Incorporate an Educational Philosophy in Practice Essay Example
Incorporate an Educational Philosophy in Practice Essay Example

Incorporate an Educational Philosophy in Practice Essay Example

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  • Pages: 6 (1485 words)
  • Published: January 25, 2022
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Theorist Going With My Philosophy on Childhood Education

Friedrich Froebel introduced his educational program in 1817, believing that starting children's education at an early age would increase their enthusiasm and passion for learning.

He believed that a child should begin their learning journey at a young age (Baader, 2004). However, it took some time for him to establish an organized institution, which happened in 1837. The core objective was to educate young children and devise innovative approaches to unleash human potential (Manning, 2005). His educational philosophy was strongly influenced by German Romantic Philosophers Rousseau and Fitche, who introduced him to Buddhist and Taoist teachings. Interestingly, he was the son of a Lutheran minister who chose to resist (Baader, 2004).

Froebel, driven by his radical ideas, defied the church and other authorities and brought boys and girls together, treating them as equals.

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He dedicated his life to his goal, but what sets him apart is that he never actively promoted or converted others. Instead, he encouraged children to explore and understand their surroundings, refraining from using religious texts in his schools.

This paragraph highlights the significance of respect and order in various creations, as well as Froebel's contribution to the development of crystallography. He used various materials to demonstrate geometry and patterns found in the physical world, applying a scientific approach to understanding the universe. Additionally, Froebel was the first to acknowledge the profound brain development that occurs from birth to early childhood.

The concept of Froebel emphasizes the integration and understanding of human psychology, acknowledging that children possess innate creativity. Eventually, this concept was embraced, leading to the education of young children. Froebel took it a step further b

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recognizing women as the initial educators of humanity, perceiving education as a lifelong journey that commences in infancy. Consequently, women became the primary instructors in his kindergartens (Manning, 2005).

His kindergartens were successful in attracting educated and determined women who later became entrepreneurs.

The Significance of Early Childhood Education

Early childhood education is crucial for a child's holistic development, including their physical, social, emotional, and intellectual progress. Between birth and the age of six, children undergo substantial cognitive and physical advancements (Tovey, 2012).

Hughes (2007) states that a child's personal care and learning experiences in the early years have a profound impact on their future schooling, affecting both intellectual and emotional development. During the first three years, parents play a vital role as the primary influence in shaping their child's education. Furthermore, the educational environment surrounding a child also greatly influences their education.

Creating a positive environment and providing intellectual stimulation are essential for the upbringing of children. Early education programs play a crucial role in assisting children in establishing trust and finding their own sense of security (Baader, 2004). Additionally, these programs contribute to the enhancement of speech skills necessary for self-expression. Teaching children and involving them in activities that foster social abilities and the cultivation of positive principles is highly important. Play serves as a means to acquire diverse skills.

Feeney et al. (2013) suggest that children can improve their creativity and problem-solving skills by engaging in interactive play with others outside of their homes. In the beginning, children use their hands and fingers as tools, but as they grow, they acquire the ability to hold objects. With this new skill, they can decide how to utilize these items,

leading to enhanced thinking and reasoning abilities for solving problems effectively.

Historical Origins of Froebel Philosophy

During the years 1744-1803, Froebel's educational philosophy was influenced by German philosophical idealism (Manning, 2005). In formulating his philosophies, he focused on two key ideas. Firstly, he believed that existence stemmed from the Lord God. Secondly, he recognized the inherent power within humans to initiate development, while acknowledging the interconnectedness of all beings within a systematic universe.

Froebel's background in architecture influenced his perspective on early childhood education. Following his studies in architecture, he transitioned to the field of early childhood education and began working as a teacher and headmaster in 1805. He placed great emphasis on the significance of creating a respectable learning atmosphere for young children. In 1837, he founded his own school exclusively for young children, which he named the children's garden. This institution aimed to provide an educational journey through various activities like songs, stories, and small tasks.

Children can develop in the right direction by following the newly devised laws of human growth through various activities (Baader, 2004). This initiative also resulted in the establishment of several prominent childhood kindergartens in Germany. By the end of 1860, Europe and North America had well-established kindergartens that offered early childhood education (Manning, 2005).

Philosophical Foundation

The philosophy of Froebel gained recognition and value with block play. He believed that playing with blocks enabled children to express the unity of life and their soul.

The article discusses the significance of using blocks in the construction of buildings (Baader, 2004). It suggests that engaging a child in this activity helps integrate separate blocks and develop a complete personality. By transitioning

from physical materials to abstract concepts, the child is elevated. Moreover, they are able to explore and play with various wooden patterns.

According to Manning (2005), the child can easily engage in both 3-D and 2-D activities, starting with block building and later transitioning to working with clay.

Development of the Philosophy

This approach to childhood education helped people understand the uniqueness of children and their potential to accomplish various tasks. Parents and guardians were able to guide their children in achieving what may have seemed impossible and instilling a positive attitude in them (Baader, 2004). The philosophy emphasizes recognizing children as valuable members of both the family and the community. It also involves collaboration between parents and educators to foster the holistic development of children (Manning, 2005).

The importance and objective of childhood education are crucial in offering guidance and significance to a child's life. Additionally, childhood education enhances the happiness, focus, and contentment of young children. The program aims to create a strong foundation for children instead of causing them distress (Tovey, 2012).

Relevance to My Personal Philosophy

Childhood education contributes to nurturing freedom and autonomy (Baader, 2004).

From a young age, children learn about their responsibilities both within their family and in the larger community. They receive early instruction in discipline, which aids in their comprehension of societal norms and values. Consequently, they cultivate a sense of purpose and direction for their life.

Tovey (2012) states that philosophies have played a crucial role in fostering opportunities for children, particularly those from disadvantaged backgrounds. These philosophies offer a clear life perspective to these children and inspire them to work hard towards their aspirations through education. This instills a strong belief in

their dreams and provides them with the chance to engage with accomplished individuals, ultimately enhancing their motivation to excel academically. Consequently, this nurturing environment facilitates their seamless transition from primary education to higher education without any hindrances.

Such philosophies have significantly aided in my efforts to encourage governments to improve early childhood education for the smooth flow and development of our children (Feeney et al., 2013).

Incorporating a Philosopher in Early Childhood Education Practices

Today, young children represent the future. As philosophers and educators, it is our responsibility to help them understand the importance of education in their lives (Feeney et al., 2013). It is advisable for philosophers to gather information that will support, inform, and assess children for effective learning practices.

In order to support a child's learning and development, a philosopher is expected to advocate for constructive practices that yield positive outcomes. It is important to challenge and modify ineffective practices in childhood education and instead embrace valuable teaching methods (Hughes, 2007). Charts are necessary for young children, including toddlers, to comprehend and navigate their social and physical surroundings.

Embracing a healthy development of children in early childhood education is significant. Philosopher's embrace should also allow sufficient time for extra-curricular activities, such as playing, which promotes healthy physical development and helps children realize their talents. Additionally, philosophers need to understand the cultural practices that enhance childhood education, including the values of children's families, which greatly influence their lives at home and in their learning environments.

References

  1. Baader, M. S. (2004). Froebel and the Rise of Educational Theory in the United States. Studies In Philosophy & Education, 23(5/6), 427-444.
  2. Feeney, S., Moravcik, E., Nolte, S., &

Christensen, D. (2013). Who am I in the lives of children?.

Upper Saddle River, N.J: Prentice Hall.

  • Hughes, E. (2007). Linking Past to Present to Create an Image of the Child. Theory Into Practice, (1).48.
  • Manning, J. P. (2005).
  • Rediscovering Froebel: A Call to Re-examine his Life & Gifts. Early Childhood Education Journal, 32(6), 371-376. doi:10.1007/s10643-005-0004-8

  • Tovey, H. (2012). Bringing the Froebel approach to your early years practice. Routledge.
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