The Friedrich Froebel Approach: September 2018
The Friedrich Froebel Approach: September 2018
The Friedrich Froebel Approach: September 2018
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Recep Efe,
Irina Koleva
and Emin Atasoy
Recent Researches in Education
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stored in a retrieval system, or transmitted, in any form or by any means,
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the prior permission of the copyright owner.
Preface ........................................................................................................ xi
Chapter 1 ..................................................................................................... 1
An Investigation of Learning Centres for Effective Learning
Ayşe Öztürk Samur and Gözde Inal Kızıltepe
Chapter 2 ................................................................................................... 17
Examining the Value Perceptions of Preschool Children Studying
the Values Education Curriculum
Banu Akbaş and Yunus Günindi
Chapter 3 ................................................................................................... 34
A Review Study on the Foreign Language Teaching Methods
for Preschool Children
Aslin Arslanoğlu and Zülfiye Gül Ercan
Chapter 4 ................................................................................................... 56
Effects of Math Games Program on Low Income Preschoolers’
Quantitative Reasoning, Academic and Language Skills
Gözde Inal Kızıltepe and Özgün Uyanık Aktulun
Chapter 5 ................................................................................................... 71
Father-Child Relationship and Father Involvement in the Preschool Period
Zeynep Nur Aydin Kiliç and Fatma Tezel Şahin
Chapter 6 ................................................................................................... 87
Assessment of Academic and TEOG Exam Success Levels of Sports
High School Students
Fatma Çelik Kayapinar, Ilknur Özdemir and Kamil Dikici
The Editors
CHAPTER 23
Introduction
Froebel‘s kindergarten system developed as an international education
system and found a place throughout the whole world including American
schooling system (Asha 2015). It is possible to say that all educational and
pedagogical processes of Froebel theory have long been applied in many
countries (Harkönen 2006). Froebel‘s theory, activities and views on early
childhood have turned into essential principles of modern preschool
institutions (Provezzio 2009). They include number and word games,
songs, drawing techniques and nature research activities used in preschool
education (Tovey 2013, Kibor 2004). Importance of preschool education is
universally recognized today; however, little is known about Froebel‘s
approach, the actual starting point of kindergarten (Tovey 2013). Views
and materials that are used with no reference to Froebel are still popular.
This study aims to deals with past and present of Froebel‘s approach.
and flowers, as far as I can see, became objects of early observation and
thought for me‖ (Wetson 2000). Froebel found love and affection in his
uncle, who took him under his guardianship at the age of ten (Froebel
1886). He spent the rest of his childhood freely and emphasizes that
contrasts between the two families in his childhood have significant effects
in his educational ideals (Tovey 2013). At the age of 15, he worked with a
forester named Herr Witz, and learnt to measure and to ascertain lands.
Working with Witz and reading books in his library on botanic, forestry,
measuring, geometry and mathematics improved his knowledge on nature
and mathematics (Watson 2000). Then, to formalize his education and
satisfy his curiosity on nature, he went to Jena University in 1799, to live
with his brother who was studying there. He really enjoyed courses on
mineralogy, chemistry, physics, biology, mathematics, language,
architecture and land study at Jena University (Best 2016); however, he
had to end his education due to financial problems (Kahr 2003). He
embarked on looking for a suitable job and began studying architecture in
Frankfurt (Stephen 1994). His close contacts with Swedish family
Holzhausens helped him to go to Yverdon, Switzerland in 1806 and begin
working as a trainer at a school, applying Swedish educator Johann
Pestalozzi‘s education system (Stephen 1994). Pestalozzi is a well-known
scientist who emphasized that observation and active learning are the most
important activities (Kahr 2003). Froebel believed that he found the job of
his life and studied on Pestalozzi education system between 1808 and
1810 in Yverdor, Switzerland and then at the Universities of Göttingen
and Berlin. He spared his time on founding and managing innovative
schools and developing educational methods, and published his first
significant work on child education in 1826 with the name ―The Education
of Man‖ (Hoskins and Smedley 2016, Vaughan and Estola 2007).
Froebel Pedagogy
Founder of the first ‗nursery school‘ and ‗kindergarten‘, Fredrich
Froebel (1782-1852) is not only a prominent theorist of his day, but also a
significant thinker with permanent effects on early child education today
(Brehony 2013, Ailwood 2007, Kibor 2004). Froebel was influenced by
Pestalozzi while establishing his education system (Smedley and Hoskins
2016, Baidya et al. 2015, McCann 2013, Brehony 2013, Manning 2005),
and he also adopted ‗idealism‘ (Asha 2015, Brehony 2013). Like idealists,
he believes that every child has an innate inner power that helps him to
grow and develop (Darling 2017, Best 2016, URL 1) and mind is opened
in a previously determined way (Baidya et al. 2015). By suggesting that
358 Chapter 23
―Tree resin contains the whole nature of the tree in it; therefore,
development and formation of future life of every being is situated at the
beginning of their lives‖ (Asha 2015).
It is possible to see a series of Froebel principles in educational
philosophy, cognitive psychology and relevant fields (Strauch-Nelson
2012). Evidence from contemporary studies that demonstrate that the first
three years of life have significant effects on brain development was
previously emphasized by Froebel‘s approach (Bruce 2012). Froebel
discovered that brain development is quite rapid during the first three
years of life, and emphasized the importance of early education to
maximize children‘s learning and development (Boss 2014). Socialization,
one of the most significant goals of early childhood education today was
adopted by Froebel as an essential educational principle (Kibor 2004).
Today, preschool teachers keep emphasizing socialization and readiness
for learning (Asha 2015).
Froebel suggests that care and education of children is essential for
public (Tovey 2013), adding that health and happiness of individuals,
families and nations depend on the quality of preschool education (Watson
2000). Froebel is also the first theorist to stress out a child-oriented (Best
2016, Boss 2014, Watson 2000) and play-based (Boss 2014, Tovey 2013)
teaching model (Best 2016, Boss 2014, Watson 2000).
In contrast to traditional education, he suggests children refrain from
memorizing (Baidya et al. 2015), and develop themselves through their
own activities (Kibor 2004, Tovey 2013) to grow up as free-thinking
individuals (Brehony 2010). These views recall contemporary child
education theories and approaches (Baidya et al. 2015). Some of the issues
and concepts that Froebel dwells on to express his views on education are;
living and learnt environment, play, music and rhythm, gifts (manipulative
materials), and the role of adults in education.
kindergarten is a garden where the child blossoms and grows like a flower
(Noddings 1998).
Froebel has a significant role in early childhood education with his
founder identity and curriculum; however, some people are against this
view. Early 20th century is a time when questions were raised on the
feasibility of Froebel‘s kindergarten curriculum (Saracho and Spodek
2009). Several scientists claimed that children living in urban areas who
afford the kindergarten fee are more likely to benefit from kindergarten
services, while industrialists and businessmen (Albisett 2009), put forward
the view that kindergarten will distract children from working life and
children who attend kindergarten could not learn business life (Brosterman
1997). For example, Thorndike (1903) criticized Froebel‘s symbolic
system in his book and emphasized that materials should be more relevant
to daily life. Dewey (1916) reported that kindergarten activities are no
more than copying and they are based on object manipulation.
Conclusion
Froebel left remarkable traces in preschool education systems, child
development theories and approaches, and there are hundreds of
kindergartens around the world adopting his approach and using his
materials and exercises. However, it is interesting that very little is known
about, and very little place is given in education curriculum and books to,
him. Froebel‘s views, ideals and opinions must be given more place in
preschool curriculum and practices, preschool and child education
graduate and post-graduate programs, his books must be translated and
published in course books, which may help to compensate the lack of
resources in literature.
364 Chapter 23
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Hacer Tekerci
Teacher, Ministry of Education, Antalya, 07070, Turkey
Ġlknur Özdemir
Pamukkale University, Acıpayam Vocational High School,
Acıpayam-Turkey
Kamil Dikici
Çukurova University, School of Physical Education and Sport,
Adana- Turkey