The life and times of Friedrich Froebel Essay Example | Topics and Well Written Essays - 1000 words

The life and times of Friedrich Froebel - Essay ExampleSuch an cuddle would make it impossible for a tike to learn bad habits (Tasssoni & Hucker 2005, 19). Therefore, Froebel observed the entire program line trunk as a moral system that has to shape a child morally in the society, impacting non only com humansdment, but also the right personality in children. With these thoughts, Froebel worked with three to seven year superannuated children and later opened a kindergarten (literally meaning garden) in Prussia in 1837. Therefore, Froebel ideas about imparting the right raising and quality in young children in form of a kindergarten spread to the entire world, making it necessity to train and give the right foundation to a child in moulding them to responsible adults. Froebel principal(prenominal) ideas Froebel is best recognized as the inventor of the kindergarten system of education that is base on strong affinity for nature and strong Christian values were all included in his thinking and shaped his education theory (Smith, 2012). His main principle in education was that education has to guide man as a conscious, perceiving, and thinking being to make him a pure representation of their inner divine law in accordance with their own choice thus education is the main way and means through which man has to attain this goal (Froebel 1826, 2). Froebel main school system was based along the Pestalozzian principles, and mainly emphasized on fetch and holistic apply of gifts in play materials and occupations (activities). Froebel believed that humans are by principle productive and productive fulfillment of this may only be achieved by developing such ideas in musical harmony with God and the world in general (Smith, 2012). His education theory advocates for an environment that heavily involves direct use of materials and practical work. In his theory of pray as outlined in The Education of Man create in 1896, he noted that play truly fosters, recogni zes, and unites the general maturing life of a child with the ripened life and experiences of an adult, fostering one through the other (Curtis & OHanagan 2003, 104) In other words, Froebel explained that play has to be developed from within a child, by provision of the appropriate material, in the presence of an adult to boot such development (Curtis & OHanagan 2003, 104). This made Froebel to devise and collect a rich set of play things for children in the belief that a childs play is important in education. The popularity of his thoughts spread across Europe and Asia where Japan adopted the Kindergarten system in the late 19th century. Japan wanted to pull in itself as a country with equal structures to the western countries, and did not have enough ideas and systems for early child education (Wollons 2000, 123). Thus, despite being used as a political idea, in fostering conformity in education systems, Froebels ideas were embraced due to their importance in child developmen t across Asia, America, and Europe. Froebels ideas mainly influenced the Japanese Education and its curriculum making the country to make major changes in their education system, due his theory that were perceived as instrumental in the growth of a child (Yoneyama 2012, 40). The Froebelian kindergarten figurehead gained much root and in the late 19th and early 20th centuries, more women started home based kindergartens to look after their children or a group of children in the neighborhood. They were attending classes on locally make Froebel