Froebel's Main Contributions to Preschool Education Theory and Children's Practice

Froebel determined the status and educational methods of kindergartens, and established a kindergarten curriculum system featuring activities and games, including games and ballads, kindness (a set of teaching supplies for children), homework (applying kindness knowledge to practice), physical education, games and natural research.

What influence does Er Fu Peier have on preschool education?

The main point of Froebel's educational thought: the purpose of education is to awaken people's inner spiritual essence. People's development is gradual! The key to children's development is gradual progress. Learning should be carried out in the game, and children's routines should start from an early age.

What contribution did Sanfu Loubere make to the development of modern preschool education theory?

Froebel is the founder of modern preschool education theory. He regards education as a process of continuous development and evolution, and emphasizes the value of children's self-activity in education. He founded a kindergarten, correctly pointed out the significance of games in early childhood education, and established a kindergarten work system on this basis. Thinking Things produced by Froebel is not only widely used in kindergarten education, but its idea of integrating toys, teaching AIDS and materials is still enlightening.

A Brief Introduction to Froebel's Preschool Education Thought

1. The principle of children's self-development

Froebel believes that children's behavior is the expression of their inner life form and is dominated by their inner motives. Only through these behaviors can children grow and develop. The task of the caregiver is to help the child remove the obstacles that hinder the development of life and let the child develop on his own. Mandatory, compulsory and interventionist education methods are ineffective for children's development, and children's autonomy must be respected. Attach importance to children's self-activity.

2. Game theory

Froebel was the first person to clarify the educational value of games. The toys he made were named "gifts", which means "gifts from God" and are still used in many kindergartens. In order to commemorate Froebel's contribution, people built a monument for him. The shape of the monument was modeled after the sphere and cylinder in Gift.

3. The principle of coordination

Froebel said that people do not exist alone. He is a member of the family, the society, the nation and the universe. Therefore, children should be combined with the surrounding environment, society and nature to coordinate with each other. It is best to get real cooperation.

4. Parenting education

Froebel believes that in order for children to grow up in love, they must first educate their mothers. This may be an experience that he didn't get maternal love when he was young. Therefore, he founded the world's first mother "workshop" and later wrote a book called "A Mother's Song and Careful Song".

5. Clarify the tasks of kindergartens.

Froebel pointed out that preschool children should be trained in an intuitive way, so that they can participate in necessary activities, develop their physique, exercise their external senses and grow up in games.

6. Children's four instincts (easy to test and choose)

Froebel believes that children have four instincts, the first is the instinct of activity (that is, the instinct of creation), the second is the instinct of understanding (that is, the instinct of revealing everything), the third is the instinct of art (that is, the instinct of artistic creation), and the fourth is the instinct of religion, which is the destination of the first three instincts. The task of education is to promote the development of children's inner instinct, so as to cultivate children's initiative and creativity. Therefore, he divided the curriculum into four major areas: religion and religious education, nature education and mathematics, language and language education, and art and art education.

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Friedrich Wilhelm August Fr?bel (1782 April 21-1852 June 2), a German educator, is recognized as one of the most important educators in Europe in the19th century and the originator of modern preschool education. He not only founded the first preschool education institution named "Kindergarten", but his educational thought still dominates the basic direction of preschool education theory. His masterpiece "Human Education".

Mother's careful care, peer play, children's free development in a safe environment, and childhood life should be so carefree, and these thoughts are exactly one of the preschool education thoughts advocated by Froebel in the future.

What contribution has Wolfroubier made to the cause of early childhood education?

Froebel introduced the concept of "evolution" in natural philosophy into human life and education for the first time in the history of education. In his view, everything in the universe is infinitely developing, and human life and education are also "things that grow, develop and exist forever" and "things that advance from one stage to another". Therefore, he opposed to regard people's life and education as "fixed things". Froebel also insisted that education must adapt to nature and conform to children's nature. Advocating children's education, teaching and training should also adapt to children's interests and aspirations, based on children's personal abilities, rather than being imposed by external factors. In his view, "all arbitrary, indicative, absolute and intervening training, education and teaching inevitably play a destructive, obstructive and destructive role". Advocating development and adapting to nature is an important content of Froebel's educational thought and the basis of his preschool education theory. Froebel attaches great importance to preschool education. He pointed out that kindergarten is a very important stage of life development, and even thought that people's whole future life "is rooted in this stage of life". If a child is injured at this age, "he must pay the greatest hardships and efforts to grow into a strong person." Formally based on this understanding, he attaches importance to the family education of preschool children, especially the role of mothers in early education. However, he agrees that family education alone is not enough, and special children's education institutions should be established to help families better carry out preschool education. Therefore, in Froebel's view, the main body of preschool education is family education, and kindergarten is only the continuation and expansion of family education, and it is a "supplement" rather than a "substitute" for family education. The kindergarten founded by Floppel adopts half-day system, which embodies his philosophy. Froebel expounded the task of kindergarten. He believes that the main task of kindergarten is to organize various appropriate games and activities, so that children can gain perceptual knowledge in nature and life, strengthen their systems, train their senses, promote the development of their awakened hearts, and prepare them for entering primary school and future life. In addition, kindergartens also have the task of training early childhood educators and popularizing early childhood education experience. In his later years, Froebel devoted himself to kindergarten curriculum development, and established a kindergarten curriculum system including games and ballads, good games, manual work, sports games, natural research, singing, performance and storytelling. Froebel attaches importance to the value of games in preschool education. In his view, the game is the spontaneous expression of children's inner essence outward, and it is the purest spiritual product of people in the early stage of development. It gives children happiness, freedom, satisfaction, etc. And it can also cultivate children's willpower and self-sacrifice spirit. Moreover, it is in games that children can best show their creativity and initiative. Therefore, he suggested setting up a children's public playground in every township, which is of positive significance for enriching community life, cultivating common consciousness and feelings, developing common laws and requirements of society, inspiring and cultivating citizens' morality and quality, and developing national virtues in society. The so-called "gifts" are eight sets of movable toys designed and manufactured by Floppel for children to play games and other activities, which means that they are gifts given by God. As a symbol of nature, the educational value of Froebel's mission lies in that it is an important tool to help children understand nature and its laws step by step from easy to difficult, from simple to complex. In the history of education, Froebel first proposed that manual labor should be listed as a school curriculum. By 1866, the rate of manual education in Finnish school curriculum was advanced, and Froebel's thought became a reality. Froebel has made great contributions to preschool education and the development of preschool education theory. His educational thoughts have profoundly influenced preschool education in Europe, America, Japan and other countries. In the late Qing Dynasty, Froebel's educational thoughts began to be introduced into China, which also had a great influence on China's preschool education practice and theory.

6. Briefly describe Froebel's contribution to the development of preschool education.

Froebel introduced the concept of "evolution" in natural philosophy into human life and education for the first time in the history of education.

In his view, "all arbitrary, indicative, absolute and intervening training, education and teaching inevitably play a destructive, obstructive and destructive role". Advocating development and adapting to nature is an important content of Froebel's educational thought and the basis of his preschool education theory.

Fropel's Seven Contributions to Preschool Education

Froebel's contribution

Brief introduction of Froebel's contribution to the development of preschool education.

Froebel introduced the concept of "evolution" in natural philosophy into human life and education for the first time in the history of education. In his view, everything in the universe is infinitely developing, and human life and education are also "things that grow, develop and exist forever" and "things that advance from one stage to another". Therefore, he opposed to regard people's life and education as "fixed things". Froebel also insisted that education must adapt to nature and conform to children's nature. Advocating children's education, teaching and training should also adapt to children's interests and aspirations, based on children's personal abilities, rather than being imposed by external factors. In his view, "all arbitrary, indicative, absolute and intervening training, education and teaching inevitably play a destructive, obstructive and destructive role". Advocating development and adapting to nature is an important content of Froebel's educational thought and the basis of his preschool education theory. Froebel attaches great importance to preschool education. He pointed out that kindergarten is a very important stage of life development, and even thought that people's whole future life "is rooted in this stage of life". If a child is injured at this age, "he must pay the greatest hardships and efforts to grow into a strong person." Formally based on this understanding, he attaches importance to the family education of preschool children, especially the role of mothers in early education. However, he agrees that family education alone is not enough, and special children's education institutions should be established to help families better carry out preschool education. Therefore, in Froebel's view, the main body of preschool education is family education, and kindergarten is only the continuation and expansion of family education, and it is a "supplement" rather than a "substitute" for family education. The kindergarten founded by Floppel adopts half-day system, which embodies his philosophy. Froebel expounded the task of kindergarten. He believes that the main task of kindergarten is to organize various appropriate games and activities, so that children can gain perceptual knowledge in nature and life, strengthen their systems, train their senses, promote the development of their awakened hearts, and prepare them for entering primary school and future life. In addition, kindergartens also have the task of training early childhood educators and popularizing early childhood education experience. In his later years, Froebel devoted himself to kindergarten curriculum development, and established a kindergarten curriculum system including games and ballads, good games, manual work, sports games, natural research, singing, performance and storytelling. Froebel attaches importance to the value of games in preschool education. In his view, the game is the spontaneous expression of children's inner essence outward, and it is the purest spiritual product of people in the early stage of development. It gives children happiness, freedom, satisfaction, etc. And it can also cultivate children's willpower and self-sacrifice spirit. Moreover, it is in games that children can best show their creativity and initiative. Therefore, he suggested setting up a children's public playground in every township, which is of positive significance for enriching community life, cultivating common consciousness and feelings, developing common laws and requirements of society, inspiring and cultivating citizens' morality and quality, and developing national virtues in society. The so-called "gifts" are eight sets of movable toys designed and manufactured by Floppel for children to play games and other activities, which means that they are gifts given by God. As a symbol of nature, the educational value of Froebel's mission lies in that it is an important tool to help children understand nature and its laws step by step from easy to difficult, from simple to complex. In the history of education, Froebel first proposed that manual labor should be listed as a school curriculum. By 1866, the rate of manual education in Finnish school curriculum was advanced, and Froebel's thought became a reality. Froebel has made great contributions to preschool education and the development of preschool education theory. His educational thoughts have profoundly influenced preschool education in Europe, America, Japan and other countries. In the late Qing Dynasty, Froebel's educational thoughts began to be introduced into China, which also had a great influence on China's preschool education practice and theory.

What is the important influence of nine Froebel's educational thoughts on the development of preschool education in the world?

1, education conforms to nature

Based on the theory of good nature, Froebel regards the adaptation of education to nature as the basic point and center of children's education. The idea that education conforms to nature runs through his educational thought. "Nature" mainly includes two meanings: on the one hand, it refers to nature; On the other hand, it refers to the child's nature, that is, physical and psychological characteristics. When discussing the adaptation of education to nature, nature mainly refers to the latter.

In Froebel's view, education should conform to the development of nature, and people should develop freely and healthily according to their own nature like nature. Froebel believes that education should meet children's activity instinct and interest needs, not to say that children should go with the flow and let them develop, but that teachers, parents and other members should provide conditions and space for children's development, use correct and effective means, conform to children's natural orientation and promote children's healthy and vigorous growth. Accordingly, he clearly pointed out that the main tasks of kindergartens are to strengthen children's physique, develop their senses, expand their understanding of the surrounding life, develop their language and creativity, cultivate children's habit of living collectively among peers, cultivate their habit of maintaining order and taking care of themselves initially, and carry out preliminary moral education.

2. Children's "automatic" development thinking

The so-called "automatic" development refers to the process in which individuals use the power of self-motivation to make internal performance external and external performance internal. Accordingly, Froebel divides the educational age range of people into two main development periods: infancy and adolescence. Children in early childhood show their understanding of things through activities, which is a period when internal things become external things. Adolescence is mainly a period of learning. In this period, children receive knowledge from the outside world through various senses, which is a period of transforming foreign objects into internal objects. People's "automatic" development is realized through these two stages.

3. Homework teaching and kindness teaching

Homework is a form of educational activities determined by Froebel for kindergartens. Froebel designed many homework suitable for children, mainly including painting, papermaking, puzzles made of sticks or circles, beads, embroidery and so on. And some labor activities, such as initial self-service and taking care of plants, and opened up a labor garden to organize children to grow. "Gift" is a set of teaching AIDS (toys) designed by Froebel for children to play games and do their homework, which means "God's kind pet for children". It is made of easy-to-understand objects according to the laws, nature and shape of nature, as a way for children to know nature.

A preliminary training tool for understanding nature.

4. Game Theory Froebel emphasized the educational value of games. He was the first person to demonstrate the function and value of games. Froebel promoted the educational value of games to an unprecedented position. In his view, "all kinds of games in early childhood are the germ of all future life, because the purest quality and inner thoughts of the whole person are developed and expressed in games." A person's whole life in the future is rooted in this stage of life until the moment when he is about to leave this world again. " [1] He stressed that adults should allow children to play freely and heartily, and should not interfere and destroy them at will. At the same time, adults are required to pay attention to and guide children's games. He said children's games don't