Friedrich Froebel and Marie Clay Essay -- essays papers

Friedrich Froebel and Marie Clay Friedrich August Wilhelm Froebel was born in Oberweissback, Germany in April 21, 1782 (Ransbury, 1995). He was the sixth child of a Lutheran Minister, but lost his mother before his first birthday. As a young boy, he played and explored in the gardens meet his home most of the time. His deep love of nature would later influence his educational philosophy. He did not become educated until years eleven. When he was cardinal years old, he was apprenticed to a Forester. He then studied at the University of Jena. He accepted a teaching position at the capital of Kentucky Model School in Yverdon, Switzerland. This coach was based on the teachings of Johann Heirnrich Pestalozzi. Froebel embraced Pestalozzis philosophy that children need to be active learners. He left the school to be a private tutor where the childrens parents offered him a small patch of the property to use as a garden. The learning experiences that the children had there made Froe bel run across that action and direct observation were the best ways to educate (Friedrich Froebel, 2000). Froebel continued his education at the Universities of Berlin and Gottingen. In 1813 he served in the Prussian Army against Napoleon. His instauration of Gifts might have been shaped while he was an assistant in the Mineralogical Museum in Berlin. His first book, The Education of Man, was published in 1826. In 1837, at the age of fifty-five, Froebel founded his own school in Blankenburg. It was called Kindergarten, a garden of children. This would be a place to cultivate a childs give wayment and socialization because foregoing to Froebels Kindergarten children under the age of seven did not attend school (Sadker and Sadker, 2000). People believed that young children did not have the ability to focus or to develop cognitive and emotional skills, but Froebel stated, because learning begins when consciousness erupts, education must also (Friedrich Froebel, 2000). Kindergart en acts as a bridge between home play and school life. Froebel expanded on Pestalozzis philosophy that school should be an emotionally secure environment. He said the teacher should act as a deterrent example and cultural model for children, a model worthy of emulation. Before this time teachers were considered a disciplinarian. The early years in education are the most lively for forming a foundation ... ... (1998). By Different Paths to Common Outcomes. York, Maine Stenhouse Publishers. Corbett, B. Friedrich Froebel. Retrieved October 17, 2001, from http//www.froebel.com/Philosophy/About%20Froebels.htmGaffney, J., & Askew, B. (Eds.). (1999). Stirring the Waters The Influence of Marie Clay. Portsmouth, NH Heinemann. Jalongo, M. & Isenberg, J. (2000). Exploring Your Role A Practitioners accounting entry to Early Childhood Education. Columbus, Ohio Merrill. Ransbury, M. (1995). Friedrich Froebel. In M. A. Johnson & G. F. Roberson. (Eds.), A Century of Early Childhood (pp. 15-17). Needham Heights, MA Simon & Schuster employment Pub.Sadker, M. & Sadker, D. (2000). Teachers, Schools, and Society. Burr Ridge, IL McGraw Hill. (Original Work Published in 1988). Thomas, R. (1992). interlingual rendition Recovery. Retrieved October 17, 2001, from http//www.ed.gov/pubs/OR/ConsumerGuides/readrec.htmlWoodill, G. (1995). The European Roots of Early Childhood Education in North America. In M. A. Johnson & G. F. Roberson. (Eds.), A Century of Early Childhood (pp.4-11). Needham Heights, MA Simon & Schuster Custom Pub.