Froebel: EDUCATIONAL THOUGHTS AND CONTRIBUTION

Froebel: EDUCATIONAL THOUGHTS AND CONTRIBUTION

1. Friedrich Wilhelm august Froebel: EDUCATIONAL THOUGHTS AND CONTRIBUTION Dr.M.Deivam Assistant Professor Department of Education The Gandhigram Rural Institute (Deemed to be University), Gandhigram , Dindigul District, Tamil Nadu – 624 302

2. Froebel

3. Life history Froebel was born in Germany in 1782. Mother of Froebel died during his infancy stage and his father neglected him (His father married another woman) Uncle of Froebel adopted him at the age of eleven He got training as forester at the age of 15 He spent two years in the forest alone and possibly developed deep love for nature and developed the habit of contemplation and observation.

4. Cont., He studied for two years at the University of Jena. He joined as a teacher at Frankforton main. He was a successful teacher served pestulozzis school at verdu for about 3 years He got further education in Berlin Froebel opened his first kindergarden at Blackenburg in 1827.

5. Cont., Extension lectures and training of teachers in line with kindergarten Kindergarten is a German word . It means the garden of children His slogan was: “ Let us live for children” The system of kindergarten is based on the principle of teaching children through play. Death: Froebel died in 1862 kindergarten system of education for pre-school education of children of age group 3-7.

6. Books The Education of man Pedagogies of kindergarten Mother plays and Nursery songs Education by development

7. Aims of Education Realisation of unity i.e God Realisation of unity in Diversity and Diversity in unity (God) Development of the individuality of the child: Physical development, Intellectual development, Emotional development, Social development, spiritual development Environmental awareness Nature study Development of value system (justice, truth, loyalty, co-operation) Development of good habits of action, feeling and thinking

8. Principles of Education Principle of Manual Work and Handwork: develop muscles, creativity, ideas, energies are expressed Principles of Nature study: I) Moral values are developed II) Religions spiritual development takes place Principle of Sense Training: I) Senses receive the information from the surrounding and experiences with concrete items help the child to learn about them II) The maxim concrete to abstract being followed at this stage. Thinking (abstract) develops through concrete experiences

9. Cont., Principles of Unity There is an eternal unity i.e God. All things have there origin in god, the eternal unity. Man and nature are simply different forms of God. Unity in origin (God is the source of origin of everything) Unity of purpose (All things strive to achieve divine perfection i.e God) Principles of Individuality through process of socialization I) Personality of the child should be developed II) The child develops in social institutions i.e home, school, and religious. It is not possible to develop the individuality without these social institutions.

10. Methods of Teaching Teaching through play- Play is the characteristics activity of childhood. Kindergarten system makes use of this play behavior for providing learning experiences to the child. So the child will learn many things easily and eagerly. Gifts and occupations as materials and method of education – Froebel design special materials known as gifts and a series of recommended activities known as occupations for use in kindergarten. The gifts are a set of geometric shapes such as balls, cubes, cut papers etc. Occupations such as folding paper, clay modeling etc

11. Cont., Teaching through songs, gestures and construction - Froebel says that singing, gestures and constructing something are the general nature of children. Hence, proper organization of these activities is the best means of their developments

12. Curriculum Literature Poetry Dramatization Reading Mathematics Science Social studies Christianity French Music Art and Physical education

13. Salient Features of Froebel’s Kindergarten Self-activity: gives joy, freedom, satisfaction and peace of mind Creativeness: God created man in his own image; man should also like god create and bring forth many. Social participation: Man is a social animal. When a child participates in co-operative activities, receives physical training but also intellectual, social and moral education

14. Role of Teacher The teacher has to suggest the idea 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 ideas.

15. Discipline He (teacher) has to inculcate sympathetically values like love, sympathy, co-operation and obedience to elders . The child should be made to realize that discipline depends upon his love, goodwill and mutual understanding.

16. Merits of Froebel’s Kindergarten Kindergarten is a school which helps each child for optimum development according to his natural endowments in a social environment . Here children’s growth is natured but not forced; guided but not moulded. He stressed the importance of play in the early education. Child centred education (self-activities) Various gifts provide sensory training. This system of education stresses the integration of multiple experiences of children while learning.

17. Limitation Songs as given by him are out of date . These cannot be used in every school. The songs and movements devised by Froebel may not fit in all situations. Too much importance is given handling shapes and for forms of objects and mathematical knowledge of pupils. Learning is not serious

18. Cont., There are no definite rules to provide the gifts and games; each one follows his own procedure. Games and gifts may not always impress the children. Instead, they will not concentrate on what they have to learn. The kindergarten of Forebel does not provide for the study of the individual attention of the child.