Froebel accepted Pestalozzi's view that children are born with various abilities, and the development of children's natural abilities has its own internal laws; The purpose of education is to develop children's talents; All education should follow the laws of nature, not only to adapt to the inherent development laws of children, but also to consider the natural environment in which children grow up. In Froebel's view, children are like flowers and trees, teachers are like gardeners, and schools are gardens where children can move freely. Teachers should provide a suitable living environment for children like gardeners, and let children's nature develop naturally.

Froebel further pointed out that children's growth is a continuous process and consists of different stages. He divided children's development into three periods, namely infancy, infancy and adolescence. Froebel emphasized that children's development has both stages and continuity, and the two are interrelated; The former stage is the foundation of the latter stage, and the latter stage is the continuation of the former stage. The development of children must be gradual.

Froebel also said that children's self-activity is the foundation and motivation of development; This kind of self-activity is caused by children's personal interests and wishes, not by external stimuli. Teachers should not restrain and suppress children's nature, but should stimulate children's interest in learning, let children actively participate in activities and fully express themselves.

According to the above development theory, Froebel thinks that children in three periods should receive different education. He paid special attention to early childhood education and made great contributions to the development of early childhood education in theory and practice.