Hence, he founded an early education program for young children, which he called kindergarten. It was a place where children could develop and flourish freely through self- directed play under the guidance, not direction, of the teacher. He developed a set of gifts and occupations. These were designed to help children recognize and appreciate patterns in nature and introduce them to basic concepts of science, geometry and architecture.
The occupations provided material such as clay, sand, paper and string to build skills such as sculpting, lacing, weaving and folding, and to stimulate imagination, creativity and ingenuity. The word kindergarten also translates into garden for children. A piece of land was an important part of the kindergarten, which was a place where children could interact with nature as well as play, plant, nurture, explore, observe and discover.
According to Froebel Web , Froebel's philosophy of education rested on four basic ideas: free self-expression, creativity, social participation and motor expression. This philosophy resembles the philosophy of the 4-H program, which is based on hands-on learning experiences. The 4-H Cloverbud program for 5-toyear-old children offers many resources and hands-on programs that build curiosity, creativity and exploration.
Youth who participate in 4-H STEM are better equipped with critical life skills necessary for future success. This article was published by Michigan State University Extension. In the autumn of , Miss Anna Hallowell, of Philadelphia, who had from the first taken a warm interest in the work in Boston, decided to try the same experiment in her city, beginning with one kindergarten, to be supported by private contributions from friends.
The success of one encouraged the establishment of others; and, by the co-operation with her of the Society for Organizing Charity and other benevolent associations, five were opened in the following eight months. In , the work assumed such proportions that a society was formed and incorporated, under the name of the Sub-primary School Society.
It was hoped that ultimately kindergartens would be adopted by the Board of Public Education, as a part of the public school system. Growing work called for growing funds to meet expenses. City councils were petitioned, and the amount of five thousand dollars was granted for two successive years. In the next year and the next, renewed applications obtained each time a grant of seven thousand five hundred dollars. The society today supports twenty-nine free kindergartens, with an enrollment of one thousand children, mostly from the poorest and most ignorant classes, frequently from the most degraded and vicious.
Half of the expenses and accommodations are met by appropriations from the city treasury, and half from associate committees connected with various charitable institutions. From the first, the attitude of the Philadelphia Board of Public Education has been friendly and generous. The use of vacant rooms in public school buildings has been cheerfully accorded, and helpful consideration and encouragement always extended by the superintendent, Prof.
James MacAlister. In his annual report for , Mr. Edward T. Steele, president of the board, earnestly recommended kindergartens as part of the public school system.
The consideration of the subject is at present before the board. The Cincinnati Free Kindergarten Association, established in , supports six kindergartens, whose three hundred children are of the poorest class in the city, embracing a large foreign element. In , we find Milwaukee, Wis. A kindergarten was opened in connection with the Central School, under the directorship and management of Miss Sarah A.
Stewart, former principal of the normal school of Milwaukee. In , two additional were opened; and the present year finds twelve public kindergartens training nearly fourteen hundred children. The Milwaukee Mission Kindergarten Association, still in its infancy, was established in i, and has already under its charge, in its three kindergartens, one hundred and fifty children.
New York can probably boast of a greater number of free kindergartens within her limits, outside of kindergarten associations, than any other city in the Union. As a basis for this report, a carefully prepared set of questions, asking for information on free kindergarten work, was distributed to all who were believed to have had practical experience.
These were responded to with a promptness as gratifying as it was helpful. An examination of the replies shows an average age for each kindergarten child of four and a half years.
Louis and Milwaukee. They grow in self-directing activity, intellectually and morally, strikingly manifested wherever the kindergarten influence is purest and strongest; and the entire training results in habits of mind and body which noticeably conform to a well-developed ideal in the mind of Froebel.
As upon the children, so through them, upon the homes, the improvement in cleanliness, tidiness, order, is marked; speech and manners grow gentle, the house becomes an attractive home. The family life has grown more happy.
Many quote the testimony of public school teachers to the effect that the influence of the kindergarten is seen often in the older brothers and sisters of the little children. We give the next two questions together, because in so many instances one covers the ground of both. Frankfurt Model School was based on the teachings of Johann Heinrich Pestalozzi, a well respected educator of the day. Pestalozzi welcomed the poor into his school, including orphans practice that was revolutionary.
His philosophy included the idea that children need to be active learners. Froebel applied his "hands-on learning" approach when he left the school to be a private tutor. The parents of the children he tutored offered Froebel a small patch of their property to use as a garden.
The learning experiences with the children in the garden convinced Froebel that action and direct observation were the best ways to educate. In Friedrich Froebel founded his own school and called it "kindergarten," or the children's garden. Prior to Froebel's kindergarten, children under the age of 7 did not attend school. It was believed that young children did not have the ability to focus or to develop cognitive and emotional skills before this age.
However, Froebel expressed his own beliefs about the importance of early education in the following way: ". The teacher's role, therefore, was to be a guide rather than lecturer. In the end, Froebel's most important gifts to children were the classroom, symbolically viewed as an extension of a lovely, thriving garden, and that which he needed most as a child a teacher who took on the role of loving, supportive parent.
Froebel's Kindergarten Goals Froebel's kindergarten was designed to meet each child's need for:. A Classroom Garden Children can discover Froebel's "gifts" with indoor garden experiences.
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