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 pip-squeak of a Lutheran Minister, exclusively lost his mother before his first birthday. As a girlish boy, he played and explored in the gardens surrounding his home closely of the quantify. His profound love of nature would later influence his educational philosophy. He did non become formulated until senesce eleven. When he was fifteen years old, he was apprenticed to a Forester. He then studied at the University of Jena. He accepted a teaching position at the Frankfurt toughie School in Yverdon, Switzerland. This school 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 secret plan of the property to use as a garden. The learning experie nces that the children had there make Froebel realize 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 invention 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 development and socialization because prior 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 activated skills, but Froebel stated, because learning begins when consciousness erupts, education must also (Friedric h Froebel, 2000). Kindergarten acts as a bridge between home play and school life. Froebel expand on Pestalozzis philosophy that school should be an emotionally undertake 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 critical 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/ ism/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 practicians Introduction to premature Childhood Education. Columbus, Ohio Merrill. Ransbury, M. (1995). Friedrich Froebel. In M. A. Johnson & G. F. Robers on. (Eds.), A one C of Early Childhood (pp. 15-17). Needham Heights, MA Simon & Schuster Custom Pub.Sadker, M. & Sadker, D. (2000). Teachers, Schools, and Society. Burr Ridge, IL McGraw Hill. (Original plough Published in 1988). Thomas, R. (1992). Reading 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 light speed of Early Childhood (pp.4-11). Needham Heights, MA Simon & Schuster Custom Pub.