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This work looks at the founder of the kindergarten and his profound influence on provision and practice for young children today. It looks at Froebel's theory of a garden for children and why he believed that play is central to young children's learning.
Have you ever wondered about the origins of the kindergarten and the influence of Froebel on early years practice? What did Froebel mean by a garden for children? Why did he believe that play is central in young children’s learning? Bringing the Froebel Approach to your Early Years Practice looks at the founder of the kindergarten and his profound influence on provision and practice for young children today. The Froebelian approach is not a method but includes distinctive principles which shape and guide practice. This new edition has been fully updated in line with the revised EYFS and includes: extra material on using the approach with children of different ages and the role of the adult a discussion of key Froebelian principles such as play, imagination, creativity, learning through self-activity and making connections an examination of block play and how this can be developed in contemporary settings Froebel’s ideas on nature and outdoor play and why these are fundamental to young children’s learning how Froebel used movement, song, rhythm and rhyme to provide key learning experiences With examples of innovative practice and ideas for reflection, this convenient guide will help practitioners and students fully understand what the Froebel approach can offer their setting and children.
Have you ever wondered what High/Scope is, where it came from, and how it can be used with young children in your setting? Well this book will answer all your questions and more.
Nursery World Awards 2012 winner! This stimulating book brings together contributions from distinguished practitioners, who demonstrate how they have used educational methods advocated by Froebel in contemporary settings. Stressing the importance of outdoor play, they explore the Froebelian principles of: - Play - Learning through firsthand experience - Parent partnership and community in early childhood - Practitioners supporting children′s interests and learning - Finger rhymes and action songs - Movement - The garden and forests - Wooden blockplay - Use of clay, paint, junk modelling, construction kits The book emphasises how learning and the application of knowledge become possible through play. It contrasts the Froebel approach with the methods such as Montessori, Steiner and recent approaches to play such as post-Modern ′playfulness′. This book is relevant to undergraduate and postgraduate students of Early Childhood Education, as well as students following QTS and EYPS, PGCE, CPD and BEd courses. Tina Bruce CBE is an Honorary Visiting Professor in Early Childhood at the University of Roehampton.
In the World Library of Educationalists international experts compile career-long collections of what they judge to be their most significant pieces – excerpts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single, manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Educating Young Children: A Lifetime Journey into a Froebelian Approach draws together Professor Tina Bruce CBE’s most prominent writings from her accomplished 40-year international career in education centred on the Froebelian tradition. Chosen to illustrate the changes that have occurred in Professor Bruce’s thinking and practices over the last four decades, carefully selected readings address key Froebelian themes such as literacy, play, inclusion and creativity. Short introductions are provided for each chapter and excerpt, helping readers to understand the significance of what is presented and explaining how this relates to other chapters in the book. Including chapters from Tina Bruce’s best-selling books and articles, as well as leading journals, this collection offers a unique commentary on some of the most important issues in Early Childhood Education over the last four decades; it will be engaging and inspiring reading for anyone interested in the development and state of early years education in the UK and internationally.
Have you ever wondered what the Reggio Approach is all about, why it works, and how it can be used to benefit the young children in your setting? This book provides an accessible introduction to the values and principles underlying the Reggio Approach to early years care and education. It demonstrates how practitioners in the United Kingdom have drawn inspiration from the Reggio Approach and developed their own practice in order to provide high quality experiences for young children. This new edition has been fully updated to show the connections between the Reggio Approach and the principles and commitments of the EYFS framework. Each chapter focuses on one important aspect of the Reggio Approach and includes: practical examples involving children of different ages in a wide variety of settings, helping the reader to see the connection between practice and theory questions to enable the reader to reflect on and develop his or her own practice references to sources of further reading and information. This convenient guide will help early years practitioners, students and parents to really understand what the Reggio Approach can offer their setting and children.
This essential guide provides clear and comprehensive support for those looking to introduce creative woodwork into early years settings. With theory, practical advice, stunning colour images and case studies, the book will inspire practitioners to embrace woodwork and encourage children’s independent creative learning. Focusing on the numerous benefits that working with wood offers young children, from boosting their self-esteem and problem-solving skills, to enhancing their communication and social development, the author draws on over 25 years of experience to discuss each and every aspect of establishing woodwork in the early years curriculum. Including practical information on materials and tools, staff training, and health and safety advice, this go-to guide provides a treasure trove of ideas to engage children at various stages of development, drawing the maximum benefit from working with wood and tools. Both inspiring and informative, Learning Through Woodwork will become an essential tool for early years practitioners and teachers wishing to explore and develop woodwork provision.
Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.
This book considers Friedrich Froebel's work and ideas in the light of the continuing debate over methods of primary education, raising the old conflict between child-centred and traditional education; concern about the role of teacher in the classroom; and the renewed challenge of 'play' as a tool of education. To Froebel, play provided the means for a child's intellectual, social, emotional and physical development. Froebel believed that the education of a child began at birth, and that parents and teachers played a crucial role in helping children in this activity. 'Play is a mirror of life' - he wrote, leading to self discipline and respect for law and order. The events of Froebel's life are carefully documented in A Child's Work, together with their influence on his ideas and their spread. The author shows how the early death of Froebel's mother and a home lacking in love were to provide the impetus behind one of Froebel's overriding aims: the fostering of family life. The shaping of his educational thought and philosophy through contact with the ideas of other educators, especially his 'spiritual father' Pestalozzi, and philosophers such as Kant, Hegel and Krause, is examined. Froebel's continuous reassessment of the function of play in a child's life came to fruition in the concept of the Kindergarten and the creations with which he peopled it. Illustrations from original sources complement the thorough explanations of these educational innovations in the book. From the soft ball on a spring, the simplest of the Gifts, to the unravelling of more complex ideas in the Mother Songs, Froebel incorporated the various facets that he saw as important in play: the notion of the symbolic and the surmise, the tension between the known and the unknown, the development of physical dexterity and care for the environment. As we continue to shift towards an emphasis on a more formal, more restrictive and less creative mode of education, it is an appropriate time to re-examine Froebel's contribution to educational thinking, which was revolutionised by his ideas. His respect for a child as an independent, searching and creative person learning through his own actions, and for the teacher as facilitator and guide, led tomonumental changes. Froebelis legacy challenges us to examine the assumptions underlying current trends in education, and our attitude towards educating young children.
This book considers the origins of Froebelian early childhood education providing context to the development of his theories and ideas, critically examines the key themes of this philosophy of education and explores the relevance of Froebelian practice today. Tina Bruce reflects on central aspects of Froebelian philosophy of education: the importance of family, highly trained teachers, engagement with nature, mother songs, movement games, play and self-activity of the child, the whole child and the Froebelian concept of unity. In exploring each element Bruce considers the implications for Froebelian practice and research today, and addresses the views of critics and supporters, Each aspect is considered within an international context, drawing on research and practice from across the world. The final chapter gathers together the next steps for Froebelian early childhood education, providing navigational tools and suggestions for what needs to be addressed if Froebel is to remain useful to future practitioners, researchers and policy makers.
