Report for Educ 201 Froebel and Dewey.pptx

froebel and dewey

1. John Dewey and Friedrich Wilhelm August Frobel Prepared by: Anne Apolinario

2. Objectives Identify the theories known with Dewey and Frobel Analyze the impact of these theories to education Apply the theories in a classroom set up

3. John Dewey John Dewey was born in Burlington, Vermont, to a family of modest means. He was one of four boys born to Archibald Sprague Dewey and Lucina Artemisia Rich Dewey. Their first son was also named John, but he died in an accident on January 17, 1859. The second John Dewey was born October 20, 1859, forty weeks after the death of his older brother. Like his older, surviving brother, Davis Rich Dewey, he attended the University of Vermont, where he was initiated into Delta Psi, and graduated Phi Beta Kappa in 1879.

4. John Dewey Born - October 20, 1859 in Burlington, Vermont, U.S. Died - June 1, 1952 (aged 92) New York City, New York, U.S. Alma mater University of Vermont Johns Hopkins University Children 6, including Jane and Evelyn Dewey Era 20th-century philosophy School Pragmatism Instrumentalism Functional psychology Process philosophy

5. Dewey's 4 Principles: Learning by doing or experiential learning. Discussion. Interactive. Interdisciplinary.

6. emphasizes the concept of "Learning by Doing," placing significant emphasis on experiential education. Central to Dewey's ideas are the objects of knowledge and their relationship with the learner. John Dewey's educational philosophy

7. Experiential Learning the idea that we can learn best by actively engaging with the material rather than passively listening to lectures or memorizing facts. He also advocated for progressive methods of powerful questioning and dialogue to enable more meaningful exchange during classrooms. His view was that theoretical information should always be applied practically to ensure an authentic understanding of whatever is being taught.

8. Experiential Learning Education, for Dewey, is not only about gaining theoretical knowledge but also getting practical experience. Experiential Learning Reflection Problem-Solving Collaboration

9. Learning by doing John Dewey and many other pragmatists believe that learners must experience reality without any modifications. From John Dewey’s academic viewpoint, students can only learn by adapting to their environment. John Dewey believed that not only students learn, but teachers also learn from the students.

10. John Dewey’s theory concerning schooling proved to be valid for progressive education and learning. Progressive education involves the important aspect of learning by doing. John Dewey's theory proposed that individuals' hands-on approach offers the best way of learning.

11. Problem-based Learning This method encourages students to apply their knowledge to solve real-world problems, thus creating a more profound understanding of the subject matter. For instance, a public school teacher might introduce physical concepts by having students design and build a simple machine. This hands-on experience allows students to grasp the theoretical concepts more effectively.

12. Problem-based Learning A study conducted in 2019 found that students who participated in problem-based learning exhibited a 20% improvement in knowledge retention compared to those taught through traditional methods. This statistic underscores the effectiveness of Dewey's educational philosophy in practice.

13. Implementing Dewey’s Philosophy Active Engagement Critical Thinking Skills Real-World Application Collaboration and Communication

14. Conclusion John Dewey's work illuminates the blind spot of the contemporary problematizations of globalization and democracy. If democracy were to stand still, it would surrender to circumstance and start on the 'backward road that leads to extinction'

15. “We do not learn from experience… we learn from reflecting on experience.”

16. Kindergarten Invention Friedrich Wilhelm August Fröbel

17. ‘I wanted to educate people to be free, to think, to take action for themselves’. (Frobel in Lilley 1967:41)

18. Friedrich Wilhelm August Fröbel was a German educator who is widely recognized for his invention of the kindergarten system. His innovative approach to early childhood education revolutionized the way young children are taught and laid the foundation for modern educational practices. Friedrich Wilhelm August Fröbel

19. Fröbel's invention of the kindergarten system was based on the belief that children learn best through play and hands-on experiences. He envisioned a nurturing environment where children could engage in purposeful play, explore their surroundings, and develop their physical, social, emotional, and cognitive skills. INTRODUCTION

20. The term "kindergarten" translates to "children's garden," reflecting Fröbel's view of education as a nurturing process that allows children to blossom and thrive.

21. The kindergarten system introduced several key elements that are still prevalent in early childhood education today. These include: Play-based Learning Structured Activities Social Interaction Teacher as Facilitator

22. Froebel’s kindergarten Freedom with guidance Unity, connectedness and community Engaging with nature Learning through self-activity and reflection The central importance of play Creativity and the power of symbols Knowledgeable and nurturing educator

23. Freedom with guidance ‘[The] child is free to determine his own actions according to the laws and demands of the play he is involved in. Through and in his play he is able to feel himself to be independent and autonomous’. (Froebel in Liebschner 1992:69)

24. Freedom with guidance Approach Helping children make choices from a range of options, for example supporting them in selecting the resources they need for a particular purpose. Providing opportunities to move freely, indoors and outdoors. Helping children to do challenging things for themselves, like using real tools. This involves guiding children in safe ways of using them. Helping children to think for themselves, listening to and respecting their ideas. ‘That’s a good idea, shall we try it?’ ‘That’s interesting, what made you think that?’. Helping children develop selfdiscipline through gradually understanding the consequences of their actions and the feelings of others.

25. Unity and connectedness – ‘link - always link’ It is all a unity; everything is based on unity, strives towards and comes back to unity’. (Froebel in Lilley 1967:45)

26. Unity and connectedness – ‘link - always link’ Providing ‘whole’, unified experiences not fragmented activities. These must have meaning and be connected to children’s own lives. ● Developing link and flow between different areas of provision and between indoors and outdoors. ● Observing and enriching children’s patterns of thinking which connect seemingly diverse aspects of experience (Louis et al 2008). ● Embracing unity within diversity. For example, finding the common threads and shared experiences, which can weave a diverse community together

27. Engagement with nature in all its aspects ● Engaging with nature through play; for example, making dens, climbing trees, exploring streams, so that children can be immersed in the natural world ● Adults who are deeply attuned to nature, who show a joyful, curious approach, and a desire to connect children to the beauty and wonder of the world around them ● Ensuring that children experience all aspects of nature, including for example, physical processes of gradient, gravity, speed, energy and forces.

28. Learning through self-activity and reflection ‘To learn a thing in life and through doing is much more developing, cultivating and strengthening than to learn it merely through the verbal communication of ideas’. (Froebel 1885:2)

29. Learning through self-activity and reflection ● Rich provision of two- and three dimensional material for exploration and play, indoors and outdoors. ● Resources that are provocative and challenging for children of different ages and experience; for example, pulleys and ropes in the sand-pit. ● Continuity of provision so that children can gain proficiency with materials such as clay and woodwork on a regular basis. ● Helping children to reflect on their activity, for example through putting actions into words, posing a ‘wondering’ question or making a connection with previous experience.

30. The central importance of play ‘Play is the highest level of child development. It is the spontaneous expression of thought and feeling. …It…constitutes the source of all that can benefit the child…At this age play is never trivial; it is serious and deeply significant’. (Froebel in Lilley 1967:84)

31. Creativity and the power of symbols: ‘Ideas given visible form’ ‘Man is deprived of one of the principal means of self education and self-knowledge if one takes away from him that power to create symbols, to see ideas given visible form’. (Froebel in Lilley 1967:47)

32. Learning through self-activity and reflection Rich, first-hand sensory experience – ● Choice of materials through open access workshop areas with painting, drawing, blocks, sewing, clay, recycled materials or woodwork. ● Opportunity to play with images, ideas and feelings; to imagine; take risks and make original combinations and connections. ● Freedom to try things out combined with a growing understanding of the possibilities and limitations of materials. ● Guidance from adults who support children to pursue and achieve their intentions, offering help when it is needed

33. Knowledgeable, nurturing, reflective educators ‘Let us learn from our children. Let us attend to the knowledge which their lives gently urge upon us and listen to the quiet demands of their hearts’. (Froebel 1885:92) ‘Let us live for our children; then will their lives bring us joy and peace and we shall ourselves begin to grow in wisdom’. (Froebel 1885:92)

34. Learning through self-activity and reflection ● Observing, supporting and extending children’s play and learning (Bruce 2015). ● Reflecting on observations, often in dialogue with others, as a way of deepening understanding of children’s lives and learning. ● Working in close partnership with parents, families and community. Froebel argued that any nursery or school should be in ‘close and living relationship with people’s lives’ (Froebel in Lilley 1967:168). ● A commitment to reflective practice and further study. This includes ongoing professional development within a strong learning community

35. Learning through self-activity and reflection ● Rich provision of two- and three dimensional material for exploration and play, indoors and outdoors. ● Resources that are provocative and challenging for children of different ages and experience; for example, pulleys and ropes in the sand-pit. ● Continuity of provision so that children can gain proficiency with materials such as clay and woodwork on a regular basis. ● Helping children to reflect on their activity, for example through putting actions into words, posing a ‘wondering’ question or making a connection with previous experience.

36. CONCLUSION Examining Froebel's principles enhances our understanding of current practices and strengthens our ability to move forward confidently. It's crucial to embrace the entirety of his ideas, considering the underlying principles, and applying them to today's diverse contexts. Developing a Froebelian approach is a gradual process involving critical reflection and questioning established norms. In challenging times, advocates for young children and their communities play a vital role in shaping a better future through collaborative efforts.

37. ‘the initial period of man’s life is childhood, it is the stage of playings , so the children of this age should be given the opportunity to develop independently’ -Frobel

38. resources https://www.froebel.org.uk/uploads/documents/FT-Froebels-principles-and-practice-today.pdf https://www.structural-learning.com/post/john-deweys-theory#:~:text=John%20Dewey's%20educational%20philosophy%20emphasizes,their%20relationship%20with%20the%20learner .

39. THANK YOU