Friedrich Froebel. A Critical Introduction to Key Themes and DebatesTinaBruceBloomsbury Academic, 2021, 184 pp., ISBN: 978‐1474250429, £22.99 (paperback).

2021 ◽  
Author(s):  
John Howlett
Keyword(s):  
Friedrich Froebel

scholarly journals Lina, uma criança exemplar! Friedrich Froebel e a pedagogia dos jardins-de-infância

2002 ◽  
pp. 107-120
Author(s):  
Alessandra Arce
Keyword(s):  
Friedrich Froebel

O presente trabalho dedica-se a analisar um importantíssimo texto de Friedrich Froebel (1782-1852), fundador dos jardins-de-infância (kindergartens): "De como Lina aprendeu a escrever e a ler: Uma história para crianças que gostam de estar ocupadas". O texto expõe, na forma escrita de uma historinha, os mais importantes princípios educacionais de Froebel. O objetivo foi apresentar, a partir da historinha, as idéias do autor a respeito de como se deve pensar e fazer educação para infância. Retomou-se as idéias de um dos pioneiros da educação de crianças menores de 6 anos, por considerar-se que sua teoria educacional traz os germens das discussões atuais que são travadas em prol da construção de uma pedagogia da educação infantil.

scholarly journals A pedagogia de Froebel para a educação infantil

2021 ◽  
Vol 1 (2) ◽  
pp. 1-6
Author(s):  
Meira Chaves Pereira
Keyword(s):  
Friedrich Froebel

O presente texto discute as contribuições de Friedrich Froebel ao pensamento pedagógico e de forma específica para a Educação Infantil quanto à concepção de infância, criação dos jardins da Infância (Kindergarten) e a didática para a primeira infância. Como uma introdução ao pensamento pedagógico de Froebel, esse artigo de cunho exploratório, trata de forma compreensiva, como característico da abordagem qualitativa, os princípios de autoexpressão, o brinquedo, a cultura física, a produção criadora, a dramatização, o desenho, dentre outros para educação infantil. Embora idealista, a contribuição de Froebel, não somente no contexto didático, mas no âmbito da psicologia infantil destaca a necessidade e recorrência do reconhecimento da especificidade da educação infantil e do desenvolvimento, da linguagem e estágios de amadurecimento da criança.

scholarly journals Friedrich Froebel y las gramáticas de forma

2005 ◽  
Vol 10 (10) ◽  
pp. 64
Author(s):  
Javier Monedero
Keyword(s):  
Friedrich Froebel

Sin resumen

Friedrich Froebel. Robert B. Downs

1979 ◽  
Vol 23 (2) ◽  
pp. 335-336
Author(s):  
David Nyberg
Keyword(s):  
Friedrich Froebel

The Early Childhood Song Books of Eleanor Smith: Their Affinity with the Philosophy of Friedrich Froebel

1980 ◽  
Vol 28 (2) ◽  
pp. 111-118
Author(s):  
Clifford D. Alper
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Music Composition ◽  
Unique Contribution ◽  
Children's Songs ◽  
Friedrich Froebel

Eleanor Smith (1858–1942), known as an outstanding composer of children's songs, was perhaps the most significant musician to embrace the philosophy of Friedrich Froebel. In the prefaces to her books Smith acknowledged her indebtedness to Froebelian theory, and her work was consistently tied to his education concepts. Smith integrated Froebel's theories into her compositions, particularly her Songs for Little Children, Part I (1887) and Part II (1894), and Songs of a Little Child's Day (1910). This combination of philosophy and music composition results in quality song materials that still find their way into recently published song books. Smith's success in music education was due largely to the actualizing influence of Froebel, who would have applauded her unique contribution.

Early Childhood Education

2009 ◽  
Vol 49 (2) ◽  
pp. 238-240
Author(s):  
Franz-Michael Konrad
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
German Idealism ◽  
The United States ◽  
Early Years ◽  
Childhood Education ◽  
Friedrich Froebel ◽  
German Speaking ◽  
The Subject ◽  
Different Cultures

As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.

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