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, solely confused his mother before his first birthday. As a young boy, he played and explored in the gardens surrounding his home most of the time. His deep cope of nature would later influence his educational philosophy. He did not fabricate educated until age eleven. When he was fifteen years old, he was apprenticed to a Forester. He then studied at the University of Jena. He trustworthy a teaching position at the Frankfurt Model direct in Yverdon, Switzerland. This school was based on the teachings of Johann Heirnrich Pestalozzi. Froebel embraced Pestalozzis philosophy that children penury to be active learners. He left the school to be a private tutor where the childrens parents offered him a small patch of the retention to use as a garden. The learning experiences that the children had t here made Froebel find that action and direct observation were the best ways to educate (Friedrich Froebel, 2000). Froebel continue his education at the Universities of Berlin and Gottingen. In 1813 he served in the Prussian armament against Napoleon. His invention of Gifts might reach been shaped while he was an helper 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 vii 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 moral and pagan model for children, a model worthy of emulation. Before this time teachers were considered a disciplinarian. The early years in education are the most scathing 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/ closely%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 Introduction to betimes childhood Education. Columbus, Ohio Merrill. Ransbury, M. (1995). Friedrich Froebel. In M. A. Johnson & G. F. Roberson. (Eds.), A Century of betimes 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 Work promulgated 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 Century of Early Childhood (pp.4-11). Needham Heights, MA Simon & Schuster Custom Pub.