John Amos Comenius was a 17th century Czech educator considered the "Father of Modern Education." He recognized the importance of early childhood education and wrote textbooks to guide mothers in teaching young children. He also proposed a universal school system with levels corresponding to different age groups. Comenius believed education should develop the whole person and aimed for students to gain religion, knowledge, and virtue. He advocated for more humane teaching methods focused on play and enjoyment of learning.

2. John Amos Comenius
 Czech educational reformer and religious leader,
remembered mainly for his innovations in methods
of teaching, especially languages.
 Father of Modern Education
 Comenius was one of the first to recognize the
importance of educating very young children. He
wrote a text for mothers entitled The School of Infancy,
which was intended to guide them in exposing their
young children at home to subjects they would
encounter later in school.

3. Comenius…
 He also suggested school levels, which are universally
accepted today: nursery school up to the age of 6
(kindergarten), vernacular school from ages 6 to 12
(primary school), Latin school for ages 12 to 18
(secondary school), and university education based on
merit and achievement.

4. John Amos Comenius
 Concept of Education-Education is the development
of Whole man
 The ultimate goals of education are to obtain religion,
knowledge, and virtue.
 He called schools as the terror of boys and slaughter
houses of mind
 His educational ideas are contained in the text book –
The Great Didactic
 He proposed a system of school covering the period
from birth to maturity

5. Comenius……
 He divided child’s growth into 4 distinct grades-
Infancy, Childhood, Boyhood and Youth
 He proposed 6 years of schooling for each grade
 For Infancy he proposed that mother’s lap should
serve as the school.
 Emphasis should be on stimulating the senses
 Developing child’s power of observation
 Children should be encouraged to play games
 Play is necessary for their all round development

6. Comenius….
 Children should be told spiritual and secular stories
 He emphasised shorter school hours, more play, sound
health, better bodily development and less strain
 Children should be encouraged to play games
 Play is necessary for their all round development.

7. PESTALOZZI
Forerunner of Modern Progressive education
His important writings: Swan song, Leonard and
Gertrude, How Gertrude teaches her children
Aim of Education-Harmonious development of all the
innate powers- moral, intellectual, physical.
 Education should be child- centred
 Learning is more important than achievement
 Child should be studied thoroughly

8. Pestalozzi…..
 He attached greater importance to games in the
development and education
 He encouraged children to prepare albums containing
drawings, maps, mathematical problems and Natural
objects
 He believed that discipline should come from within.
 Not to criticise the child
 Observation is the basis of education
 Let the child master one thing at a time.

9. Froebel’sPhilosophy of Education
 Earliest years of a child are very important
 Similarity between a child and a plant
 Identify the natural interests of the child
 Self activity is the chief quality of mind
 Teaching during age group 3-7 should be in the
environment of a play
 Training in self expression is possible through
songs, movement and construction.

10. Aims of Education
 Realisation of Unity-Realisation of unity in
diversity and diversity in unity
 Development of the individuality of the child
 Development of value system (justice, truth,
loyality)
 Development of good habits of action, feeling and
thinking
 Development of well defined concepts, physical
and social skills

11. Principles of Kindergarten
 Principle of Self activity
 Play way education
 Freedom in action
 Social Participation

12. Curriculum
 Play way activities linked with songs, rhymes and gifts
 Manual work
 Nature study
 Natural science including mathematics for
understanding of laws of nature
 Religion and spirituality is the core of all education
 Language
 Art

13. Play way Method
 Song/Rhyme Playway Activities
 Each song has three parts
1. The motto
2. The verse with the accompanying music
3. The picture

14. Techniques of teaching
A.Through teaching of Rhymes and songs
Mother Play and Nursery songs – Book
 Songs (50 in numbers) connected with nursery games
e.g. Pat a cake
 Rhymes (Nursery Rhymes)- Humpty Dumpty ,Jack
and Jill

15. Pat –a-cake
 Pat-a-cake, pat-a-cake baker's man,
 Bake me a cake as fast as you can.
 Pat it, and prick it, and mark it with a “T,’’
 And put it in the oven for Teacher and me!

16. Book

17. B.Teaching through Gifts and
Occupation
 Froebel developed what he called “gifts” and
“occupations” for the children to use in Kindergarten.
These gifts were to stimulate the children to
understand fundamental concepts.
 • These gifts were things such as:
 • Six soft, coloured balls
 • A wooden sphere, cube and cylinder
 • A large cube divided into eight oblong blocks
 • A large cube divided into twenty-one whole, six half,
and twelve quarter cubes

18. Gifts….
 A large cube divided into eighteen whole oblongs:
three lengthwise and three breadth wise
 • Quadrangular and triangular tablets used for
arranging figures •
 Sticks for outlining figures •
 Whole and half wire rings for outlining figures •
Various materials for drawing, perforating,
embroidering, paper cutting, weaving or braiding,
paper folding, modelling, and interlacing.

19. Playway activities connected with
gifts
Gift
no
Components of the gift Activity Required
or occupation
Instructional
Objectives
1 Six coloured woollen balls
three balls are coloured with
primary colours ic. Red,
yellow, and blue
Children are
required to roll thes
coloured woollen
balls in playway
attitude or mood
Children are
expected to attain
the concept of
colour P, S.
Concept of form
Concept of motion
Concept of
direction,
muscular
sensitivity
2 One sphere, one cube, one
cylinder these forms are
made of hard wooden form
during his play with his play
with these given forms
Children are
required to focus or
notice on the
stability of each
Children are
expected to
differentiate
Children are
expected to attain
or learn the
concepts of
stability and
mobility

20. 3 One large cube divided
into eight smaller equal
cubes(It is also called the
first building box
containing cubes-
benches, steps, door)
Children will be
occupied in playway
mood on the activity
of bulling useful
artistic forms
purpose of building
specific forms
Students are
expected to attain
the concept of
addition and
subtraction
through playway
handling of cubes
4 Large cube divided into eight
oblong prisms. Each prism
has length twice its breadth
and the breadth twice its
thickness.l-26,b-21
Involved or occupied
in the playway
construction activities
Children are
expected to attain
concept of pattern
and design of
various forms
5(3+4) It consist of a large cube that
is divided into 27 small cubes
three of the small cubes are
divided further diagonally
into halves three of 27 cubes
are further subdivided into
halves. Three of the 27 are
further subdivided into
quarters
Components of gift 3,4

21. 6 Large cube divided into
eighteen wholes and
nine small oblong
blocks materials
Children are directed to
develop designs using
the given gift
Children are
expected to
attain the
concept of
number
7 A set of triangular and
square tables of very fine
wood in two geometrical
forms different colours
Children are directed to
prepare geometrical forms
and mosaic work
Children are
expected to attain
the concept of
mosaic

22. Gifts and Occupation
 Ist Gift 2nd Gift 3 rd Gift

23.  4 th Gift 5 th Gift

24.  6 th gift 7 th gift

27. Montessori
 Unfolding of the child’s individuality
 Principle of spontaneous development of the child
through full freedom
 Principle of self-education or auto education
 Principle of muscular or motor training
 Principle of training of senses

28. Didactic Apparatus and Motor
Skills
A number of frames are
there as a part of
didactic apparatus. The
pieces of clothes and
leather are attached
with these frames
Role of the teacher
The teacher helps the
child to perform the
movements required
for species pieces of
clothes and leather and
child enjoys in the
movements
Motor Skill
Development
Children are engaged in
different movement
button closing/opening
and other movements

29. Self care skills
 Gardening
 Polishing of shoes
 Brushing the carpets
 Polishing of metalware
 Laying the table and placing crockery on it without
any damage to crockery
 Modelling activities
 Walking in line
 Making of tiles and bricks

30. DP-Sensory Training
 Solid insets (3)
 Pink cubes
 Brown prisms
 Rods
 Various geometric solids
 Rectangular tables with rough and smooth surfaces
 Collection of various tuffs
 Small wooden tables of different weights
 Two boxes each containg sixty four coloured tables
 Cylindrical closed boxes, musical bells

31. Sensory training
Perception of touch-
 water at different temperature
 Rough and soft paper
 Sense of different surfaces
Perception of size- cylinders of various heights and
diameter
Sense of Hearing-pebbles produce different sounds
Sense of weight-exercises with blocks and tables
Sense of colour- coloured wooden sample

32. Teaching of 3R’S
 Two sloping desks and various iron insets
 Cards on which sand paper letters are pasted
 Two alphabets, coloured and of different size
 Sand paper number1,2,3, pasted
 Large cards
 Two boxes with small sticks
 Coloured pencils
 Motor education

33. Teaching of writing
 Recognition of the forms of letters and learning
to manipulate pencils
 Cut the letter in sand paper
 Paste on the cardboard
 Pass his finger over the cut sum letter
 Manipulate a pencil
 Learning of sounds of letter
 Place a metal frame on a piece of paper and draw a line
around it with coloured chalk

34. Teaching of reading
 A card bearing the name of a familiar object
 Read mentally then orally
 Commands written on the paper

35. Teaching of arithmetic
 The addition, subtraction, multiplication and division
are taught with the help of variety of exercises
 Making the materials like coloured beads, numerical
rods, wooden spindles, sand paper numbers, simple
boxes, printed shells

36. Didactic Apparatus
 Motor training
 Sense training
 Teaching of reading
 Teaching of writing
 Teaching of arithmetic
 Teaching of responsibility patience, faith and mercy

37. Montessori school-features
 Children’s House, children's Garden
 Homely atmosphere
 There are many rooms
 Rooms are maintained by children
 No fixed time table
 Unit of teaching
 Free to choose her activities
 Exercise for various skills

38. Books
 The progress of Arts and Sciences
 The new Heloise
 The social contact
 Emile

39. Rousseau
 Philosophy is based on Naturalism
 Return to Nature was his slogan
 Concept of Education- Development from within
 Natural growth of children in a natural environment
 Emphasis on learning by discovery
 He stressed necessity of play for learning
 Make game an education and Education a game

40. Philosophy
 Champion of Naturalism
 Pleaded for liberty, fraternity, equality
 ‘ Education is a process of development into an
enjoyable, rational, harmoniously blended , useful and
hence natural life’.
 To live is not merely to breathe, it is to act to make use
of our organs, senses, our faculties and all those parts
of ourselves, which gives us the feeling of an existence

41. Educational Philosophy
 ‘ Education is life itself, not a preparation for a future
state’.
 Education should result in real development-that is
development of the nature and virtues of the learner to
the highest level
 Education is divided into two types
 Positive education and negative education

42. Rousseau….
 Teach less from the book more from life
 Emphasized the use of objects, pictures and
illustrations in educating child.
 Learning from the environment
 Child should be free to act
 Child should be free to explore
 Learning and not teaching should be the goal
 Let children be children

43. Negative Education
1.Time saving not needed
2. No book learning
3. No habit formation
4. No formal moral teaching
5. No Social Education
6. No formal discipline

44. Positive Education
 It believed in improving and correcting the nature of
the child because it assumed that the child is born
with vices to be corrected by education
 To much stress was laid on duty
 It didn’t recognise the child’s individuality
 Bookish knowledge and verbal instruction
 Morality and religion and strict discipline
 Formation of nature of the child as desired by the
adult
 Unnatural inhuman