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Friedrich Froebelian Approach

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Friedrich Froebel Friedrich Froebel was born in Oberwiessbach, Thuringia, Germany on the 21th of April 1782. During his lifetime he was at the forefront of a new idea which changed people’s views on children. He died on the 21th of June 1852 in Marienthal which is near Thuringia aged 70. He was one of the most influential educational reformers of the 19th century. (Brosterman ,1997) Froebel’s system allowed children to compare, test and explore. His philosophy also consisted of four basic components which were free self activity, Creativity, Social participation and Motor expression. His approach became known internationally over the years and is a well established part of the school system in America as well as many other parts of the world …show more content…

Froebel believed that parents provide the first as well as the most consistent educational influence in a child’s life. Since a child’s first educational experiences occur within the family unit, the child is already familiar with the home environment as well as the occupations carried out within this setting. Froebel believed that providing a family setting within the school environment would provide children with opportunities for interacting socially within familiar territory in a non threatening manner. (Brosterman ,1997) A Froebelian approach is not a method. There is no set formula or recipe to follow or prescribed curriculum to adhere, nor is there a series of ideas and activities which practitioners can dip in and out of. It is a whole way of thinking about children and childhood based on a set of values and principles. A Froebelian approach may overlap with other approaches but it also has some features which are distinctive. (C.G.Mooney,2000) …show more content…

She was the first woman in Italy to receive a medical degree. She worked in the fields of psychiatry, education and anthropology. She believed that each child is born with a unique potential to be revealed, rather than as a “Blank Slate” waiting to be written on.(Montessori Biography ,North American Montessori Teachers Association). Maria Montessori is the founder of the Montessori Method of education. She started her first class “Casa dei Bambini” or Children’s House in 1907. She equipped the room with child sized tables, chairs, armchairs and materials similar to those she used in her previous work with mentally ill children. The children are in control of this environment which empowers them. She was given an assistant who had no teaching experience, which she appreciated as she tried her new methods for which a background in education would have hindered. She did not give her assistant limitations but only showed her how to present the materials. .(Montessori Biography ,North American Montessori Teachers

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Let us take our minds back to focus on this essay. After reading the article “Locke and Rousseau on Early Education”, I realize that these two philosophers are unusual. They invested a lot of time, effort in childhood education. However, they have different views and methods on educating children on early childhood education (0-8 years of age). John Locke and Jean Rousseau were both well- known European philosophers who believe children love freedom and power.

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In Reggio Emilia approach, there are many strengths as it supports children that a child’s image is viewed as having rights and not just needs and child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials. In addition, it supports children’s individual differences and needs, documentation that Reggio teachers collect about their students and a mix of long- and short term projects which provide students with a deeper understanding of the subject matter. While the strength in Montessori curriculum is children are 5 prepared for the real world, where they work side by side with people of all ages, they develop self-discipline, independence and analytical thinking, all materials in a Montessori classroom have a proper place, and it is the responsibility of each student to properly store their materials when they are done to maintain order, independence is greatly emphasized and focuses on individual intelligences. The weakness point in Montessori and Reggio Emilia Curriculum: There are some weakness point in Reggio Emilia approach such as this approach puts a lot of emphasis on the importance of large space as is considered educational, Reggio Emilia schools are found in wealthy countries and are attended by children from wealthy families while the poor cannot opt for the Reggio Emilia approach, public schools get limited funding while private schools mostly focus on results and not process and also the

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The success of this program can be attributed to one of its main principles where there is a strong parent-teacher-community cooperation, as Gandini said (2003), “Education has to focus on each child, not considered in isolation, but seen in relation with the family, with the other children, with the teachers, with the environment of the school, with the community, and with the wider society” (Values and Principles of the Reggio Emilia Approach section, para.

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