In 1837, having developed and tested radically new educational method and philosophy based on structured activity based learning, Froebel moved to Bad Blankenburg and established his Play and Activity Institute which he renamed in 1840 Kindergarten. Kindergarten was essentially three parts: ? Toys for sedentary creative play. (Froebel called gifts and occupations) ? Games and dances for healthy activity. ? Observing and nurturing plants in a garden for stimulating awareness of the natural world. Froebel stated many things among them are statements such as:
It was a search for metaphysical unity, in which the potential growth to wholeness of the individual child within the natural world would fulfil harmonious Ideal with the mind of God. Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child’s soul. The gifts and occupations are the living connection which makes both play and work expressions of the same creative activity. De? mann 2 To Froebel belongs the credit for finding the true nature of play and regulating it to lead naturally into work.
The same spontaneity and joy, the same freedom and serenity that characterize the plays of childhood are realized in all human activity. Friedrich Froebel introduced the concept of gardens for children, where they could participate in all aspects of growing, harvesting, and preparing nutritious, seasonal produce. As educational tools, these gardens provide real world applications of core mathematical concepts. The gardens educate children about the connections between food, health, and the environment through hands-on activities which have been integrated into school curriculums.
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