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    The Philosophy Behind Froebel's Kindergarten Approach

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    mohanraj2purushotham
    Friedrich Froebel is considered the founder of the kindergarten system. He believed that play is not just idle behavior but is biologically purposeful for learning and creativity. Froebel developed a system using "gifts" or materials and "occupations" or activities to harness children's natural impulse to play and discover how things work. He recognized that significant development occurs in young children between birth and age 3 and sought to educate them through self-directed play, creativity, and social interaction.

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    The Philosophy Behind Froebel's Kindergarten Approach

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    mohanraj2purushotham
    177 views2 pages
    Friedrich Froebel is considered the founder of the kindergarten system. He believed that play is not just idle behavior but is biologically purposeful for learning and creativity. Froebel developed a system using "gifts" or materials and "occupations" or activities to harness children's natural impulse to play and discover how things work. He recognized that significant development occurs in young children between birth and age 3 and sought to educate them through self-directed play, creativity, and social interaction.

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    Froebel_s_Kindergarten_Theory

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    Friedrich Froebel is considered the founder of the kindergarten system. He believed that play is not just idle behavior but is biologically purposeful for learning and creativity. Froebel developed a system using "gifts" or materials and "occupations" or activities to harness children's natural impulse to play and discover how things work. He recognized that significant development occurs in young children between birth and age 3 and sought to educate them through self-directed play, creativity, and social interaction.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    177 views2 pages

    The Philosophy Behind Froebel's Kindergarten Approach

    Uploaded by

    mohanraj2purushotham
    Friedrich Froebel is considered the founder of the kindergarten system. He believed that play is not just idle behavior but is biologically purposeful for learning and creativity. Froebel developed a system using "gifts" or materials and "occupations" or activities to harness children's natural impulse to play and discover how things work. He recognized that significant development occurs in young children between birth and age 3 and sought to educate them through self-directed play, creativity, and social interaction.

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    Froebel's Kindergarten Theory

    Friedrich Froebel, the German educationalist, is best known as the originator of the
    ‘kindergarten system.

    Froebel name is significant even today because of his formulation of the kindergarten
    system, its emphasis on play, it’s use of ‘gifts’ (also known as play materials) and
    ‘occupations’ (also known as activities).

    Froebel began his educational institution in 1817 but did not arrive at the organised
    system we see today until approximately 1837. Over the course of 35 years, until his
    death in 1852, Froebel devoted his life to educating children and developing methods to
    maximise human potential.

    Prior to Froebel, children at their early years, were not educated. Froebel was the first to
    recognize that significant brain development occurs between birth and age 3. His
    method combines an awareness of human physiology and the recognition that we, at our
    essence, are creative beings.

    Froebel understood that what separates us from other life forms is that we alter our
    environment. More than simple tool-building, our brains allow us to visualize in 3-D and
    imagine a different future. True education therefore must help children to understand
    their role as creative beings.

    Froebel concluded that play is not idle behavior but a biological imperative to discover
    how things work. Froebel sought to harness this impulse and focus a child's play energy
    on specific activities designed to lead them to create meaning from their experiences.

    He believed that humans are creative beings and true education must help children to
    understand their role as creative beings.

    The Philosophy behind Froebel’s Kindergarten Approach

    A kindergarten literally means "garden for the children”. He believed, children are like tiny
    flowers and they are to be nurtured with care. Froebel discovered that play is the key
    for learning and suggested that though ‘play’ is an activity of pleasure, it is biologically
    purposeful and children create meaningful experiences through play. His kindergarten
    approach includes playing, singing, and practical activities such as drawing, and social
    interaction as part of the transition from home to school.

    He developed ten education materials known as ‘gifts’ which include wooden blocks and
    other manipulatives. He named them so as he believed that those ‘gifts’ bring out the
    innate gifts that children naturally possess.

    The key features of Froebel’s Kindergarten Approach are:-

    • Self-activity - Child should act according to his/her own impulses and decisions.
    • Creativeness - Child must be dynamic and must create something.
    • Social participation - Self-realisation is possible through, self-activity and self-activity is
    effective and productive when it comes through social participation.

    The structure of Froebel’s Kindergarten classroom

    • Froebel’s Kindergarten classroom has a prepared environment where teacher serves


    as a guide. The ‘gifts’ in Froebel’s classroom helps the children play purposefully and
    keep them actively engaged in learning. They learn what they are ready for.

    What's so special about kindergarten?

    • The kindergartners learn through play.


    • They create stories, castles, and paintings playfully.
    • They develop and refine their abilities to think creatively and work collaboratively.
    • They develop their fine and gross motor skills to the fullest as play is the key word
    of the approach.
    • Kindergartners enjoy learning as they don’t feel the boredom.

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