Philosophy Of A Froebel Classroom

* Fred Froebel (1782-1852) founded the first kindergarten and learned that it was important for children to get involved in real

MONTESSORI’S research shows that children learn through movement and should have environments that are specifically tailored to meet their needs. Montessori schools provide a foundation for learning that is centred on care for the environment, care for the self as individual and

Montessori’s teaching approach aims to develop all aspects of the child mentally and socially (Pound, 2012). Montessori cautioned teachers to remember that children need to be allowed to do basic tasks to learn for themselves (Mooney, 2000, p.28). The role of the teacher in a Montessori setting is mainly observation of the child, encouragement, preparation of the environment, leadership, fostering the child’s independence (Mooney, 2000, p.29), and keeping a complex and delicate balance between each role. (Miller, 2010, p.79). Both theorists acknowledged that children learn best by doing and through repetition of tasks (Mooney, 2000, p.29). Large blocks of time for free work and play, should be scheduled as this was part of the Montessori legacy, this can also be seen in Steiner settings. (Pound, 2012). The teacher should also give children responsibility for keeping the setting space clean and tidy and allow the children to structure their own play. (Mooney, 2000, p.29). Steiner’s role of the teacher is comparable. Steiner wanted to create an education which gave children ‘clarity of thought, sensitivity of feeling and strength of will’ (Pound 2012, p28). Like Montessori the role of the teacher is all about observation, the teacher needs to be both interested and observational of the child’s basic needs to fully develop the child both

In a developmentally appropriate, well organized environment, children grow and learn. The teacher is responsible for creating a pleasing environment that reflects the needs and interests of the children. The classroom should be designed to promote self-help and independent behavior.

Friedrich Froebel (1782-1852) – Through observations of children, Froebel learned how important it was for children to have real experiences that involved

“Friedrich Froebel (1782-1852), the great German educator, is famous pre-eminently for his radical insight that the first learning experiences of the very young are of crucial importance in influencing not only their later educational achievements but also the health and development of society as a whole” (Weston, 1998).

The Montessori approach aims to promote children 's holistic development but by stepping back and allowing the children to play by themselves without intervention. Practitioners are expected to step back and only get involved in the children 's learning only if invited or if the child is at risk of harming themselves or other children. I think that it is important that practitioners get involved in children 's play and learning only to improve the child’s current learning. They could do this by challenging them or by asking the children questions to further the child’s learning. This could also be done through adult-led activities as they are more structured as APPOSE to the child-led activities. Child-led activities are SPONTANOUS and are often do not have a certain aim where as in adult-led activities have an aim that is expected to be reached by the end of the activity.

The areas of the classroom are set up so that children can move freely throughout making choices of their own interest. Each area is set up so that a limited number of friends can play within at one time. The Purple room fosters all areas of development, physical (fine and gross), cognition, literacy, math and social-emotional. The environment is set up so that children are encouraged to develop at their own pace yet staff is available for co-learning with the children. Lesson plans are developed on the interest of the child and are created with teaching team so that all individuals have a role in implementing staff and children. Individualism is high priority within the Purple room, each child is assessed and given the proper tools or accommodations so that they are in an environment that will provide success and school

Maria Montessori founded an education system which is called Montessori and still bares her name, her system is based on belief in the child’s creative potential, (Douglas, n.d.). Her first Casa Dei Bambini (Children’s house), where Maria was using her approach of teaching was opened in 1907 in Rome. She was great educator who believed that children are learning through their personal experience at their right time and their own pace. (Ridgway, 2007). Children rather than learning largely from what the teachers and the textbooks say, learn from “doing”,(Douglas, n.d.). To provide for children an effective, independent learning process, and that they become a competent and confident learner, Teacher had to provide for children a healthy, clean, well-prepared and well organised environment in which children could develop. Maria Montessori came up with idea that if children have to work and play independently, they have to be comfortable and need appropriately sized tools and items that fit their small hands (Mooney, 2000). Montessori believed that children learn through sensory experiences. Teacher has a responsibility to provide wonderful sights, textures, sounds, and smells for children. Sensory

Part AFredrick Frobel believed that children learn when they are lively and free. He also believed that

Rudolf Steiner develops early childhood education based on the age development of a child. Steiner’s theory centered on all aspects of growth and development including spirituality. His philosophy sprang from the idea that there are three-seven-year cycles of development. Steiner believe that education needs to work with the unfolding abilities and changing needs of the child at each

Friedrich Froebel, a German educationalist, was born on April 21, 1782 in Oberweissbach, Germany. When he was only nine months old, his mother passed away. His father, a Lutheran pastor, remarried when Froebel was four years old. Unfortunately, Froebel had a very unhappy childhood and was neglected by his father and stepmother. He spent most of his childhood outside in gardens. Spending so much time outside led him to develop a love of nature, which later influenced his views on the way children should be educated.

“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher 's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.”

Already Europe and even countries such as China have begun moving toward a play-based system of education. The higher ratio of child to teacher that is possible through use of the

The term 'Montessori Philosophy' originated from the name of Dr. Maria Montessori, one of the most influential pioneers in early childhood education. She advised an education which combines a philosophy with a practical approach based on the central idea of freedom for the child within a carefully planned and structured environment. To analyze the above quote, we will have to know what it is in essence the