Friedrich Froebel was a German educator who established the concept of kindergarten in the early 19th century. He advocated for education through play and self-activity for young children. Some of his key principles included education according to a child's nature, freedom in learning, and group learning. He developed gifts and occupations using toys and crafts to teach concepts like shape, size and numbers. Froebel opened the first kindergarten in 1837 and his ideas influenced early childhood education.
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.
This document outlines the importance of maintaining proper school records and lists the various types of records that should be kept by the head of an institution. It discusses the objectives of record keeping like smooth performance, better correspondence, and time saving. It then lists various registers and books that are required to be maintained under the Punjab Education Code including student records, teacher records, financial records, property records, correspondence records, and more. The document emphasizes the importance of accurately and regularly maintaining these various types of records.
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Friedrich Froebel was a German educator who established kindergarten in the early 19th century based on his philosophy of education. He believed that play was essential to children's learning and development. Through his gifts and occupations used in kindergarten, he aimed to promote children's self-directed learning and socialization. Froebel's ideas became widely adopted and kindergartens were established across Europe and North America by the late 19th century. Modern early childhood education continues to be influenced by Froebel's emphasis on play and developing the whole child.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
Friedrich Froebel was a German educator who founded the concept of kindergarten in the 19th century. He believed that play is essential to childhood learning and designed educational toys and activities to support play-based learning. Some of his key contributions included establishing the first kindergarten, developing educational gifts and occupations for children, and emphasizing principles like self-activity, creativity, nature, and the importance of early childhood. Froebel viewed the teacher's role as a facilitator rather than instructor and aimed for a child-centered approach focused on developing the whole child. His theories significantly influenced early childhood education.
National council of educational research and trainingparulagarwal81
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Ministry of Education, Government of India. NCERT is headquartered in New Delhi and assists the central and state governments in improving school and teacher education through curriculum development, research, and training. Key functions of NCERT include developing curriculum and study materials, organizing teacher training programs, and conducting educational research.
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.
This document outlines the importance of maintaining proper school records and lists the various types of records that should be kept by the head of an institution. It discusses the objectives of record keeping like smooth performance, better correspondence, and time saving. It then lists various registers and books that are required to be maintained under the Punjab Education Code including student records, teacher records, financial records, property records, correspondence records, and more. The document emphasizes the importance of accurately and regularly maintaining these various types of records.
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Friedrich Froebel was a German educator who established kindergarten in the early 19th century based on his philosophy of education. He believed that play was essential to children's learning and development. Through his gifts and occupations used in kindergarten, he aimed to promote children's self-directed learning and socialization. Froebel's ideas became widely adopted and kindergartens were established across Europe and North America by the late 19th century. Modern early childhood education continues to be influenced by Froebel's emphasis on play and developing the whole child.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
Friedrich Froebel was a German educator who founded the concept of kindergarten in the 19th century. He believed that play is essential to childhood learning and designed educational toys and activities to support play-based learning. Some of his key contributions included establishing the first kindergarten, developing educational gifts and occupations for children, and emphasizing principles like self-activity, creativity, nature, and the importance of early childhood. Froebel viewed the teacher's role as a facilitator rather than instructor and aimed for a child-centered approach focused on developing the whole child. His theories significantly influenced early childhood education.
National council of educational research and trainingparulagarwal81
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Ministry of Education, Government of India. NCERT is headquartered in New Delhi and assists the central and state governments in improving school and teacher education through curriculum development, research, and training. Key functions of NCERT include developing curriculum and study materials, organizing teacher training programs, and conducting educational research.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
It discusses the framework's key recommendations and features, including a focus on core curriculum, continuous and comprehensive evaluation, flexibility to suit different learners, inclusion of fundamental duties, and a shift from teacher-centered to learner-centered education. It also describes the framework's scheme of studies, dividing schooling into early childhood, primary, upper primary, secondary, and higher secondary stages.
National Curriculum Framework 2005 Dr.C.ThanavathiThanavathi C
This document summarizes key aspects of the National Curriculum Framework 2005 for school education in India. It discusses problems with the existing curriculum such as an overemphasis on examinations. It describes the process of drafting the NCF, including the formation of focus groups. The NCF aims to make learning student-centered and linked to real life. It advocates seeing the child as an active learner and recognizing local and traditional knowledge. The NCF outlines reforms for various curriculum areas like science, languages and social sciences. It also proposes systemic reforms in areas like teacher education, examinations and quality of education.
Friedrich Froebel established the first kindergarten in 1837 in Germany, which aimed to provide early childhood education for children ages 3-6 through play-based learning, creative activities, and social participation. He developed educational materials and toys known as Froebel Gifts to support self-directed learning. Froebel's ideas spread across Europe and North America, establishing kindergarten as an important stage in early childhood education focused on developing the whole child.
Sri Aurobindo's philosophy on teaching can be summarized as follows:
1. Sri Aurobindo believed in three main principles of teaching - that nothing can be taught, the mind should be constantly consulted in its growth, and teaching should progress from near to far.
2. He advocated for methods like teaching through the mother tongue, according to the interests and nature of each child, using practical experience, and cooperation between teachers and students.
3. Sri Aurobindo felt subjects should be taught successively to build a strong foundation, and teaching should involve training all aspects of the student through methods like observation, sense training, and appealing to their natural curiosity and faculties.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptxMonojitGope
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
This document provides an overview of the philosophy of pragmatism. Some key points:
- Pragmatism emphasizes practical experience and action over abstract theorizing. Truth is determined by what works based on experience.
- Major figures who developed pragmatism include Peirce, James, Dewey, and others. Dewey applied pragmatic ideas to education.
- In education, pragmatism focuses on learning by doing through activities and experimentation. It aims to develop students' ability to solve problems and function in society.
- Pragmatism rejects the idea of absolute or permanent truths; what is true depends on its practical consequences and may change over time based on experience.
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
Friedrich Wilhelm August Froebel was a German educator who founded the first kindergarten in 1837. He believed that education should follow the natural development of children through self-directed play and experiences. Froebel developed a system using "gifts" like balls, blocks, and paper to teach shapes, sizes, colors and spatial relationships. He saw the teacher's role as a guide to help children freely develop physically, mentally and spiritually according to universal laws. Froebel called his early childhood program a "kindergarten," meaning a garden for children to grow freely like flowers. His innovative approach emphasized learning through play and laid the foundations for modern early childhood education.
Language across curriculum: Meaning, definition and principles.Hathib KK
Language Across Curriculum- Definition-Significance-what is LAC? What are the principles behind its emergence? What is the role of language teacher and other subject teachers in lac? What is CBI? WHAT IS CONTENT BASED INSTRUCTION (CBI)
?WHAT IS CONTENT INTEGRATED LANGUAGE LEARNING(CILL)?
Inclusive education aims to educate children with disabilities alongside their non-disabled peers. It promotes equal opportunities and full participation for all students regardless of their abilities. The key principles are non-discrimination, equal opportunities, adapting to student needs, listening to student perspectives, and valuing diversity. The government of India has implemented several initiatives and reforms to promote inclusive education through policies, teacher training, curriculum adaptations, classroom accommodations, and programs to support students with special needs. The overall goal is to fulfill the constitutional right to education for all children.
This document discusses the role and importance of the family in education and knowledge creation. It defines family and describes different types of family structures. It highlights the importance of the family in a child's education, development, and upbringing. Several philosophers and thinkers emphasize the crucial role of the home and family as the first school. The document also discusses the educational functions of the family and the need for parent-teacher cooperation in a child's learning.
Contribution of Mahatma Gandhi towards education presentationDivyaSS7
Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
This document summarizes the key aspects of the Right of Children to Free and Compulsory Education Act of 2009 in India. The act aims to provide free and compulsory quality elementary education to all children between 6-14 years old. It mandates that state governments must provide infrastructure like classrooms, drinking water, toilets and teachers in all government and private schools. The act also prohibits corporal punishment, private tuition by teachers, detention and expulsion of children until class 8. It sets norms for minimum qualifications for teachers and school management committees to monitor schools.
This slide contains all the information about pre-primary schooling and what are good practices adopted throughout the world. It contains description about playway method, Waldorf and Montessori method. It also contain description about existing challenges
1) The document discusses Jean-Jacques Rousseau's biography and educational philosophy. It describes his views on the ideal child's natural development and education based on experiences and activities rather than books or direct instruction.
2) Rousseau believed education should follow the child's nature and interests at different developmental stages. He advocated for physical education and learning practical skills in early childhood before introducing academic subjects later on.
3) The document outlines Rousseau's curriculum recommendations for different age groups from infancy to adolescence, emphasizing learning through the senses, play, and manual skills rather than verbal lessons. His views challenged the educational principles of his time.
Rousseau was an 18th century philosopher and educationist. He believed that children are naturally good but become corrupted by society. He advocated for education based on a child's natural development and interests rather than formal instruction. His ideas emphasized physical education, learning through experience and play, and developing individuality. Rousseau argued education should follow the stages of childhood, pre-adolescence and adolescence with different focuses at each stage. His philosophy promoted education rooted in nature and the natural development of the child.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
It discusses the framework's key recommendations and features, including a focus on core curriculum, continuous and comprehensive evaluation, flexibility to suit different learners, inclusion of fundamental duties, and a shift from teacher-centered to learner-centered education. It also describes the framework's scheme of studies, dividing schooling into early childhood, primary, upper primary, secondary, and higher secondary stages.
National Curriculum Framework 2005 Dr.C.ThanavathiThanavathi C
This document summarizes key aspects of the National Curriculum Framework 2005 for school education in India. It discusses problems with the existing curriculum such as an overemphasis on examinations. It describes the process of drafting the NCF, including the formation of focus groups. The NCF aims to make learning student-centered and linked to real life. It advocates seeing the child as an active learner and recognizing local and traditional knowledge. The NCF outlines reforms for various curriculum areas like science, languages and social sciences. It also proposes systemic reforms in areas like teacher education, examinations and quality of education.
Friedrich Froebel established the first kindergarten in 1837 in Germany, which aimed to provide early childhood education for children ages 3-6 through play-based learning, creative activities, and social participation. He developed educational materials and toys known as Froebel Gifts to support self-directed learning. Froebel's ideas spread across Europe and North America, establishing kindergarten as an important stage in early childhood education focused on developing the whole child.
Sri Aurobindo's philosophy on teaching can be summarized as follows:
1. Sri Aurobindo believed in three main principles of teaching - that nothing can be taught, the mind should be constantly consulted in its growth, and teaching should progress from near to far.
2. He advocated for methods like teaching through the mother tongue, according to the interests and nature of each child, using practical experience, and cooperation between teachers and students.
3. Sri Aurobindo felt subjects should be taught successively to build a strong foundation, and teaching should involve training all aspects of the student through methods like observation, sense training, and appealing to their natural curiosity and faculties.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptxMonojitGope
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
This document provides an overview of the philosophy of pragmatism. Some key points:
- Pragmatism emphasizes practical experience and action over abstract theorizing. Truth is determined by what works based on experience.
- Major figures who developed pragmatism include Peirce, James, Dewey, and others. Dewey applied pragmatic ideas to education.
- In education, pragmatism focuses on learning by doing through activities and experimentation. It aims to develop students' ability to solve problems and function in society.
- Pragmatism rejects the idea of absolute or permanent truths; what is true depends on its practical consequences and may change over time based on experience.
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
Friedrich Wilhelm August Froebel was a German educator who founded the first kindergarten in 1837. He believed that education should follow the natural development of children through self-directed play and experiences. Froebel developed a system using "gifts" like balls, blocks, and paper to teach shapes, sizes, colors and spatial relationships. He saw the teacher's role as a guide to help children freely develop physically, mentally and spiritually according to universal laws. Froebel called his early childhood program a "kindergarten," meaning a garden for children to grow freely like flowers. His innovative approach emphasized learning through play and laid the foundations for modern early childhood education.
Language across curriculum: Meaning, definition and principles.Hathib KK
Language Across Curriculum- Definition-Significance-what is LAC? What are the principles behind its emergence? What is the role of language teacher and other subject teachers in lac? What is CBI? WHAT IS CONTENT BASED INSTRUCTION (CBI)
?WHAT IS CONTENT INTEGRATED LANGUAGE LEARNING(CILL)?
Inclusive education aims to educate children with disabilities alongside their non-disabled peers. It promotes equal opportunities and full participation for all students regardless of their abilities. The key principles are non-discrimination, equal opportunities, adapting to student needs, listening to student perspectives, and valuing diversity. The government of India has implemented several initiatives and reforms to promote inclusive education through policies, teacher training, curriculum adaptations, classroom accommodations, and programs to support students with special needs. The overall goal is to fulfill the constitutional right to education for all children.
This document discusses the role and importance of the family in education and knowledge creation. It defines family and describes different types of family structures. It highlights the importance of the family in a child's education, development, and upbringing. Several philosophers and thinkers emphasize the crucial role of the home and family as the first school. The document also discusses the educational functions of the family and the need for parent-teacher cooperation in a child's learning.
Contribution of Mahatma Gandhi towards education presentationDivyaSS7
Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
This document summarizes the key aspects of the Right of Children to Free and Compulsory Education Act of 2009 in India. The act aims to provide free and compulsory quality elementary education to all children between 6-14 years old. It mandates that state governments must provide infrastructure like classrooms, drinking water, toilets and teachers in all government and private schools. The act also prohibits corporal punishment, private tuition by teachers, detention and expulsion of children until class 8. It sets norms for minimum qualifications for teachers and school management committees to monitor schools.
This slide contains all the information about pre-primary schooling and what are good practices adopted throughout the world. It contains description about playway method, Waldorf and Montessori method. It also contain description about existing challenges
1) The document discusses Jean-Jacques Rousseau's biography and educational philosophy. It describes his views on the ideal child's natural development and education based on experiences and activities rather than books or direct instruction.
2) Rousseau believed education should follow the child's nature and interests at different developmental stages. He advocated for physical education and learning practical skills in early childhood before introducing academic subjects later on.
3) The document outlines Rousseau's curriculum recommendations for different age groups from infancy to adolescence, emphasizing learning through the senses, play, and manual skills rather than verbal lessons. His views challenged the educational principles of his time.
Rousseau was an 18th century philosopher and educationist. He believed that children are naturally good but become corrupted by society. He advocated for education based on a child's natural development and interests rather than formal instruction. His ideas emphasized physical education, learning through experience and play, and developing individuality. Rousseau argued education should follow the stages of childhood, pre-adolescence and adolescence with different focuses at each stage. His philosophy promoted education rooted in nature and the natural development of the child.
Friedrich Froebel was a German educator who founded the first kindergarten in 1837. He believed that play and engaging with nature were important for early childhood education. Some of his key contributions included introducing gifts and occupations for hands-on learning, emphasizing self-activity and creativity in children, and viewing childhood as valuable in its own right rather than just a preparation for adulthood. He saw the teacher's role as facilitating learning through freedom and guidance rather than direct instruction. His ideas greatly influenced early childhood education.
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
Friedrich Wilhelm August Froebel was a German pedagogue who created the concept of kindergarten and developed educational toys known as Froebel gifts. He advocated for play-based learning and learning by doing in preschool education. He started the first kindergarten in 1837 based on principles like education through play, freedom, and assistance from teachers. The kindergarten model emphasized self-activity, play, songs, construction, gifts and occupations to develop children's minds, bodies and spirits in a nurturing environment. Froebel's ideas significantly influenced modern early childhood education.
Friedrich Wilhelm August Froebel was a German pedagogue who created the concept of kindergarten and developed educational toys known as Froebel gifts. He advocated for play-based learning and learning by doing in preschool education. He started the first kindergarten in 1837 based on principles like education through play, freedom, and assistance from teachers. The kindergarten model emphasized self-activity, play, songs, construction, gifts and occupations to develop children's minds, bodies and spirits in a nurturing environment. Froebel's ideas significantly influenced modern early childhood education.
Friedrich Froebel created the first kindergarten in the 19th century based on principles that are still relevant today. He believed that children learn best through play, activity, and hands-on experiences. They thrive in emotionally secure relationships and communities. Froebel emphasized allowing children freedom with guidance, connecting their learning to their lives and the natural world, and seeing education as developing each child's individual talents within a supportive community. His view of observing children and providing rich, meaningful experiences informed by their interests remains influential in early childhood education.
Friedrich Froebel was a 19th century German educator who created the concept of the kindergarten and pioneered principles for early childhood education that still influence practice today. Some of Froebel's key principles discussed in the document include viewing children as active learners best supported through play, freedom, and engagement with nature; emphasizing unity and connectedness between children, educators, and the environment; and the importance of creativity, symbolic representation, and knowledgeable educators who observe and nurture each child. The document examines how a Froebelian approach can be applied to early learning settings through rich, open-ended provision; freedom balanced with guidance; and reflection on children's interests and development.
PHILOSOPHY EDUO1 assignment by Manjima b rajeev.pdfmanjimabrajeev1
Friedrich Froebel developed the concept of kindergarten based on the philosophy that young children learn best through play and hands-on experiences. He believed education should holistically develop children's social, emotional, physical, and intellectual skills. Froebel introduced "gifts" and "occupations" - specially designed toys and activities to explore concepts like shapes, sizes and skills like crafts. His student-centered approach emphasized active learning and influenced early childhood education advocates like Montessori. While widely popularizing pre-school education, critics argue Froebel's methods may neglect individual needs and distract from academic learning.
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
Friedrich Wilhelm August Froebel is known as the founder of kindergarten education. He developed a system of education for young children based on principles of play, nature study, and hands-on activities. Some key aspects of his educational philosophy included developing the whole child through physical, intellectual, emotional and spiritual growth. He created special learning materials called "gifts" and activities called "occupations" to teach concepts to young children in a play-based way. While his kindergarten system focused on self-directed learning through play, it also emphasized social and moral development. His principles of education had both benefits in nurturing child development but also limitations regarding outdated songs, lack of structure
1) Maria Montessori developed the Montessori method of education, which is a child-centered and activity-based system where children learn from exploring their environment rather than listening to lectures.
2) The Montessori method provides a prepared environment for children with freedom of choice, time, and repetition to learn through hands-on activities without fear of making mistakes.
3) Friedrich Froebel established the kindergarten system based on principles of self-activity, play, freedom, and social development to allow children's innate powers to unfold and attain spiritual unity with God.
John Dewey, Friedrich Froebel, and Jean Piaget were pioneers in educational theory who made significant contributions. Dewey believed that education should involve learning through experience and problem solving. He opposed traditions that separated people. Froebel created kindergarten and believed play was important for development. He developed gifts and occupations for children. Piaget's stages of development explained that children think differently at different ages and learn through sensory experiences.
Martin Luther advocated universal education and literacy for all children. Pestalozzi believed in a child-centered approach focusing on intellectual, emotional, and physical development. Froebel opened the first kindergarten and emphasized learning through play and self-activity. Montessori placed the child at the center of learning and believed in a prepared environment. Piaget's theory was that children learn through hands-on experiences and problem solving. Dewey advocated for an integrated, learner-centered curriculum that prepares children for life.
Maria Montessori was an Italian physician and educator who developed the Montessori method of education. She observed that children learn best through exploration and interaction with their environment. She established Children's Houses that provided prepared environments with practical and sensory materials to facilitate self-directed learning. Some key aspects of her method include freedom within limits, following the child's interests, and multi-age grouping. Montessori's scientific and child-centered approach influenced early childhood education around the world.
This document discusses the theoretical influences on early childhood education from prominent thinkers in the field such as Froebel, Montessori, Vygotsky, and Reggio Emilia. It addresses the impact of standardized testing and politician involvement on early education policy. The author argues that early education should be based on child development research rather than political whims and that educators need to advocate for developmentally appropriate practices that allow children time, agency, belonging, and competence. Educators are encouraged to stand up to pressures that go against child-centered principles and work together to reform the education system.
Friedrich Froebel was a German educator born in 1782 who developed the concept of kindergarten. He believed that play and self-activity were essential for child development. Froebel opened his first kindergarten in 1840, which focused on using toys, games, and gardening activities to stimulate learning through play. His ideas spread across Europe and influenced later educators like John Dewey. Froebel viewed play as the highest form of expression and development for children.
Friedrich Froebel was a German educator who established the concept of kindergarten in the early 19th century and laid the foundations of modern education. He believed that children have unique needs and capabilities and should be nurtured through play, creativity, social interaction, and motor skills development. In 1840, he created the term "kindergarten" for his Play and Activity Institute that emphasized games, songs, stories, arts and crafts to stimulate children's imagination. Froebel developed educational materials and activities based on the principle that play allows children to learn and develop intellectually, socially, emotionally and physically in a way that represents the divine inner law. His philosophy focused on meeting children's needs prior to formal
Maria Montessori was an Italian physician and educator who developed the Montessori Method. Some key points:
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- She established the first "Children's House" in Rome where she developed her educational method focused on hands-on learning, sensory exploration, and self-directed activity.
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- She established teacher training centers worldwide and advocated for principles like freedom in learning, respect for children's interests, and following
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Algebraic expressions can be formed using variables, constants, and mathematical operations. Variables represent letters that can take on any value, while constants represent fixed numbers. There are different types of algebraic expressions including monomials, binomials, and trinomials. The value of an algebraic expression can be found by substituting values for the variables and simplifying. Identities are equations that are always true regardless of the values of variables. Common identities include (a+b)2, (a-b)2, and a2 - b2.
This document discusses different methods of heat transfer - conduction, convection, and radiation. It provides examples of each in daily life and defines key related terms like temperature, units of heat, calorimetry, calorimeter, thermostat, and thermoflask. Conduction occurs through direct contact between objects and involves the transfer of kinetic energy between adjacent particles. Convection involves the movement of molecules or atoms within fluids like liquids and gases. Radiation can transfer heat through empty space via electromagnetic waves.
The document discusses different types of changes that occur around us. It defines slow changes as those that take hours, days, months or years, such as hair and nail growth or seasonal changes. Fast changes are those that occur within seconds or minutes, like a bursting balloon or burning paper. Reversible changes can return to the original state, like stretching a rubber band or melting ice, while irreversible changes cannot be reversed, such as curdling milk or digestion. The document provides examples of each type of change and distinguishes between reversible and irreversible, as well as slow and fast changes.
This document discusses carbon and its compounds. It begins by introducing carbon as an important non-metallic element that exists in both free and combined states in nature. It then distinguishes between organic carbon compounds found in living organisms and inorganic compounds found in non-living matter. The document goes on to describe several unique features of carbon, including its ability to form chains, exist in different allotropes like diamond and graphite, and form multiple bonds. It concludes by emphasizing carbon's abundance and importance to life.
This document is about fluids and their properties. It provides an index of topics to be covered, including pressure, equations of pressure, Pascal's principle, buoyancy, Archimedes' principle, fluid flow, and Bernoulli's equation. Key concepts that will be explained are how pressure is transmitted in fluids, hydraulic devices that use Pascal's principle, calculating buoyant force, and equations governing fluid continuity and flow.
This document discusses measurement in physics. It introduces the need for measurement and defines physical quantities. There are two types of physical quantities - fundamental and derived. Seven units make up the fundamental units used to measure the seven dimensions of the world: length, mass, time, temperature, amount of substance, electric current, and luminous intensity. Two supplementary units are also introduced. The document outlines different units for measuring length and defines the dimensions of physical quantities. It concludes by mentioning the least count of instruments used for measurement.
This document discusses different types of motion including linear, circular, rotational, and vibratory motion. It defines concepts like rest and motion using a frame of reference. The document also covers 1D, 2D and 3D motion with examples. It distinguishes between scalar and vector quantities and discusses types of vectors and how they can be added.
This document provides an overview of electricity, atomic structure, electric charge, and electric circuits. It defines electricity as the flow of electric charge through a conductor. Atoms consist of protons, neutrons, and electrons, with protons and neutrons in the nucleus and electrons orbiting the nucleus. Protons have a positive charge while electrons have a negative charge. Electric circuits allow the flow of electrons from higher to lower potential through components connected in series or parallel. Key differences between series and parallel circuits are that current is the same but voltage varies in series circuits, while current varies but voltage is the same in parallel circuits.
This document discusses various methods for purifying organic compounds, including sublimation, crystallization, differential extraction, distillation, and chromatography. Purification is necessary to study the structure, physical, chemical and biological properties of organic compounds and must isolate the compound from any impurities. The appropriate purification method depends on the nature of the impurity and the organic compound. Common techniques include sublimation for volatile solids, crystallization using solvent selection and isolation, differential extraction using immiscible organic solvent layers, distillation, and chromatography using adsorbents and mobile/fixed phases.
This document provides an overview of electrochemistry and electrochemical cells. It defines electrochemistry as the branch of chemistry dealing with the relationship between electrical energy and chemical change. An electrochemical cell is a device that uses a chemical change to produce electricity or uses electricity to produce a chemical change. The document describes the components of electrochemical cells, including electrodes and electrolytes. It distinguishes between galvanic cells, which produce electricity from chemical reactions, and electrolytic cells, which use electricity to drive chemical reactions. Examples of the significance of electrochemistry include metal refining and batteries.
The document discusses various aspects of sound. It defines sound as a form of energy produced by vibrations that travel through a medium and are detected by the human ear. It describes how sound is produced by vibrating objects and propagated through materials like air, water and steel. It discusses key characteristics of sound including amplitude, frequency, wavelength, velocity and their definitions. It also covers topics like reflection of sound, echo, reverberation, ultrasound, sonar and their uses and applications. The document provides information on the structure of the human ear and production of sound using a tuning fork experiment.
The document discusses key concepts relating to heat and temperature. It defines heat as the spontaneous flow of energy from objects at a higher temperature to those at a lower temperature. Temperature is defined as the degree of hotness or coldness of a body. Different temperature scales such as Fahrenheit, Celsius, and Kelvin are also discussed. The document also covers heat capacity, specific heat capacity, and the various effects of heat such as expansion, changes in temperature and state, and chemical changes.
This document defines and provides examples of different types of energy, work, and their relationships. It states that work is done when a force causes an object to be displaced, and is calculated as the product of the force and displacement. Kinetic energy is the energy of motion, while potential energy depends on an object's position or state, such as gravitational potential energy which depends on height or elastic potential energy from deformation. Power is defined as the rate at which work is done or energy is delivered over time.
An electric motor is a device that converts electrical energy into mechanical energy. It works by passing an electric current through a conductor coil located in a magnetic field, which creates a force on the coil and causes it to rotate. Electric motors are crucial to modern life as they are used in many appliances and machines, powering things like fans, drills, and vehicles. The speed of an electric motor's coil rotation can be increased by strengthening the current, increasing the number of coil turns, enlarging the coil area, or boosting the magnetic field strength.
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FROEBEL
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