Friedrich Wilhelm August Froebel ( 1782-1852 ) was a German pedagogue born in Oberweisbach. He is known as the laminitis of “Kindergarten” and was one of the most influential educational reformists of the nineteenth century. Froebel had a hard childhood. His female parent died when he was still immature. and his male parent. a curate. and stepmother neglected to care for him. Finally. an uncle took over his attention and ensured that he have a high school instruction. It was there that immature Froebel grew up with a love for nature and strong Christian religion. which led him to seek felicity and integrity in all things.
Froebel’s religion besides led him to believe as an educationist. Froebel studied at the University of Jena for a short clip. In 1805. while analyzing architecture in Frankfurt. he was persuaded to go a instructor by the theoretical account school at Frankfurt. He so studied with Pestalozzi at Yverdon. before returning to the University of Gottigen and Berlin in Germany. Froebel believed that there was something losing in Pestalozzi’s theory- the ‘spiritual mechanism’ . Harmonizing to Froebel. this was the footing of early childhood instruction.
“Pestalozzi takes adult male bing merely in visual aspect on Earth. ” he said. “but I take adult male in his ageless being. in his ageless being. ” ( Shapiro. 1983. p. 20. ) Froebel took a interruption from analyzing to fall in the ground forces for a twelvemonth from 1813-1814. Afterwards. he received a place at the mineralogical museum in the University of Berlin. Two old ages subsequently. he founded a school at Greisheim ( which subsequently mover to Keilau ) which he called the Universal German Educational Institute. It was at that place that he taught his methods to other instructors.
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Froebel opened the first Kindergarten in the twelvemonth of 1837 in Bad Blankenburg. Subsequently. he besides founded a Kindergarten preparation school at Liebenstein. Froebel felt that kids. like workss in a garden. demand to be cared for and shielded from outside influences. Froeble believed that kids need to copy a teacher’s values and ethical motives. Therefore. instructors need to be respected. receptive. and easy accessible. Among Froebel’s subsidiaries. nevertheless. there were changeless differences. which he was unable to command. He encountered more jobs when the Prussian authorities did non O.K. of his thoughts.
In 1851. an edict was issued. which forbade the constitution of Kindergartens. This edict was repealed about 10 old ages later- in 1860. Froebel was non alive at that clip and had no thought of the impact he left on the school system worldwide. and particularly in the United States. The philosophers of his times. Johann Gottlieb Fichte ( 1762-1814 ) and Friedrich Wilhelm Schelling ( 1775-1854 ) . besides influenced Froebel’s educational thoughts. He placed an accent on self-activity. physical preparation. and pleasant milieus in the development of kids.
His most of import work was the book he wrote in 1826 called Menschenerziehung ( tr. The Education of Man. 1877 ) . Mentions: Lilley. Irene M. . ( 1967 ) . Friedrich Froebel: A Choice from His Hagiographas. Kilpatrick. William H. . ( 1916 ) . Froebel’s Kindergarten Principles Critically Examined. Retrieved from hypertext transfer protocol: //www. uv. es/EBRIT/micro/micro_221_12. hypertext markup language Froebel. Friedrich. ( 1896 ) . The Education of Man. trans. W. H. Hailman. New York: Appleton. Retrieved from hypertext transfer protocol: //www. replies. com/topic/friedrich-wilhelm-august-fr-bel.
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