Edu 1 contributions of froebel arya. s 24

About the educational contributions of Froebel

1. E D U - 1 F R O E B E L S u b m i t t e d b y - ARYA . S . R o l l n o - 2 4 Physical s c i ence

2. FRIEDRICH FROEBEL • Friedrich Wilhelm August Froebel was a German educator and t h e f o u n d e r of k i ndergarten . H e w a s b o r n o n April 2 1 , 1 8 7 2 • He was a pioneer of early childhood education and care. • His main written work is ‘the Education of man' • His slogan is ‘come let us live for our children ‘

3. F R O E B E L ' S C O N T R I BUTIONS I N E D U C A T I O N I n 1 8 3 7 F r o e b e l f o u n d e d h i s o w n s c h o o l called k i n d e rgarten a t B l a n k e n b e r g . He gave theo r y o f p l a y He desi g n e d F r o e b e l g i f t s F r o e b e l ' s i d e a s c o n s i d e r e d r e v o l u tionary i n 1 8 5 s , J o h n D e w e y a d o p ted F r o e b e l ' s a p p r o a ch i n h i s e d ucation

4. P R I N C I P LES OF F R O E B E L E D U C A T ION 1 . U n i t y a n d connectedn e s s - E v e r y t h ing i n the u niverse is c o n n ected . T h e m o re o n e is a w a r e of t h i s u n i t y , t h e d e e p e r t h e u n d e r standing of o n e s e lf , o t h e r s , n a t u r e a n d t h e w i d e r w o r l d . C h i l d r e n a r e w h o l e b e i n g s w h o s e t h o u g h t s , f e e l i ngs and a c t i o ns a r e i n t e r r e l ated 2 . A u t o n o m o u s l e a r n e r s - E a c h c h i l d is u n i que and w h at c h i l dren c an do r a t h er than w h a t t h e y c a n n o t , i s t h e s t a r t ing point f o r a child 's l e a r ning . C h i l d r e n l e a r n b e s t b y d o i ng t h i n g s f o r t h e m selves and f r o m b e c o ming more a w a re of t h e i r own l e a r n i n g . F r o e b e l i a n e d u c a t o r s r e s p ect t h e c h i l dren f o r w h o t h e y a r e a n d v a l u e t h e m f o r t h eir e f f orts . H e l p ing c h i l dren t o r e f l e c t i s a k e y f e a t u r e o f a F r o e b e l i an e d u c a t i o n

5. 3 . T h e v a l u e o f c h i l d h o o d i n i t s o w n r i g h t - C h i l d h o o d i s n o t m e r e ly a p r e p a r a tion for the n e x t s t a ge in l e a r ning . L e a r n i n g b e g i n s a t birth and c o n t inues t h r o u ghout l i f e . 4 . R e l a t i o n s h i p s m a t t e r - T h e r e l a t ionships o f e v e r y c h ild w i th t h e m selves , t h e i r p a rents , c a r e r s , f a m ily and w i d e r c o m m u nity a r e v a l u e d .

6. 5 . C r e a t i v i t y a n d t h e p o w e r of s y m b o l s - Creativ ity is about children rep res ent ing t h e i r o w n ideas in their own way , support ed by nurturing en vir on ment and people . A s c h i l d ren b e g i n to Use and make symbols the y express their inner thoughts and ideas and make meaning . 6 . Th e central importance of play - play is a part of being human and help children to rel ate their in ner words of feel ings , ideas and l i v e d exp er ienc es taking them to new level s of think ing , feel ing , imag in ing and creat ing a n d i s a resour ce for the future . F r o e b e lian education values the contribution of adults offering ' freedom with guidance ' to enrich play as a learning cont ext

7. 7 . E n g a g i n g w i t h n a t u r e - experience and understanding of nature and our place in it , is an essential aspect of F r o e b e lian pract ice 8 . K n o w l e d g e a b l e , n u r t u r i n g e d u c a t o r s - earlier childhood educators who engage in their own learning and believe in principled and reflective practice a r e a k e y a s p e ct of a F r o e b e lian a p p r o ach . Froebelian educators f acilitate a nd g u i de r a t h e r t han i n s t r u c t . T h e y p r o v i de r i c h r e a l l i f e e x p erience s a n d o b s e r v e c h i l d r e n c a r e f u l l y , s u p p o r t ing a n d e x t e n d i ng t h e i r i n t e r e sts t h r ough f r e e dom w i t h g u i dance .

8. A I M S O F F R O E B E L ' S E D U C ATION C o m p l ete d e v e l o pment o f the p e r son Educ ation help s children to real ize spir it ual power Create atmosphere to develop natural q u a l i t i es T o imp a r t knowledge of natural and social life

9. C U R R I CULUM F r o e b e l d i v i d e d the c u r r i culum i n t o f o l l o wing m a i n p a r t s R e l i gious i n s t r u ction N a t u r a l s c i ence and m a t h e m a tics L a n g u age A r t DISCIPLINE - D i s c i p l i ne t h r o u gh L o v e

10. R O L E O F T E A C H ERS Teachers demonstrate certain activities to students Creating joyful learning environment for the learners F r o e b e l d e s c r ibe t e a c h e r s a s a g a r d e n e r s Try to understand individual d i f f e r e n c e s o f the l e a rners Arrange learning activities from simple to complex Teacher act as a guide mediator , manager and planner

11. P L A C E OF C H I L D F r o e b e l m ade education a child centric process he give importance to child ' s o w n tendencies and interests and request people not to understand children as a small adult

12. M E T H O D S OF T E A C H ING P L A Y W A Y M E T H O D - F r o e b e l is the inventor of this method in the field of education . I t develop qualities like adjustment , leadership , t o l e r ance a nd l o v e S E L F A C T I V I T Y M E T H O D - child should carry out activities according to his o w n decisions . I t help s child in self realisation LEARNING T H R OUGH S O N G S - song enables child to use his sense and make flu ent in speak ing lang u a g e s

13. F R O E B E L ' S P L A Y T H E O R Y Play is the highest expression of human development in childhood for it alone is the free expression of what is in the child' s s o u l

14. F R O E B E L ' S K I N D E R GARTEN S Y S T EM F r o e b e l ' s f i r s t k i n d e r garten w a s s t a r t e d i n 1 8 3 7 i n blakenburg, G e r m a n y The fundamental principle of the kindergarten is to help children e xpress themselves f o r d e v e l o p ment Fr o e b e l ' s kindergarten is a small state for children , a school without books and t e d i o u s t a s k s I t i s permeated with play , freedom and joy . self activity , creativeness and social Corporation find complete application and concrete expression in Kindergarten The training consists of songs , movements and construction along with usage of language I t exercises the head , heart and hand , educates the en t i r e personality and ma k e s education practical , desirable and enjoyable

15. P R I N C I P LES OF K I N DERGARTEN L A W O F U N I T Y P R I N C I P L E OF D E V E LOPMENT P R I N C I P L E OF S E L F - A C T I V I T Y D E V E L O PMENT OF I N D I V I D U A L ITY

16. M E R I T S OF K I NDERGARTEN S p o n t a neous self activity is the method it gave freedom to self-expression there is sufficient scope of activity th e natural u r g of creativity of child is exploited the gift s and occupations of the kindergarten gave new materials and methods of teaching it broadened the concept and scope of the school as an essential social institution

17. D E M E R I T S O F K I NDERGARTEN The over emphasis on play is likely to distract the child from serious learning there is only limited scope for correlation in the teaching of various subjects in kindergarten system this system does not provide for the study of the individual child the gift developed by F r o e b e l do not serve much purpose of s e n s e training the kindergarten system overlooked the importance of environment in the development of the child

18. F R O E B E L ' S G I F T S Fr o e b e l dr e w his mathematical and scientific knowledge to develop a set of 6 gifts , wooden blocks of different shapes , for children to explore . T h ese were introduced to children in a structured way despite being open - e n d e d resources . B lock play , popular in many nurseries today has been heavily influenced by F r o e b e l ' s g i f t s T h e g i f t s are helpful in making children active .

19. F R O E B E L ' S O C C U P ATIONS Fr o e b e l also used occupations with children to support their play including sand , stone , s t i c k s , s h e l l s , clay and paper folding . T hese materials were designed to allow children u n i n terrupted periods of play where they can explore concept , e x press creativity and learn about how things work . G i ving children a range of materials to choose activities which where appropriate for their own stage of learning .

20. T H A N K YOU