A Case Study of Froebel Education in Practice

A Case Study of Froebel Education in Practice

A Case Study of Froebel Education in Practice

A Case Study of Froebel Education in Practices

| Ajouter

Référence bibliographique [19133]

Accéder à la publication

Fiche synthèse

1. Objectifs

Intentions :
«[T]his study will review the philosophy of Frederic Froebel, a German educational philosopher and practitioner through the case study of The Froebel School and Kindergarten. The purpose of this study is to identify characteristics of the Froebel philosophy that can motivate and empower young people towards self-determination, a personal desire to reach their best potential.» (p. iii)

2. Méthode

Échantillon/Matériau :
«The case study used current and past teacher, parent and past student interviews that highlighted recurrent themes of co-construction, selfactivity, and reflection. The narrative of Dr. Barbara Corbett, a Froebel practitioner for sixty years and the Director of The Froebel School and Kindergarten supported the case study.» (p. iii)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

In this study, «[t]he educators were unanimous in their consideration of The Froebel School and Kindergarten as a joyful, unique, and accepting example of experiential education. From the interviews there was an overwhelming commonality that the teachers want to be teaching. This obvious pleasure derived from their work is a very positive attribute.» (p. 45) «Froebel was an educative philosopher who believed in childhood and the importance of a playful attitude that would confer possibility instead of complacency (Froebel, 2003). This learning and development is not restricted to the classroom walls, indeed much of what the child learns the child learns at home. […] Much of this knowledge is passed on with subtlety and sometimes parents are not even aware of the transmission. Froebel encouraged parents to be self-aware and self-disciplined in their efforts to guide the child in his or her own discovery.» (p. 62) «The parents in the interview process had difficulty balancing the absence of standardized instruction and the recognition that guiding the child through self-activity is a process that results in confident learners. It is my opinion that every parent struggles to do their best for their children and in so doing is constantly revising and reprioritizing goals and expectations.» (p. 64)