Friedrich Froebel Bibliography

Friedrich Froebel Bibliography

Introduction

Friedrich Wilhelm August Froebel known worldwide for preschool education, was a German pedagogue born on April 21, 1782, discovered his passion about education thanks to the great impact and his work with Enrique Pestalozzi who applied illustrations in pedagogy. Froebel promoted children’s education through exercises, games and songs outdoors, considering that it should begin from the childhood stage, allowing them to enter the world of culture, society, creativity and service to others.

Froebel was the fifth son, his mother died in the new months of his birth and his father was an orthodox shepherd who led him to failure in his childhood, used the concept that the child was bad and was strong in his teaching. During his childhood he had an emotional desert caused by the death of his mother and his father’s carelessness. In 1792 he went to live with the uncle to the city of Stadt-Llm who gave him a home and sent him to school. At fifteen, he began working with a forest inspector and as a self-taught he dedicated himself to the study of several sciences: cartography, mathematics, botany, architecture, accounting and phrase, acquiring a deep knowledge and greater interest in plants and natural phenomena.

Developing

In 1799 Friedrich did some informal university courses of mathematics and botany in Jena until he was imprisoned for an unpaid debt. In 1802 he decided to return to his father’s house to help him in the pastoral mandates, until his death on February 10 of the same year.

After the death of his father, I try several types of employment: in office as Properties Administrator, Architect, Surveyor. He met Anton Gruner, the author of letters from Burgdorf, about the methodology and institution of Pestalozzi, which spreads in Germany the ideas of the Swiss pedagogue.

In 1805 he worked at the Muterschule Model School, he really finds his vocation emphasized in school teaching. In the following year he travels to Yverdon in Switzerland to visit the Pestalozzi Institute discovering the weakness of the organization that characterizes Enrique’s work, regretting the mechanization of some teachings and especially the insufficiency of consistent ideas in his project and not being able to keepTeamwork because their activities were limited by working everyone on their own.

In 1810 after the controversy of the transfer of the institute to the background, he escaped with his pupils to Frankfurt del Meno until June 1811, he made a pilgrimage trip in 1812 to Berlin to study crystallography with Professor Christian Samuel Weiss, founder of that science.

In March 1813, a war against Napoleon begins, where he is involved as a volunteer with Lutzow’s riflers and participates in different operations until May 1814.

In June 1814 he left the Army and in August of the same year he held the position of Weiss Assistant Professor at the Mineralogical Institute of the University of Berlin.

After the death of his beloved brother Christoph, he felt obliged to fulfill certain duties to his brother’s memory, so in April 1816 he renounces his position to take care of the education of his three nephews, first in the paternal house of Griesheim andThen in Keilhau.

In Keilhau assimilates that there is no unilateral transfer of the expert’s knowledge to the student, this is because the student could change to instructor, it was a global education company of the individual, a moralist and religious education was based on a moralistic and religious education, whichIt was not limited to understanding, but encompassed the physical faculties of man, same aspects that should be put into practice.

Subsequently he moves to Gontinga to resume his science studies that he had interrupted in Jena. Froebel seems appropriate to expand and base Pestalozzi’s theory about teaching in the first stage of childhood, but he needs many knowledge to specialize in this subject.

Therefore, it then undertakes a series of ambitious studies with a view to acquiring the necessary bases to be a pedagogue and a specialized teacher, this plan covers from philosophical disciplines, physiology, ethics and theoretical pedagogy, history, geography among some key subjects, which are the same asHe already had prior knowledge from his work of yesteryear.

Two years later he met and formed a friendship with H. LANGENTHAL AND W. Middendorff who together inaugurated a school in Griesheim in Turingia in 1816. Time later, in 1818 the school moved to Keilhau where Froebel put his educational theories into practice. On September 11 he married in Berlin with Wilhelmine Henriette Hoftmeister, he and his friends and wives were considered an educational community and the school expanded in an institution. During this time, Froebel wrote several articles, such as the first guidelines of the philosophy of the sphere, but in life he came to write the great agreement he had projected, he also propagates other essential texts that illustrate thoughts in this regard and in 1826 he publishedIts most important Meschenerziehung treaty that in its translation means the education of man, this being a philosophical presentation of principles and methods applied in Keilhau. In 1839 Guillermina died his wife, where during his marriage he had no children.

In 1831, Froebel accepted the invitation to train primary school teachers for the Switzerland government and decided to leave Keilhau. In 1833 he moved to Willisau, as his life revolves around the protests, becomes a target for the circles of cleric and for the disciples of Pestalozzi.

His experiences in Keilhau impressed him with the importance of the early stages of education discovered when he was head of a new asylum for orphans in Burgdorf in Switzerland, where he learns that the cantonal government of Bern is willing to entrust the direction of the orphanage. Upon returning to Keilhau in 1837, he opened a children’s school called the Institute of Nutrition and Children.

The objective of the kindergarten is to achieve that each mother is the educator, successful the purpose of making it the center of an intense activity. It also started a publication publication for the game and other educational materials, including a collection of Mother-Play and Nursery Songs, with long clarification of its meaning and use. This immensely popular book was translated into many foreign languages.

Froebel insisted that the improvement of early childhood education was a vital preliminary for an integral educational and social reform. His experiments in the kindergarten enchanted a generalized interest and other infants were formed.

His dream was to transform the family nucleus as the main resource of education, this is where he produces his first gift which is based on six wool balls of different colors, the second is a set of spheres, wood cubes and a cylinderAnd finally the third gift that was given in a cube constituted by eight cubes of minimum measures to the mainMathematics, for him these objects demonstrated the close relationship that existed between school pedagogy and Kindergarten.

In 1848 Friedrich moved to Bad Liebenstein where he founded another institute that ligns a boarding school for future puericultores, in May 1850 he traveled to El Castillo de Marienthal, where a year later counteracts nuptials for the second time with Louise Levin Levin.

He carries out large conferences by Germany, creates numerous essays and expects official recognition for them, but once the politicians are established, they accuse him of promoting rebellion and destroying the religion that was professed at the time for which they prohibit all kinds of all kinds ofGardens in Prussia.

Considering a beginning in the United States that is truncated due to the age in which it is and the lack of money.

Friedrich Froebel dies on June 21, 1852 in Marienthal’s castgave freedom in each activity they wanted to make.

Kindergarten was a key unit in the initial education of the child, as they consented to experience their development as well as the plants were given by stages, which are located inside each child.

Froebel believed that the most important thing was the mediation between the student and the teacher because this allowed themIt is excluded that it is accepted and that the classes are comprehensive that allow it to participate without feeling out of context, together with the teacher the discovery of the child was possible, internalize and explore in this way the vocation of it would be known in this way, the knowledge of it, the knowledgethat he wanted to be large, and recognize the teaching theme that would be directed, each child was a different world that should be discovered little by little.

Mothers and educators had to learn to do, doing they should always have a good character, be friendly, affectionate and always be aware of the needs of each infant, this is because they constituted part of the main stage of their lives.

The educational purposes she implemented were very accessible to early stages, these were based on gymnastic games, songs, talks, stories and dramatizations. It allowed children to recognize work areas, develop their gifts and use them to a future life, that is, to help them find the vocation in their lives, this is because he never obtained that support which is responsible for imparting newgenerations. This game theory was never systematized in any writing.

His popularity is because I believe a pedagogical institution for the attention of children from 3 to 6 years of age, it was proposedas to the fundamental teaching of the environment in which. The mother performs some motor activity and the child is tempted to imitate her, this speaks Enrique Pestalozzi in her works, but for Friedrich that is the engine of education maternal love.

If a mother affected the child affectionately through the games, it is a positive response this is because the mother is an inseparable unit, the infant begins to develop her forces either in the motor, sensory and intellectual sphere, this isIt must recognize the environment, capture the differences that helps it grow with the passing of the days, thanks to the experiences that are acquiring from the outside world.

For many, education must be based on the natural evolution of the child’s activities for spontaneous activities, which they find available to their home, they are in turn allow them to strengthen knowledge and help them mature before starting with any new activity, LesIt allows to see the risk and benefit of this activity, and generates interest from an early age.

You might think that after the death of Froebel their work would have come to an end and they would be wrapped in failure, but this is too far from the truth. One of his most enthusiastic disciples who bore the name of Baroness Marenholtz-Bulow, was the one in charge of bringing his ideas of knowledge to the educators of England, France and the lower countries of this academic environment. This movement known for the name of Froebelian had a great success, even in the country of the United States, Talves Froebel never visited it in person, but its name was heard in every corner of that country. This gave way to John Dewey will adopt his theories and principles to use them in the experimental school that he had under his position at the University of Chicago.

In Spain, their methods were transmitted by a German philosopher called Krause, where the term Krausofrobellism was born, which were transmitted by the free institution of teaching. This generates a controversy because it was believed that Froebel’s educational method was the most appropriate way to achieve the ideal of man and society, and for this a philosophical foundation was required that should only be provided by Krause.

Marenholtz-Bulow baroness was a faithful believer of Froe. Braeter and Herr Thieme, the various issues of the Institute and its instruction. He liked to take into account all the various opinions that could be given, listenHis work and effort to give this knowledge and always maintained an interpersonal relationship in everything.

It was a German and educator nobleman who stood out for his fervent work in the dissemination of the concept of childhood garden in Europe, I dedicate his life to found these small educational centers in Germany and in various European countries. Like Froebel, I was passionate about recognizing the importance of the child’s activity in their cognitive learning processes.

He focused on introducing the concept of free work (Freiarbeit) in pedagogy and implementing the game system as the typical way in life and childhood, but this does not mean that the authority is left sideways, on the contrary,The rigor of education and free expression is maintained, which allows the infant to explore new worlds.

The Kindergarten collection knowing the maximum development in several countries, in England an autonomous national movement was created, this public society diverse manuals on the practice of the game.

The greatest influence of this great pedagogue was given to Jean-Jacques Rousseau and Pestalozzi, he was a man linked to religion and considered a mystical being for his great love for nature. His greatest contribution to educational theory was his belief to self-activity, since his duty was not to educate but to encourage the self-expression of both individual and group infant.

He emphasized the importance of learning as a family, because education begins from home, saying that, from the beginning, education should be tolerated and protecting, jamar forcing or preventing spontaneity or replacing it with other artificial models,He was referring to the fact that each human being must find his anchor point which allows him to grow without being forged to it, a job in which man is not prepared or comfortable with the environment would be for nothing.

Integral education as Friedrich called it, was based on thoughts due to its deep religious spirit, which wanted to manifest abroad, which internally happened, overwhelmed or even caused it curiosity.

Their learning methods were involved in songs, it can be said that modern educational techniques in the infant and preschool are very grateful to him.

Everything that surrounds the child must be presented in a precise and clear way. Always learn exact expressions, simple and clear phrases, to designate the child the conditions of space and time and all peculiar properties to the object that is wanted to make known.

For child learning it is necessary to express yourself in a clear and simple way, this will allow us to listen and understand easily, also to be able to public. The teacher is in charge of idealizing the life of the infant, that is, the one who shows him the way to follow, so the educator must have certain characteristics from his communication, which must be clear and effective that flows naturally with theothers must learn to develop a framework of tranquility and respect, you must also know and master the biological, psychological and social processes of children under 6 years and encourage your learning process, as an educator you must maintain a positive attitude and love work, learn to listen to children and adapt to every need that arises day by day, the classes that are taught must be dynamic and even original and creative, should not fear change, because this must be their ally, because the methodsof teaching are updated with the passing of the days.

You should never forget that the educator must be a model of behavior, both personally and professional, also that she is a friend, a partner and a guide in this important stage of development.

conclusion

Early stimulation aims to develop and enhance, through games, exercises, techniques, teaching materials, activities and other resources, the functions of the child’s brain, at the same time it aims to promote the use of early stimulation activities to make processesMental of the child, since it enhances the functions of the aspects (cognitive, linguistic, motor and social).

According to the aforementioned text, it is known that stimulating the infant allows youto the child better opportunities in their physical, intellectual and social development. This stimulation contemplates a series of activities that can be applied from birth to the age of 6 to 7 years, this process begins when the mother or father is properly informed to obtain the best results with their children, although there are currently many nurseries andInitial cycle schools carried out by these activities. 

If we take into account that the stimulation of the infant is important, we can observe that this process is carried out with the techniques that Froebel uses, the songs, the stories and dramatizations, make the child capture movements and expressions, causes them to learn and reach fromsmall the potential necessary to stimulate the brain and its intellectual development.