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This text provides a comprehensive analysis of historical archives,
letters, and primary sources to offer unique insight into how
Froebel's pedagogy of kindergarten and play has been understood,
interpreted, and modified throughout history and in particular, as
a consequence of it's adoption in the US. Tracing the development,
modification, and global spread of the kindergarten movement, this
volume demonstrates the far-reaching impacts of Froebel's work, and
asks how far contemporary understandings of the kindergarten
pedagogy reflect the educationalist's original intentions.
Recognizing that Froebel's pedagogy has at times been simplified or
misunderstood, the book tackles issues caused by translation, or
transfer to non-German speaking countries such as the US, and so
demonstrates how and why contemporary research and Froebelian
practice is in the danger of diverging from the original ideas
expressed in Froebel's work. By returning to original documents
produced by Froebel, Wasmuth traces various interpretations, and
explains how and why some of these understandings established
themselves in the context of US Early Childhood Education, whilst
others did not. This insightful text will be of great interest to
graduate and postgraduate students, researchers, academics,
professionals and policy makers in the fields of early childhood
education, history of education, Philosophy of Education and
Teacher Education.
This text provides a comprehensive analysis of historical archives,
letters, and primary sources to offer unique insight into how
Froebel's pedagogy of kindergarten and play has been understood,
interpreted, and modified throughout history and in particular, as
a consequence of it's adoption in the US. Tracing the development,
modification, and global spread of the kindergarten movement, this
volume demonstrates the far-reaching impacts of Froebel's work, and
asks how far contemporary understandings of the kindergarten
pedagogy reflect the educationalist's original intentions.
Recognizing that Froebel's pedagogy has at times been simplified or
misunderstood, the book tackles issues caused by translation, or
transfer to non-German speaking countries such as the US, and so
demonstrates how and why contemporary research and Froebelian
practice is in the danger of diverging from the original ideas
expressed in Froebel's work. By returning to original documents
produced by Froebel, Wasmuth traces various interpretations, and
explains how and why some of these understandings established
themselves in the context of US Early Childhood Education, whilst
others did not. This insightful text will be of great interest to
graduate and postgraduate students, researchers, academics,
professionals and policy makers in the fields of early childhood
education, history of education, Philosophy of Education and
Teacher Education.
Friedrich Froebel, the ‘father of kindergarten’, is one of the
most influential pedagogues of the 19th century. However,
relatively little is known about his life, his successes and
failures, and his personal relationships. Based on many
untranslated and unknown letters, this new biography presents
Froebel as a brilliant but also flawed man. Beginning with his
childhood and the early death of his mother, as well as his
difficult relationship with his father and stepmother, we see the
early seeds of Froebel’s interest in children and the training of
early childhood practitioners. While Froebel lacked basic academic
knowledge due to his poor early education, he was able to overcome
these deficits and found an educational institute, and develop
ground-breaking educational theories about play and pedagogy. He
authored multiple books, including his most famous work The
Education of Man. The focus of this book, though, is not on
Froebel’s educational theories but on his complicated
relationships with his family, the Keilhau community, and the
mother of one of his pupils, Caroline von Holzhausen, whom he
called the “rune of his life”. After many personal and
professional disappointments, Froebel finally came up with the idea
that made him famous until today: kindergarten. In the last decade
of his life, he became a salesman of this new idea and worked
tirelessly for the establishment of the kindergarten movement.
However, when the Prussian government banned kindergarten shortly
before his death, Froebel was broken – even if kindergarten lives
until today.
This edited volume provides a critical discussion of globalization
and transformation, considering the cultural contexts of early
childhood education systems as discourses as well as concrete
phenomena and 'lived experience.' The book focuses on theoretical
explorations and critical discourses at the level of education
policy (macro), the level of institutions (meso), and the level of
social interactions (micro). The chapters offer a wide range of
interpretative, contextualized perspectives on early childhood
education as a cultural construct.
This edited volume provides a critical discussion of globalization
and transformation, considering the cultural contexts of early
childhood education systems as discourses as well as concrete
phenomena and 'lived experience.' The book focuses on theoretical
explorations and critical discourses at the level of education
policy (macro), the level of institutions (meso), and the level of
social interactions (micro). The chapters offer a wide range of
interpretative, contextualized perspectives on early childhood
education as a cultural construct.
Friedrich Froebel, the ‘father of kindergarten’, is one of the
most influential pedagogues of the 19th century. However,
relatively little is known about his life, his successes and
failures, and his personal relationships. Based on many
untranslated and unknown letters, this new biography presents
Froebel as a brilliant but also flawed man. Beginning with his
childhood and the early death of his mother, as well as his
difficult relationship with his father and stepmother, we see the
early seeds of Froebel’s interest in children and the training of
early childhood practitioners. While Froebel lacked basic academic
knowledge due to his poor early education, he was able to overcome
these deficits and found an educational institute, and develop
ground-breaking educational theories about play and pedagogy. He
authored multiple books, including his most famous work The
Education of Man. The focus of this book, though, is not on
Froebel’s educational theories but on his complicated
relationships with his family, the Keilhau community, and the
mother of one of his pupils, Caroline von Holzhausen, whom he
called the “rune of his life”. After many personal and
professional disappointments, Froebel finally came up with the idea
that made him famous until today: kindergarten. In the last decade
of his life, he became a salesman of this new idea and worked
tirelessly for the establishment of the kindergarten movement.
However, when the Prussian government banned kindergarten shortly
before his death, Froebel was broken – even if kindergarten lives
until today.
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