EARLY CHILDHOOD

EDUCATION
Cael, Jesjomary A. Marquez, Maylene N.
Cargullo, Lesly P. Mocon, Frelyn Joy T.
Guerra, Jeamer T. Pagaduan, Eurielle Keith O
Layson, Raysia Lyn Ann E. Patongao, Gueralden G.
Maneja, Marlover Eleuterio Trangia, Beverly C.
B.
FRIEDRICH FROEBEL

Born : 21 April 1782

Died : 21 June 1852
FRIEDRICH FROEBEL: FOUNDER
OF THE KINDERGARTEN
The Historical Context of Froebel’s Life
Friedrich Froebel: Pioneer Early Childhood
Educator
Froebel’s Kindergarten Curriculum: Method
and Educational Philosophy
Diffusion of the Kindergarten
Conclusion: An Assessment
References
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
Friedrich Froebel, a complex and eccentric
personality, was born in 1782 in the small town
of Oberweissbach in the German state of
Thuringia.

The political weakness and disunity of the

various German states had an impact on
Froebel as well as on many young people who
believed that Germans should be united in one
nation.
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
Although Froebel was an educational rather
than a political theorist, his philosophy of
education, stressing themes of
interrelationship and interconnection,
reflected his wish for German unification.
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
 In 1806, Napoleon defeated Prussia and its
kindred German allies. Froebel, then age 24,
served with the German army that was
soundly defeated at the battles of Jena and
Auerstadt.
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
After the 1806 defeat, the Prussian set to
work rebuilding their military forces and
recouping their fortunes.

These military events shaped the context in

which Froebel developed his educational
ideas.
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
Froebel’s life coincided with a period of rich
intellectual development in Germany.

In addition to the idealist philosophical milieu

in Germany, Froebel’s formative years,
especially as a university student, coincided
with new scientific discoveries and theories.
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
Just as Froebel was influenced by philosophical
idealism, so were his ideas shaped by the
dominant trends in science.

When he developed his educational theory,

Froebel continually referred to doctrines of
interconnectedness in which all creatures and
all ideas was part of a grand, ordered, and
systematic universe.
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
Such a universal design had no room for
change or accident. Everything had a place
and everything was to be in its place.

Froebel’s philosophy of early childhood

education was filled with religious language,
symbolism, and meaning.
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
Froebel’s kindergarten used a great deal of
semireligious symbolism.

It is believed his tendency to express himself

through symbolic language and metaphors
was influenced by Jacob Bohme, a 17th
century Silesian mystic.
THE HISTORICAL CONTEXT OF
FROEBEL’S LIFE
It was this combination of political,
philosophical, scientific, and religious events
and movements that formed the historical
context in which Froebel lived and that
influenced his formation of a philosophy of
early childhood education.
FRIEDRICH FROEBEL: PIONEER OF
EARLY CHILDHOOD EDUCATOR
Autobiography
Brief History of the Kindergarten
AUTHOBIOGRAPHY
 Humble Beginnings
 Influences on Froebel
 Finding His Calling
 Teaching Career
 The Founder of Kindergarten
 Works of Froebel
 Death
HUMBLE BEGINNINGS
Friedrich Wilhelm August Froebel, born April 21
1782 was the youngest of five sons of Johann
Jacob Froebel, a Lutheran pastor at Oberweissbach
in the German principality of Schwarzburg-
Rudolfstadt.

Froebel's mother died when he was nine months

old. When Friedrich was four years old, his father
remarried. Feeling neglected by his stepmother
and father, Froebel experienced a profoundly
unhappy childhood. At his father's insistence, he
attended the girls' primary school at
Oberweissbach.
HUMBLE BEGINNINGS
From 1793 to 1798 he lived with his maternal uncle, Herr
Hoffman, at Stadt-Ilm, where he attended the local town
school.

From the years 1798 to 1800 he was as an apprentice to a

forester and surveyor in Neuhaus. From 1800 to 1802
Froebel attended the University of Jena.

In 1805 Froebel briefly studied architecture in Frankfurt.

His studies provided him with a sense of artistic
perspective and symmetry he later transferred to his
design of the kindergarten's gifts and occupations.
HUMBLE BEGINNINGS
From 1810 to 1812 Froebel studied languages and
science at the University of Göttingen. He hoped to
identify linguistic structures that could be applied
to language instruction. He became particularly
interested in geology and mineralogy.

From 1812 to 1816 Froebel studied mineralogy

with Professor Christian Samuel Weiss (1780–1856)
at the University of Berlin. Froebel believed the
process of crystallization, moving from simple to
complex, reflected a universal cosmic law that also
governed human growth and development.
HUMBLE BEGINNINGS
In 1816 Froebel established the Universal German
Educational Institute at Griesheim. He moved the institute
to Keilhau in 1817 where it functioned until 1829.

In 1818 Froebel married Henrietta Wilhelmine Hoffmeister

(1780–1839), who assisted him until her death.

In 1831 Froebel established an institute at Wartensee on

Lake Sempach in Switzerland and then relocated the
school to Willisau. Froebel next operated an orphanage
and boarding school at Burgdorf.

In 1851, Froebel married Luise Leven, a protégé.

INFLUENCES ON FROEBEL
Froebel was an innovator, who was influenced
by the key pioneers of education John Amos
Comenius and Johann Heinrich Pestalozzi
 JOHN AMOS COMENIUS
Comenius, who lived from 1592 to
1670, was a Moravian theologian
and educator who became bishop
of the Unity of Brethren.

Comenius is considered by many

to be ‘the father of modern
education’. He believed in
providing education for all children
– both girls and boys – not just
those from richer families.
 JOHANN HEINRICH PESTALOZZI
Johann Heinrich Pestalozzi was
another influence on Froebel.
Living from 1746 to 1827, this
Swiss educator believed in
offering all children the
opportunity of a good education.

He thought it was vital:

“To recognize that each child’s
personality is sacred.”
 FINDING HIS CALLING
He decided to study architecture at Frankfurt.
During this time he met Anton Gruner, who ran a
school in the city.
Gruner was a follower of Pestalozzi and, seeing
Friedrich’s potential, suggested that he become a
teacher.
 TEACHING CAREER
In 1805 Friedrich Froebel became a teacher at a
Pestalozzian school. In order to prepare for the
position, he studied under Pestalozzi at Yverdon.

Froebel later went back to school to study

language, science, and mineralogy. He used many
of the ideas from these studies to develop his
theories on human development.

Froebel established two educational institutes as

well as a boarding school and orphanage.
 THE FATHER OF KINDERGARTEN
In 1837, Froebel returned to Germany. There he
established a new type of school – “The
Kindergarten.”
The purpose of this school was to prepare young
children (3 - 5 years old) for learning. The children
were provided with an educational environment
and direction for proper development.
They learned through play with educational toys,
activities, songs, and stories.
 WORKS OF FROBEL
Froebel is author of many books. The
following works are mentioned because they
are mainly devoted to education.

1. Autobiography
2. Education of Development
3. Education of Man
4. Mother Play
5. Pedagogies of Kindergarten
 DEATH
In August 1851, Karl von Raumer, the Prussian
Minister of Education, accused Froebel of
undermining traditional values by spreading
atheism and socialism. Despite Froebel's denial
of these accusations, von Raumer banned
kindergartens in Prussia.

He died on June 21, 1852 in the Marienthal.

 DEATH
His final resting place is in Schweina near Bad
Liebenstein. His grave stone was based on the
‘gifts’ of the sphere, cylinder and cube.

The Kindergarten Ban in Prussia was lifted in

1860, eight years after his death. Friedrich’s work
lives on, however, in many places around the
world.
 DEATH

“The sphere and the cube together represented

Knowledge, Beauty and Life”.

“The sphere predominantly corresponds with the

feelings or heart, (affective) and the cube to thought
and intellect (cognitive).”
BRIEF HISTORY OF KINDERGARTEN
• Philosophical Foundations
• Froebel’s Influence on Early Childhood
Education
 PHILOSOPHICAL FOUNDATIONS
Froebel was greatly influenced by the work of
German Romantic philosophers Rousseau,
Comenius, Pestalozzi, Fichte, as well as ancient
Greek thinkers, and had been exposed to Taoist
and Buddhist teachings.

He avoided the use of scripture in his schools

but encouraged children to observe their world
... to recognize and respect the orderly and
endless creation we all live within.
 PHILOSOPHICAL FOUNDATIONS
A naturalist, philosopher and researcher
(Froebel helped develop the budding science of
crystallography), he approached the universe
scientifically and developed his materials to
demonstrate the geometry and patterns of the
physical world.
 PHILOSOPHICAL FOUNDATIONS
Froebel was a spiritual idealist. For him all things of
the world have originated from God. Hence, all the
objects , though appear different, are essentially the
same.
This Law of Unity is operating in the whole Universe.

The second characteristic of his philosophy is the

Law of Development.
According to him this Law of Development is
applicable of both, the spiritual as well as the
physical world in the same way.
 FROEBEL’S INFLUENCE ON EARLY
CHILDHOOD EDUCATION
Froebel's method inspired and informed the work of
Maria Montessori, Rudolf Steiner and others, who
adopted his ideas and adapted his materials according to
their own work.

Prior to Friedrich Froebel very young children were not

educated.

Froebel was the first to recognize that significant brain

development occurs between birth and age 3. His
method combines an awareness of human physiology
and the recognition that we, at our essence, are creative
beings.
FROEBEL’S KINDERGARTEN PHILOSOPHY
 All creatures great and small have the same
spiritual source. Human beings are endowed by
their creator with a divine or spiritual essence and,
at the same time, have a body that makes them
part of the natural and physical order.
 Human beings as composed of both a spiritual and
a physical dimension. It is the spiritual essence,
however, that is vitalizing and motivating humans
leads to their development.
 Each child at birth has within her or him a spiritual
essence, a life force, that seeks to be externalized.
FROEBEL’S KINDERGARTEN PHILOSOPHY
 The kindergarten’s gifts, occupations, and activities,
especially play, are designed to ensure that children’s
development follows the correct pathway, which is both
God’s and nature’s plan.
 He construed ultimate reality to be spiritual rather than
physical. All ideas were related to and interconnected with
each other and culminated in the great all-encompassing
idea that was God. All existence was united and related in
a great chain of being, a universal unity.
 In children’s education, the principle of
interconnectedness was to be observed. Nothing should
remain in isolation.
FROEBEL’S KINDERGARTEN PHILOSOPHY
 In the kindergarten, children were to learn that
they were members of a great, universal, spiritual
community.

 Each individual child was active and autonomous

but also associated spiritually with every other
person and thing.

 Children’s growth and development was

essentially based on the doctrine of preformation,
the unfolding of what is present latently. All the
child would become as a man or woman was
already present at birth.
FROEBEL’S KINDERGARTEN PHILOSOPHY

The kindergarten teacher was to be an agent

who cooperated with God and nature in
facilitating children’s growth and development.
Teaching was similar to a religious vocation.
Kindergarten teachers were also to be
observers of child life, games, play, and
activities. He strongly advised teachers to have
a strong philosophical foundation fro their
instruction.
FROEBEL’S KINDERGARTEN PHILOSOPHY
The activities of teaching and learning were not
separate and disconnected episodes, but part of
a whole that reflected the divine plan.
As they prepared the kindergarten as a special
environment for children’s growth and
development, teachers had to pay special
attention to the elements of space and time.
 Space – referred to the kindergarten’s physical
setting and layout.
 Time – referred to the sequencing of activities
children would experience
FROEBEL’S KINDERGARTEN PHILOSOPHY
In structuring the kindergarten, Froebel was
convinced that its primary focus should be
directed toward play. Play was the means that
stimulated children to express their innermost
thoughts, needs, and desires in external factors.
Play was a natural part of living. Its nonserious
mode permitted children to act on their thoughts
without that consequences that work entailed.
Play is a means of cultural recapitulation,
imitation of adult vocational activities, and
socialization
FROEBEL’S KINDERGARTEN PHILOSOPHY

 He believed the human race could be viewed

both in its racial, ethnic, and linguistic diversity
and as a unity. He believed the human race, in its
collective history, had experienced major periods
of cultural development.

Froebel’s theory of cultural recapitulation

- each individual human being repeated the
general epoch in his or her own growth and
development.
FROEBEL’S KINDERGARTEN PHILOSOPHY

In the kindergarten, children’s play provided

the means of living through and experiencing
cultural recapitulation. The recapitulation
process was aided in the kindergarten by the
introduction of certain songs and stories with
cultural significance.
His kindergarten was designed to encourage
children to play and interact with each other
under the guidance of a loving teacher
FROEBEL’S KINDERGARTEN CURRICULUM:
METHOD AND EDUCATIONAL PHILOSOPHY
The Froebel Method
Elements of Froebel’s Pedagogy
Elements of Frobel’s Kindergarten
Strengths of The Froebel Method
Criticisms of Froebel Education
 THE FROEBEL METHOD
The learning experiences with the children in the
garden convinced Froebel that action and direct
observation were the best ways to educate.

He gave children:
respect for their intellectual and emotional abilities and
development
the classroom (symbolically viewed as an extension of a
flourishing garden)
and that which he needed most as a child: A teacher
who took on the role of loving, supportive parent.
FROEBEL'S KINDERGARTEN GOALS
Froebel's kindergarten was designed to meet
each child's need for:
1. physical activity
2. the development of sensory awareness and physical
dexterity
3. creative expression
4. exploration of ideas and concepts
5. the pleasure of singing
6. the experience of living among others
7. satisfaction of the soul
 A CLASSROOM GARDEN
Children can discover Froebel's "gifts" with indoor garden
experiences.

Plant window boxes with bulbs. Paper-white narcissus

bulbs will grow and bloom quickly indoors.

Create a classroom terrarium in a clear fish tank. Fill the

tank with layers of gravel, sand, and soil and plant with
mosses and ferns. Caring for this mini-ecosystem lets
children observe life.

Plant seeds of fast growing vines such as beans and sweet

peas.
ELEMENTS OF FROEBEL’S PEDAGOGY
The Principles
The Pedagogy Involve
The Environment
Four Basic Components of Froebel’s Theory
of Education
The Principles which include:
Recognition of the uniqueness of each child's capacity
and potential

A holistic view of each child's development

An ecological view of mankind in the natural world

A recognition of the integrity of childhood in its own

right

A recognition of the child as part of the community

 The Pedagogy which involves:
 Knowledgeable and appropriately qualified teachers
and nursery nurses

 Awareness that skilled and informed observation of

children underpins effective teaching and learning

 Use of first hand experience, play, talk and reflection

as media for learning

 Individual and collaborative activity and play

 The Pedagogy which involves:
Activities which have sense, purpose and
meaning for the child, and involve joy, wonder,
concentration and satisfaction

A holistic approach to learning which recognizes

children as active, feeling and thinking human
beings, seeing patterns and making connections
with their own lives

Encouragement rather than punishment

 The Pedagogy which involves:
 Development of children's independence and sense
of mastery, building on what children are good at

 Development of all faculties and abilities of each

child: imaginative, creative, linguistic,
mathematical, musical, aesthetic, scientific,
physical, social, moral, cultural, and spiritual

 A recognition that parents and educators work in

harmony and partnership
 The Environment should:
Be physically safe but intellectually challenging,
promoting curiosity, enquiry, sensory stimulation
and aesthetic awareness

Combine indoors and outdoors, the cultural and

the natural

Provide free access to a rich range of materials

that promote open-ended opportunities for play,
representation and creativity
 The Environment should:
Demonstrate the nursery to be an integral part of
the community it serves, working in close
partnership with parents and other skilled adults

Be educative rather than merely amusing or

occupying

Promote interdependence as well as

independence, community as well as individuality
and responsibility as well as freedom
FOUR BASIC COMPONENTS FROEBEL’S
THEORY OF EDUCATION

Free Self-Activity
Creativity
Social Participation
Motor Expression
FOUR BASIC COMPONENTS FROEBEL’S
THEORY OF EDUCATION

Free Self-Activity
By allowing children to play in the way they
wanted to play every day, Froebel believed that
each child could learn at their own pace. It
would be up to the child through their own
self-activities to determine what they would
learn for that day.
 FOUR BASIC COMPONENTS FROEBEL’S
THEORY OF EDUCATION

Creativity
Children are naturally creative, using their
imagination to dream up brand new worlds,
characters, games, and activities. Froebel
believed that any educational system for young
children should incorporate these elements,
allowing children to focus their creativity into
the talents and skills that they naturally had.
 FOUR BASIC COMPONENTS FROEBEL’S
THEORY OF EDUCATION
Social Participation
Learning a particular skill is important, but so is
learning how to interact with other people.
Froebel believed that when kids had the chance
to meet new people their age and were
encouraged to develop friendships, it would
create an environment that was more
welcoming and harmonious for everyone
involved.
FOUR BASIC COMPONENTS FROEBEL’S
THEORY OF EDUCATION
Motor Expression
By practicing specific physical skills, such as
building, Froebel suggested that kids could
increase their overall learning potential by
getting to know more of what their bodies
could do on a regular basis.
ELEMENTS OF FROEBEL'S KINDERGARTEN

• The Gifts
• The Occupations
• The “Play-Songs”
• The “Play-Circle”
• The Woman Teacher –
The Role of Woman in the Kindergarten
 GIFTS AND OCCUPATIONS
A gift was an object given to a child to play with--
such as a ball--which helped the child “to
understand the concepts of shape, dimension,
size, and their relationships”.

The occupations were items--

such as paints and clay which the children could
use to make what they wished—which helped
the child “to externalize the concepts existing
within their minds”
 Froebel created three distinct ways to play
with gifts . . .

Forms of Life
The child can use the gifts to create something they
find in their life – such as a building, house, table,
sofa or tree.
Forms of Knowledge
The child can use the gifts to explore mathematics,
science and logical ideas. This enables them to
develop their sense of proportion, equivalence and
order.
Forms of Beauty
The child can use the gifts to create beauty.
There were six kindergarten “gifts” in total
produced by Froebel, designed to serve as “an
alphabet of form … by whose use the child
may learn to read all material objects.”

They form an organically connected sequence,

moving in logical order from an object which
contains all qualities, but directly emphasizes
none, to objects more specialized in nature,
and therefore more definitely suggestive as to
use.
The gifts, occupations, and recreative
exercises of the kindergarten were devised by
Froebel to satisfy what he terms the six
instinctive activities of the child:

 for play
 for producing
 for shaping
 for knowledge
 for society
 for cultivating the ground.
 The “gifts” were objects that represented
what Froebel defined as fundamental forms.

The gifts had two meanings:

(a) Their actual physical appearance;
(b) A symbolic meaning

Symbolically, they are intended to stimulate

children to bring the fundamental concept
they suggested into mental consciousness.
The term “gift” was more than just an
encouragement for the child to play. The toys were
actually meant to be given to the students so they
could use them at home and at school to reinforce
the learning process.

Froebel had only two rules when it came to playing

with the gifts.

(a) All parts of the gift had to be incorporated

as part of the playing experience.
(b)The gift must always be presented in its
whole form.
"Each successive gift in the series must not
only be implicit in, but demanded by, its
predecessor, so the child is led to discover the
Unity in all things'.”
- Friedrich Froebel
THE GIFTS
 GIFT 1: SOLIDS

Yarn Balls
Froebel recognized that balls are often the first toys
that infants enjoy. They are often a favorite toy as
well. By using yarn balls, not only can a child play
with something fun, but they can also create
geometric shapes through their play efforts that can
teach basic mathematics.
 GIFT 1: SOLIDS

Yarn Balls
This first gift introduces three aspects which are
central to all five gifts:
1. Engaging the interest and imagination of children
2. Interaction between mother and child
3. Perception of geometric shapes
 GIFT 2: SHAPES

Sphere, Cube, and Cylinder

The different features of the shape allow children
to embrace their curiosity and to see how the
shapes interact with other elements in the world.
“ From the ball as a symbol of unity, we pass over
in a consecutive manner to the manifoldness of
form in the cube.“

" The child has an intimation in the cube of the

unity which lies at the foundation of all
manifoldness, and from which the latter
proceeds."

-Friedrich Froebel.
 THE BUILDING GIFTS
The building gifts meet two very strongly marked
tendencies in the child: (a) the tendency to
investigate, (b) the tendency to transform.
The first and second gifts consist of undivided units,
each one of which stands in relation to a larger whole,
or to a class of objects.
The third, fourth, fifth, and sixth gifts are divided
units, and their significance lies in the relationship of
the parts to one another, and to the whole of which
they are the parts.
 GIFT 3: NUMBERS

Divided Cubes
Froebel called these toys the “children’s delight.”
This gift was designed to help children represent
the different things that were in their life. They
could build towers, trains, or other structures and
then create imaginative stories around them.
 GIFT 4: EXTENT

Rectangular Prisms
This gift is much like the divided cube,
allowing children to build something that is
important to them. It is divided into eight
pieces, allowing for modular construction.
 GIFT 5: SYMMETRY

Cubes and Triangular Prisms.

This gift allows children to further explore their
building and construction skills with larger objects. The
cubes can be divided into quarter-cubes, creating up to
21 unique pieces that can be used to build something.
 GIFT 6: PROPORTION

Classic Blocks
This gift continues the building process, giving
children building blocks in oblong, square, and
column shapes, allowing children to continue
their construction and play concepts.
 GIFT 7: SURFACES

Parquetry Tablets
In the seventh gift we pass from solid to plane, a
step which was hinted at in the bricks of the fourth
gift, and more definitely suggested in the sixth.
Squares and equilateral triangles can be used
allowing children to create design
 GIFT 8: LINES AND CURVES

Sticks and Rings

The staffs or sticks, representing the embodied line
itself, facilitate the elements of drawing, serving as
movable outlines of planes.
Reflect knowledge of circular entities. Wooden, metal,
or paper rings of various sizes; whole circles, half
circles, and quadrants are included.
 GIFT 9: POINTS

Seeds, Shells, and Pebbles

The ninth gift consists of points such as beans,
lentils, or other seeds, leaves, pebbles, piece of
cardboard paper. The child has progressed from
solid to the point. This gift enables the child to
represent the surface and solid points.
 GIFT 10: FRAMEWORK GIFT -
RECONSTRUCTION

Peas and Sticks

The child can reconstruct the set of gifts from
the solid to the point using a sticks and a
material for holding them together.
 CURVILINEAR GIFT

Variation on Gift 5
The Curvilinear Gift is also a more complicated
dissection and therefore more suitable for an
older child. Like Gift 5, this new Gift is especially
suited to architectural constructions.
 THE OCCUPATIONS
The occupations begin with the point which
closed the series of gifts, and progress toward
the solid, thus tracing the other half of the
circle of kindergarten instrumentalities.
THE OCCUPATIONS
 OCCUPATION 1: PERFORATING
The combining of points into lines and hence into
figures ; or the outlining of patterns, by making
rows of pin-holes on a penetrable surface.

Materials : A stout darning-needle set in a

wooden handle ; cardboard of any desired
shape or size, either checkered, dotted, or
plain ; a cushion of felt, carpet, or blotting-
paper.
 OCCUPATION 2 : SEWING
The kindergarten sewing is closely connected
with pricking, as all lines, forms, and designs
which the child sews must first Sewing be
perforated.

Materials: A large worsted-needle with

blunt point; split, single, and double zephyr
of the six colors, their tints and shades ; card,
Bristol, or pasteboard of any size and color,
with the desired pattern perforated upon it.
 OCCUPATION 3: DRAWING
Froebel's idea of drawing, and his plans for
introducing it as one of the first occupations for
young children, are exceedingly ingenious. The
touching or handling of the solid body are now
much less used than formerly.

Four kinds of drawing:

Linear Drawing
Outline Drawing
Circular Drawing
Freehand Drawing
OCCUPATION 4: THE THREAD GAME
The thread game in the kindergarten is a very
pleasing occupation, not only pleasing, but
possessing certain well-defined points of value.
The thread used is of bright colored darning
cotton from twelve to eighteen inches long, the
ends being knotted together.

Materials: A thread of bright - colored

darning cotton ; a squared slate ; a wooden
pointer the size and shape of a slate pencil.
OCCUPATION 5: PAPER TWISTING
AND SLAT INTERLACING

Paper twisting is commonly classed as one so

called minor occupations.

There is much similarity between slat work and

paper twisting, the aim of both being paper
interlacing two or more independent figures.
 OCCUPATION 6: WEAVING
Weaving, perhaps the most ancient of the
manufacturing arts, whose invention is lost in the
mists of antiquity, is that industry by which
threads, or yarns of any substance, are interlaced

Materials: Square and oblong paper mats of various

colors and sizes, cut into strips from one eighth to
one half inch wide, and surrounded by an
appropriate margin (these represent the warp);
strips of similar widths and harmonizing colors (the
woof) ; a steel weaving needle (the shuttle).
 OCCUPATION 7: PAPER CUTTING
The name Paper-cutting sufficiently explains this
occupation. The papers are first folded and then cut
according to fancy, or in agreement with a certain
geometrical progression, and the pieces are
subsequently arranged in a design by the child.

Materials : Squares, equilateral triangles, and

circles of white or colored paper, four inches in
diameter ; blunt-pointed scissors ; mucilage or
paste ; a camel's-hair brush or small pointed
stick, and a cloth for pressing.
OCCUPATION 8: PAPER FOLDING
Paper folding is performed by means of paper
squares, oblongs, triangles, and circles of white or
colored paper, which are made into a great variety
of figures, dependent upon slight changes in a few
definite folding.

Materials: Squares, triangles, and circles

(usually four inches in diameter) of engine-
colored, glazed, and coated papers, dyed in all
colors, shades, and tints. Oblongs and
hexagons are also sometimes used.
 OCCUPATION 9: PEAS WORK
In Peas work, slender sticks or wires are united by
points represented by peas or tiny corks,
demonstrating that it is union which produces
lasting formation of matter.

Materials : Dried peas, which have been soaked

before using, and slender pointed sticks. Balls
of wax and clay are also sometimes
employed, as well as tiny cork cubes, and wires.
OCCUPATION 10: CLAY MODELING
It provides a universal language which all may
understand, while it teaches the child skill in
controlling both hands, quickened observation,
and a knowledge of many properties of matter.

Materials : Clay, which can he bought,

powdered or in bricks, and mixed to the
proper consistency, or which can be found
ready prepared at a pottery.
 MISCELLANEOUS OCCUPATIONS
There are various occupations in common use in
the kindergarten they seem to lie somewhat
outside of Froebel's scheme of geometric
progression from point to solid.
Chain Making
Bead Stringing
Boiled Strip Work
Peg Tiles
Cardboard Modeling
 Synoptical Table of the Gifts and Occupations
Showing the Connection between the Kindergarten and School.
THE FOUR ESSENTIAL POINTS OF CONTRAST
BETWEEN GIFTS AND OCCUPATIONS

a. The gifts are analytic, the occupations synthetic.

b.In the gifts there is investigation, combination,

rearrangement of certain definite material, but
no change in its form ; in the occupations the
material is modified, reshaped, and
transformed.
THE FOUR ESSENTIAL POINTS OF CONTRAST
BETWEEN GIFTS AND OCCUPATIONS

c. The results obtained in gift work are transitory,

in the occupations permanent.

d.The gifts ascend from solid through divided

solid, plane, divided plane, and line, to the point
; the occupations begin at the point and travel
the same road in an opposite direction, until
they reach the solid.
“The occupations are one-sided; the gifts,
many-sided, universal. The occupations touch
only certain phases of being; the gifts enlist
the whole being of the child.“

Froebel's gifts were intended, above all, to

unlock a child's inner powers by linking his
inner being with the fundamental forms
around him...
The gifts and occupations were a series of
twenty devices and activities, essentially a
hands-on curricular system, intended to
introduce children to the physical forms and
relationships found in nature.

These tangible objects and activities assumed

that there was a mathematical and natural logic
underlying all things in nature—one which
Froebel ascribed to God’s handiwork.
 THE “PLAY-SONGS”

It is a little universe, a
Unity in itself. Froebel
wanted to sum up his
thoughts on education in
this book. Froebel
describes family situations
from the daily life in a
family…
 THE “PLAY-SONGS”
The book has a motto for each picture and then a
verse for mother and child. Froebel also wrote
commentaries to the pictures.

The pictures, verses, rhymes and music should

give the child an idea of an inner world, that is
from the outer to the inner.

One of the purposes of the book was to develop

a child’s ‘body, limbs and senses’ in various finger
plays and games with its mother.
THE “PLAY-SONGS”
 THE “PLAY-CIRCLE”

Froebel was struck by the fact that children

spontaneously play games in which they join
hands to make a circle, and he adapted this
procedure to his work.
 THE “PLAY-CIRCLE”

The chairs in a kindergarten are almost always

arranged in a circle. Froebel had a complicated
symbolic interpretation about the circle, most
of which by now is forgotten, but the
arrangement has remained...
“Play is the real engine of
learning”

- Friedrich Froebel -
 THE WOMAN TEACHER
Froebel had an enormous effect in another area. He laid
the foundations for many women to develop professional
careers as kindergarten teachers.

He wrote:

“The destiny of nations lies far more in the hands of

women, the mothers, than in the possessors of power, or
those of innovators who for the most part do not
understand themselves.”

“We must cultivate women, who are the educators of the

human race, else the new generation cannot accomplish
its task.”
 THE ROLE OF WOMEN IN THE
KINDERGARTEN
Because he recognized that education begins in infancy,
Froebel saw mothers as the ideal first teachers of
humanity.
Women, he believed, were best-suited to nurture children
and became the Kindergartners (teachers) for his schools.
As such, the Froebel Kindergarten offered the first
significant careers for women outside the home.
Froebel also believed that men, especially fathers, were a
fundamental part of a child's education. For Froebel,
education was a family activity, hence his famous quote;
"Come, let us live for our children.”
HISTORY OF GIFTS AND
OCCUPATIONS
Almost immediately after
his death in 1852, his
followers spread to other
countries and begun to
teach kindergarten.
England played an early
role in establishing English
language kindergartens
Johannes and Bertha Ronge’s “A Practical
Guide to the English Kindergarten” was the
first guide to the Froebel’s gifts in English
published in 1863.

 In the United States, The Milton Bradley

Company published Edward Wrebie’s book
“The Paradise of Childhood” in 1869. This
book listed 20 Gifts. Actually half of this should
have been called Occupations. The difference
being that the gift can be return to its original
form while occupation craft activity cannot be
undone.
 It was good business to have more gifts, so Milton
Bradley encourage many variations on the gifts.
He even place Alphabet letters on the blocks
which is completely against Froebel’s plans.

 Next came Maria Kraus Boelte’s “Kindergarten

Guide: The Self-instruction of Kindergartners,
Mothers, and Nurses” She outlined 13 Gifts in
Volume I and 11 Occupations in Volume II. The
extra numbers came from the various versions of
Gift 8, connected slats, straight sticks, curve sticks.
In 1882, Hermann Goldammer’s German
language book “The Kindergarten”, was
published in English. The main contribution by
Goldammer was the inclusion of Curvilinear
Gift he called 5b. He correctly understood that
Froebel had not intended the series to be close
but to function along certain parameters.

Elizabeth Harrison book’s “The Kindergarten

Building Gifts” promoted the Curvilinear Gift
Series developed by Belle Woodson and used
in the Chicago Kindergarten College.
 DIFFUSION OF THE KINDERGARTEN
The Kindergarten Movement
Influence on Modern Art and Design
Influence on The Toy and School Supply
Markets
Applications for Today
THE KINDERGARTEN MOVEMENT

Friedrich founded the world’s first

kindergarten here at “The House over the
basement” It is situated in the Esplanade in
Bad Blankenburg, Thuringia.
THE KINDERGARTEN MOVEMENT
He coined the term “Kindergarten” to
emphasize the need to encourage children to
grow.

He said:
“Children are like tiny flowers; they are
varied and need care, but each is beautiful
alone and glorious when seen in the
community of peers.”
THE KINDERGARTEN MOVEMENT
Froebel’s ideas were backed by influential
people, many of the strongest advocates
being women. Within a decade there were
over 50 kindergartens established across the
country.
The ideas also began spreading abroad – more
of which later. During this time Froebel started
a publishing firm for his books and
educational materials.
THE KINDERGARTEN MOVEMENT
During these years Friedrich established the
first training institute for kindergarten
teachers at Marienthal.
THE KINDERGARTEN MOVEMENT
“This would be a beautiful place for our
institution. Marienthal, the vale of the
Marys, whom we wish to bring up as the
mothers of humanity, as the first Mary
brought up the Saviour of the World.”

- Friedrich Froebel
THE KINDERGARTEN MOVEMENT
Success had its price, however, and the
kindergarten movement was about to suffer
suppression.
Froebel’s approach to education was perceived as
radical, but the Prussian authorities confused his
views with those of his cousin, a fiery socialist.
As a result, Prussia banned kindergartens from
1851, one year before Froebel’s death. The ban
remained in place until 1860.
THE KINDERGARTEN MOVEMENT
Fortunately for the kindergarten movement, however,
influential people carried the ideas abroad. Many of these
pioneers were women. Here are just a few who carried the
torch:
1. Henriette Schrader-Breymann
2. Baroness Bertha von Marenholtz-Buelow
3. Bertha Meyer Ronge
4. Margarethe Meyer Schurz
5. Elizabeth Peabody
6. Susan Blow
7. Caroline Louisa Frankenberg
8. Maria Kraus-Boelté
9. Kate Douglas Wiggin
10. Elizabeth Harrison
Henriette Schrader-Breymann
 Henriette worked with Froebel when he
was in Thuringia and became one of the
key educators in the kindergarten
movement.

 Blazing the trail in a previously male-

dominated culture, she developed a
training centre for women teachers.

 She combined theoretical training with

hands-on experience – an approach that
continues to this day. Henriette educated
women from many different countries
including, the first Swedish Kindergarten
teachers.
Baroness Bertha von Marenholtz-Buelow

 Connected to aristocratic families across

Europe, she became a great advocate of
Froebel’s methods.

 She was a driving force in spreading his ideas

to the Netherlands, England, France,
Belgium, Italy and, through a relative, to the
United States.

 The Baroness used her aristocratic contacts

when kindergartens were banned in Prussia
and other German states.

 Her efforts helped to lift the ban and she

reached a wide audience by publishing her
book Reminiscences of Froebel.
Bertha Meyer Ronge
 was an activist in the causes of
childhood education, women's
education and religious freedom.

 She established the kindergarten

movement in England, where she
founded the first three kindergartens
in London with the assistance of her
sister Margarethe Meyer Schruz.

 She followed the precepts of Friedrich

Fröbel, who advocated the use of
structured play activities to promote
learning. Bertha Ronge was largely
responsible for Fröbel's kindergarten
concept gaining a foothold in England.
Margarethe Meyer Schurz
 Margarethe employed Froebel’s
philosophy while caring for her daughter,
Agathe, and four neighbour children,
leading them in games and songs and
group activities that channelled their
energy while preparing them for school at
the same time.

 Other parents were so impressed at the

results that they prevailed upon Schurz to
help their children, so she opened a small
kindergarten, the first in the United
States.
Elizabeth Peabody
 Elizabeth was 55 when, in 1859,
she learned of Froebel’s work in
Germany. The next year she
opened America’s first English
speaking kindergarten in Boston.
 She also founded the American
Froebel Union in 1877 and
became its first president.
 She ran the school for 8 years and
then made a study tour of Europe.
Returning to the United States,
she spread the message through
her writing.
Susan Elizabeth Blow
 A dedicated proponent of
Froebel’s work.

 Opened the kindergarten in

Des Peres School in
Carondelet. Not only was this
an amazing moment in St.
Louis history

 She made St. Louis a center

of kindergarten activity
Caroline Louisa Frankenberg
 She was The Cradle of America's
Kindergarten in Columbus, Ohio

 She studied with Friedrich

Froebel and others at Froebel's
School in Keilhau. Her older
brother Adolph was a friend of
Froebel and a teacher at Keilhau.

 Her school was a cheerful place

where children sang and played.
At this school, children enjoyed
themselves as they learned.
Maria Kraus-Boelté
 Was a pioneer of Froebel education
in the United States, and helped
promote kindergarten training as
suitable for study at university level.

 In 1873, Kraus-Boelté and her

husband opened a Seminary for
Kindergartners alongside a model
kindergarten class, the Normal
Training Kindergarten.

 In 1877 they published The

Kindergarten Guide: the Self-
instruction of Kindergartners,
Mothers, and Nurses.
Kate Douglas Wiggin
 Was an American educator and author of
children's stories, most notably the classic
children's novel Rebecca of Sunnybrook
Farm.

 She started the first

free kindergarten in San Francisco in 1878
(the Silver Street Free Kindergarten). With
her sister during the 1880s, she also
established a training school for
kindergarten teachers.

 She published scholarly work on the

educational principles of Friedrich
Fröbel: Froebel's Gifts (1895), Froebel's
Occupations (1896), and Kindergarten
Principles and Practice (1896)
Elizabeth Harrison
 Influenced by the book Mothers
at Play by Friedrich Fröbel, she
founded the Chicago
Kindergarten Club in 1883.

 In 1886, Harrison founded a

training school for kindergarten
teachers in Chicago.

 In 1889 she renamed her

institution the Chicago
Kindergarten Training College.
THE KINDERGARTEN MOVEMENT
William Torrey Harris
 He made a significant event in
making the kindergarten part of the
public school system.
 He incorporated the kindergarten
into the St. Louis, Missouri, public
school system in 1873.
 When Harris became the U.S.
commissioner of education, he
continued to press for the
kindergarten’s incorporation into the
public school.
THE KINDERGARTEN MOVEMENT
Henry Barnard
Henry Barnard, the first
U.S. Commissioner of
Education, popularized
Froebel's philosophy in
his Common School
Journal.
INFLUENCE ON MODERN ART AND DESIGN
Frank Lloyd Wright, Buckminster
Fuller, and many other notable
architects and artists were
educated with the Froebel Gifts.
Wright's connection to the Gifts is
well-documented and he was a
lifelong champion of the method,
even constructing a Kindergarten
for his own children (and others in
the neighborhood).
INFLUENCE ON MODERN ART AND DESIGN

Buckminster Fuller developed

his geodesic dome as a child in
the Kindergarten. More than
an opportunity for creativity,
the Kindergarten provided
Wright and Fuller a
foundational philosophy for
design, shaping their views of
nature, pattern, and unity.
INFLUENCE ON MODERN ART AND DESIGN

The Bauhaus artists used Gifts & Occupations, creating the

new language of modern art. Paul Klee, Vassily Kandinsky, Piet
Mondrian, and others were either educated in the
Kindergarten as children or were trained Froebel Kindergarten
teachers. They utilized these materials and adapted the
philosophy into their Bauhaus design school. Even today
children of the Kindergarten receive a university-level 2D/3D
design curriculum, learning a sophisticated visual language
even before they develop their verbal skills.
INFLUENCE ON THE TOY AND SCHOOL
SUPPLY MARKETS
In the decades that following the spread of
the Kindergarten, toys were marketed for
their educational content and displayed
more potential for creative expression.
INFLUENCE ON THE TOY AND SCHOOL
SUPPLY MARKETS
Milton Bradley was the first
major toymaker to produce the
Gifts & Occupation materials in
the United States. Not only did
this lead to the rapid
expansion of the school supply
market but affected the design
of toys in general.
 APPLICATIONS FOR TODAY

Froebel's ideas are still used all around the world; the
kindergarten is now a part of many public school systems. Many
of the gifts, though they now go by different names, are in use in
schools throughout the United States.
Froebel advanced the ideas of learning through play, song, and
interaction. Thousands of kindergartens have been set-up around
the world. His work also had a strong influence on educational
thinkers such as Thomas Dewey in America.
STRENGTHS OF THE FROEBEL METHOD
There are many strengths to the Froebel method. One of
the main strengths for students who attend a Froebel
School is that they learn to see problems from many
angles and to solve them independently. As they work
with materials, they gain perseverance as they attempt
to figure out how to manipulate them to create the
output they want.

The Froebel method also works well to encourage

independence in students. Since they are used to solving
problems that arise during their play, they feel confident
in their ability to handle issues as they arise.
CRITICISMS OF FROEBEL EDUCATION
Critics of the Froebel education believed that the
structure of the program was too rigid.

More progressive educators modified the original

program into the kindergarten that we know today,
which includes more free and imaginative play.

In addition to the Froebel gifts, other unstructured

materials were added such as doll houses and large
blocks where children could experience more free-play
and social interaction. Reformers decided that children
needed other ways to express themselves, and also
added music, art and movement activities to Froebel’s
original ideas.
CRITICISMS OF FROEBEL EDUCATION
There are also those who believe that there is too
much focus on fine motor skills, and that more
language, writing and reading would benefit
students.

Many think that the focus on the gifts and

occupations should be supplemented with more
academic types of activities, reading and writing
specifically, so that children who are develop
mentally ready for these types of activities will
have the opportunity available to them.
 CONCLUSION: AN ASSESSMENT
The Kindergarten provided a milieu in which
children could develop freely and naturally.

The gifts were part of the system, including

songs, games and occupations.

The gifts are not mystical, but rather simple

tools to stimulate symbolic meaning.
 CONCLUSION: AN ASSESSMENT
 The occupations were the raw materials children
could use in drawing and building activities that
allow them too concretize their ideas.
 Importantly, songs, stories, and games would
introduce children to their culture and socialize
them.
 Play is the heart of Froebel’s system.
 Children construct their understanding of the
world through direct experiences.
 CONCLUSION: AN ASSESSMENT
 Play is the engine of “real learning”

 Humans are creative beings who can visualize

new ways of living.

 Froebel wanted children to see the

interconnectedness of all creation

 We need Froebel’s method now for our

technological world.
So what's missing?
 Reading and Writing
“Teaching children to read . . . Froebel believed
would produce habits of mind positively injurious
. . . destroying the mind's elasticity and
originality.”
- Elizabeth Palmer Peabody, 1868

“Instead of the reading, writing and arithmetic

(three Rs), the three Hs are substituted, heads,
hands and hearts.”
- NZ Weekly News report, 1910, claiming to be quoting
Froebel, quoted in Helen May's The Discovery of Early
Childhood
“Play is the highest expression of human development
in childhood, for it alone is the free expression of what
is in the child’s soul”.
- Friedrich Wilhelm August Froebel
Father of Kindergarten
"Come, let
us live
for our
children."

- Froebel
 REFERENCES
• Friedrich Froebel: Founder of Kindergarten. Chapter 16, pages 256-273. Historical and Philosophical
Foundations of Education. A biological Introduction. By Gerald Gutek.
• Brief Hstory of the Kindergarten. Website: http://www.froebelgifts.com/history.htm
• Pioneers In Our Field: Friedrich Froebel - Founder of the First Kindergarten By Early Childhood Today
Editorial Staff. Website: https://www.scholastic.com/teachers/articles/teaching-content/pioneers-our-
field-friedrich-froebel-founder-first-kindergarten/
• The Kindergarten of Friedrich Froebel. Website:
http://www.organonarchitecture.co.nz/CLIENTS/MMEF/Froebel_MMEF.pdf
• Friedrich Froebel’s Gifts Connecting the Spiritual and Aesthetic to the Real World of Play and Learning •
Eugene F. Provenzo, Jr. Website: http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-
articles/2-1-article-friedrich-froebels-gifts.pdf
• Building Blocks designed by Friedrich Froebel for the first Kindergarten. Website:
http://www.ozpod.com/store/froblox.html
• Friedrich Froebel's Contributions to Early Education. Website:
https://brainmass.com/education/comparative-education/friedrich-froebels-contributions-early-
education-488916
• Elements of a Froebelian Education. Website: http://friedrichfroebel.com/elements.html
• Friedrich Froebel’s Theory of Education Explained. Website: https://healthresearchfunding.org/friedrich-
froebels-theory-of-education-explained/
• About Froebel: Who was Friedrich Froebel (1782-1852). Website: https://www.early-
education.org.uk/about-froebel
• Froebel Gifts. Website: http://www.froebelgifts.com/gift.htm
• Philosophy of early childhood education 2. Website:
https://www.slideshare.net/Eacademy4u/philosophy-of-early-childhood-education-2
• Paradise of Childhood by Milton Bradley Co. Springfield Mass. Website:
https://archive.org/stream/quartercenturyed00wieb#page/232/mode/1up
 REFERENCES
• The Songs and Music of Friedrich Froebel’s Mother Play. Prepared and arranged by: Susan E. Blow. Website:
https://books.google.com.ph/books/about/The_Songs_and_Music_of_Friedrich_Froebel.html?id=NVFMAAAAIAAJ&printse
c=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
• The Students’ Froebel. By William H. Herford. Website:
https://books.google.com.ph/books/about/The_Student_s_Froebel_Adapted_from_Die_E.html?id=8atJAAAAIAAJ&printsec
=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
• Mother Play and Nursery Songs. By Friedrich Froebel. Edited By: Elizabeth Peabody. Website:
https://books.google.com.ph/books/about/Mother_play_and_Nursery_Songs.html?id=gTQQAQAAMAAJ&printsec=frontcov
er&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
• Mother’s Songs, Games and Stories. Rendered in English By Frances and Emily Lord. Website:
https://books.google.com.ph/books/about/Mother_s_Songs_Games_and_Stories.html?id=Y_5NAQAAMAAJ&printsec=fron
tcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
• The Mottoes and Commentaries of Friedrich Froebel’s Mother Play. Rendered Into English Verse by: Henrieta R. Eliot.
Website:
https://books.google.com.ph/books/about/The_Mottoes_and_Commentaries_of_Friedric.html?id=Fk0BAAAAYAAJ&printse
c=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
• Rediscovering Kindergarten. The Life and Legacy of Friedrich Froebel. Website:
http://www.communityplaythings.com/resources/articles/2015/rediscovering-kindergarten
• Friedrich Froebel: His Educational Work and Legacy. Website: https://www.thepositiveencourager.global/friedrich-froebels-
educational-work-and-legacy/
• Early Childhood Education - Preparation Of Teachers, International Context – OVERVIEW. By Janet S. Hansen. Website:
http://education.stateuniversity.com/pages/1927/Early-Childhood-Education.html
• Friedrich Froebel (1782–1852) - Biography, Froebel's Kindergarten Philosophy, The Kindergarten Curriculum, Diffusion of the
Kindergarten. Website: http://education.stateuniversity.com/pages/1999/Froebel-Friedrich-1782-1852.html
• Friedrich Fröebel - the Inventor of Kindergarten. Website: https://www.froebel.com.au/about-froebel/friedrich-froebel/
• Froebel Gifts. Play and playground encyclopedia. Website: https://www.pgpedia.com/f/froebel-gifts
• Friedrich Froebel. Play and playground encyclopedia. Website: https://www.pgpedia.com/f/friedrich-froebel
 REFERENCES
• The Republic of Childhood: Froebel’s Gifts. By : Kate Douglas Wiggin and Nora Archibald Smith. Website:
https://books.google.com.ph/books?id=5x6gAAAAMAAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=
onepage&q&f=false
• The Republic of Childhood: Froebel’s Gifts. By : Kate Douglas Wiggin and Nora Archibald Smith. Website:
https://books.google.com.ph/books?id=J9ZEAAAAIAAJ&pg=PA6&dq=froebels+occcupation&hl=en&sa=X&ved=0ahUKE
wjqtv6VubXcAhVHFYgKHXOPCKsQ6wEIKTAA#v=onepage&q=froebels%20occcupation&f=false
• The Education of Man by Friedrich Froebel. Translated from German and annotated by W. N. Hailmann. Website:
https://books.google.com.ph/books?id=_ERbzozFscwC&printsec=frontcover&dq=education+of+man+froebels&hl=en&
sa=X&ved=0ahUKEwjH2YX2ubXcAhULQd4KHY0iDQwQ6wEIJzAA#v=onepage&q=education%20of%20man%20froebels
&f=false
• Friedrich Froebel’s Pedagogics of Kindergarten. Translated by Josephine Jarvis. Website:
https://books.google.com.ph/books/about/Friedrich_Froebel_s_Pedagogics_of_the_Ki.html?id=VWlJAAAAIAAJ&prints
ec=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
• Autobiography of Friedrich Froebel By Friedrich Froebel. Translated and Annotated by Emilie Michaelis. Website:
https://books.google.com.ph/books/about/Autobiography_of_Friedrich_Froebel.html?id=sakLAQAAIAAJ&printsec=fro
ntcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
• Video: Froebel’s Gifts. Website: https://www.youtube.com/watch?v=FN3tDUeRLQY
• Video: Early Childhood Education Froebel and Montessori. Website: https://www.youtube.com/watch?v=BXGqD5FulJg
• Video: Froebel Kindergarten Gifts Early Childhood Education History of Toys. Website:
https://www.youtube.com/watch?v=ICy2v6YtwRA
• Video: Nick & Elena's Presentation on Friedrich Froebel. Website: https://www.youtube.com/watch?v=6au1rzHvlRk
• Video: Early Childhood Education, Froebel and Montessori. Website:
https://www.youtube.com/watch?v=OLcKTB_aAFs
• Video: History of Kindergarten Documentary series 2017 Trailer from Froebel to Today. Website:
https://www.youtube.com/watch?v=cL7JL8Vr5cI