represent the point.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 48
50. TENTH GIFT
To best explain Gift 10, it is important to
recap Froebel's system. Froebel divided
his kindergarten activities into Gifts and
Occupations.
The Gifts were materials that could return
to their original form while Occupations
were crafts that could not be undone. to
be used to connect them. Once the peas
dried, the creations were set.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 50
51. TENTH GIFT ……
Due to their limited technological means,
the early kindergartens did not have a
solution for a framework Gift. Actual
construction of frameworks was handled
in the Occupation of peas-work. This
involved soaking dried peas overnight until
they were soft enough for toothpicks
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 51
55. THE PLACE OF TEACHER
The teacher is not to remain passive,
He has to suggest ideas of occupation
when gifts are offered to children
He is also required to demonstrate certain
activities to them
He also sings a song with a view to help
the child to form appropriate idea.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 55
56. DISCIPLINE
Teacher has to inculcate sympathetically
values like love, sympathy, humility,
co-operation and obedience to elders.
The child should be made to realize that
discipline depends upon his love for
order; goodwill and mutual understanding.
Women should be trained for training
children at this stage.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 56
58. Merits of Kindergarten
Stressed the importance of play
Considered school as a miniature society ,
where children get training in important
things of life.
Stressed the necessity of study of child’s
nature , his instincts and impulses.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 58
59. Merits of Kindergarten….
Gifts and occupations gives a newer
approach to the method of teaching.
Sufficient scope for activity in a
kindergarten
Various gifts provide sensory training
Inclusion of nature study in the curriculum
helps to develop love for the nature and
world in the mind of the students
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 59
60. Limitations
Expects too much from the child.
Too much stress has been laid on the
development from within. The importance
of the environment has not been fully
recognized.
Songs given by him are out of date.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 60
61. Limitations….
Gifts of Froebel are formal in nature. The
order of presentations of gifts is arbitrary.
They do not serve much purpose of sense
training
Does not provide for the study of
individual child
There is a little correlation in the teaching
of various subjects
Play will distract from serious learning.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 61
62. Froebel’s influence on Modern
Education
Emphasis on Pre-Primary Education
New conception of school
Respect for children’s individuality
Stress on the study of the nature of the
child
Education through play
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 62
63. Froebel’s influence on Modern
Education……
Sense training
Activity in Education
Nature study in Education
Women Teachers at The Nursery stage
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 63
64. 1.Emphasis on Pre-Primary
Education
The present Educator fully recognizes the
importance of education in early years.
Today we find a large number of schools
catering to the needs of such children
Froebel had also realised that until the
education of nursery years was reformed
nothing solid and worthwhile could be
achieved
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 64
65. 2. New conception of school
His kindergarten school was a little world
Where responsibility was shared by all.
Individual rights were respected by all.
Brotherly sympathy was developed and
voluntary co-operation practiced by all.
His school was a society in miniature.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 65
66. 3. Respect for child’s
individuality
Froebel lived for children, worked for
children and died for children.
He had profound love and sympathy for
children
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 66
67. 4.Stress on the study of the
nature of the child
Froebel stressed the need for the study of
the nature of the child, his instincts and
impulses.
Modern Educator is very careful to see
that adequate scope is provided for the
free play of the impulse and instincts of
the children.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 67
68. 5.Education Through Play
He believed that play is the highest phase
of self development
He introduced Play-way in the activities of
the school. Today we find that the
principle of play way has been accepted
by every teacher.
We teach children through songs,
movements, gestures, dramatization ,
handwork etc.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 68
69. 6.Sense Training
He introduced gifts for training of the
senses of the children
This activities are practiced in more
number of schools as they help in the
training of senses
Audio-Visual aids form an integral part of
the present system of Education
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 69
70. 7. Activity in Education
Froebel was the first educator to make self
activity as the basis of education.
Learning by Doing is the slogan of the day
The present school has become a place of
activity and joy for the children
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 70
71. 8. Nature study in Education
To Froebel , nature study was a means of
bringing the child nearer to God.
He advocated that it will enable the child
to understand the world in which he lived
and to develop habits of careful
observation
Now most of the schools offer nature
study to students
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 71
72. 9.Women Teachers at Nursery
Stage
It is because of Froebel we find a trend to
entrust the education at the pre-primary
to women teachers who are considered to
be more suitable for this task of
instruction at this stage.
A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 72
73. A COMPARATIVE STUDY
AMONG TODAY'S EDUCATORS 73
Review
Froebel Biography
Books
Philosophical Principles
Educational Principles
Functions of Education
Meaning of Kindergarten
Objectives
Main features
Merits
Limitations
Froebel’s Influence on Modern
Education