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Journal articles on the topic 'Friedrich Froebel'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

Smart, Julie. "Friedrich Froebel." Practical Pre-School 2012, no. 133 (February 2012): 12–13. http://dx.doi.org/10.12968/prps.2012.1.133.12.

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ROSZAK, MAGDALENA. "FRIEDRICH FROEBEL’S PEDAGOGICAL CONCEPT WITHIN POLISH PRE-SCHOOL EDUCATION – THE REVIVAL OF 19TH CENTURY THOUGHT IN MODERN INSTITUTIONAL UPBRINGING OF CHILDREN." Society Register 2, no. 2 (December 30, 2018): 149–62. http://dx.doi.org/10.14746/sr.2018.2.2.08.

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The article presents the profile of Friedrich Wilhelm August Froebel (1782-1852), the basic postulates of his philosophy and pedagogy. It describes the origin of kindergartens, which became the bedrock of young child education spreading across the world, and the birth of the institution of kindergarten. Froebel’s thought reached many countries, among others Great Britain, USA and Poland, thanks to its popularizers. The first Polish kindergarten was set up thanks to Teresa Mleczkowa. However, it was Maria Weryho-Radziwiłowiczowa (1858-1944), who contributed the most to the popularization of Froebel’s pedagogy. Together with J. Strzemeska, she developed the methodology of working with young children on the basis of Froebel’s concept. She adjusted Froebel’s pedagogy to Polish conditions by rejecting some of its elements and adding some new ones. Unfortunately, the 20th century in Polish pedagogy was a moment, when F. Froebel was forgotten. The situation was very different in the international arena: there were institutions arising in the world, which through publications and research spread the views of the German pedagogue. Modern Polish popularizers of Froebel (among others Barbara Bilewicz-Kuźnia, Froebel.pl association) undertook to interpret the thought of F. Froebel and with a new curriculum proposal for preschool education The Gift of Play they are trying to revive Froebel’s pedagogy by adjusting it to the modern conditions. As a result of their actions, more and more kindergartens are transformed into Froebel preschools. However, they are still considered pedagogical alternatives.
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3

Lennox, Nikki. "Who was Friedrich Froebel?" Practical Pre-School 2008, no. 95 (December 2008): 19–20. http://dx.doi.org/10.12968/prps.2008.1.95.38069.

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4

Watts, Mike. "Friedrich Froebel: interpolation, extrapolation." Early Child Development and Care 191, no. 7-8 (February 13, 2021): 1186–95. http://dx.doi.org/10.1080/03004430.2021.1881077.

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Dar, Rayees Ahmad. "Educational Works Of Friedrich August Froebel." International Journal of Advanced Multidisciplinary Scientific Research 1, no. 5 (May 15, 2018): 13–17. http://dx.doi.org/10.31426/ijamsr.2018.1.5.513.

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., Dr Rayees Ahmad Dar. "Educational Thought Of Friedrich August Froebel." International Journal of Advanced Multidisciplinary Scientific Research 1, no. 9 (November 30, 2018): 36–42. http://dx.doi.org/10.31426/ijamsr.2018.1.9.914.

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7

Monedero, Javier. "Friedrich Froebel y las gramáticas de forma." EGA Revista de expresión gráfica arquitectónica 10, no. 10 (May 9, 2005): 64. http://dx.doi.org/10.4995/ega.2005.10331.

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Fernandes, Hercília Maria. "A educação (esférica) do homem." Revista Educação em Questão 53, no. 39 (December 15, 2015): 255–60. http://dx.doi.org/10.21680/1981-1802.2015v53n39id8530.

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9

Pereira, Meira Chaves. "A pedagogia de Froebel para a educação infantil." Educação Básica Online 1, no. 2 (February 9, 2021): 1–6. http://dx.doi.org/10.24115/s2675-949720211228p.1-6.

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O presente texto discute as contribuições de Friedrich Froebel ao pensamento pedagógico e de forma específica para a Educação Infantil quanto à concepção de infância, criação dos jardins da Infância (Kindergarten) e a didática para a primeira infância. Como uma introdução ao pensamento pedagógico de Froebel, esse artigo de cunho exploratório, trata de forma compreensiva, como característico da abordagem qualitativa, os princípios de autoexpressão, o brinquedo, a cultura física, a produção criadora, a dramatização, o desenho, dentre outros para educação infantil. Embora idealista, a contribuição de Froebel, não somente no contexto didático, mas no âmbito da psicologia infantil destaca a necessidade e recorrência do reconhecimento da especificidade da educação infantil e do desenvolvimento, da linguagem e estágios de amadurecimento da criança.
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10

Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (May 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.

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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.
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Best, Ron. "Exploring the spiritual in the pedagogy of Friedrich Froebel." International Journal of Children's Spirituality 21, no. 3-4 (October 2016): 272–82. http://dx.doi.org/10.1080/1364436x.2016.1231664.

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12

Arce, Alessandra. "Lina, uma criança exemplar! Friedrich Froebel e a pedagogia dos jardins-de-infância." Revista Brasileira de Educação, no. 20 (August 2002): 107–20. http://dx.doi.org/10.1590/s1413-24782002000200009.

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O presente trabalho dedica-se a analisar um importantíssimo texto de Friedrich Froebel (1782-1852), fundador dos jardins-de-infância (kindergartens): "De como Lina aprendeu a escrever e a ler: Uma história para crianças que gostam de estar ocupadas". O texto expõe, na forma escrita de uma historinha, os mais importantes princípios educacionais de Froebel. O objetivo foi apresentar, a partir da historinha, as idéias do autor a respeito de como se deve pensar e fazer educação para infância. Retomou-se as idéias de um dos pioneiros da educação de crianças menores de 6 anos, por considerar-se que sua teoria educacional traz os germens das discussões atuais que são travadas em prol da construção de uma pedagogia da educação infantil.
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Liebschner, Joachim. "Aims of a Good School: The Curriculum of Friedrich Froebel Edited Highlights from Froebel's Writings." Early Years 14, no. 1 (September 1993): 54–57. http://dx.doi.org/10.1080/0957514930140111.

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14

Ahmad Dar, Dr Rayees. "Friedrich August Froebel Kindergarten System And His Main Contribution To Education." International Journal of Advanced Multidisciplinary Scientific Research 3, no. 9 (September 30, 2020): 13–25. http://dx.doi.org/10.31426/ijamsr.2020.3.9.3712.

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15

Valkanova, Yordanka, and Kevin J. Brehony. "The Gifts and ‘Contributions’: Friedrich Froebel and Russian Education (1850–1929)." History of Education 35, no. 2 (March 2006): 189–207. http://dx.doi.org/10.1080/00467600500528065.

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16

Polito, Theodora. "CRITICAL EDUCATIONAL LINKS IN THE THOUGHT OF FRIEDRICH FROEBEL AND GIAMBATTISTA VICO." Educational Theory 46, no. 2 (June 1996): 161–73. http://dx.doi.org/10.1111/j.1741-5446.1996.00161.x.

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Arce, Alessandra. "O jogo e o desenvolvimento infantil na teoria da atividade e no pensamento educacional de Friedrich Froebel." Cadernos CEDES 24, no. 62 (April 2004): 9–25. http://dx.doi.org/10.1590/s0101-32622004000100002.

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Este artigo apresenta um estudo teórico comparativo da pedagogia desenvolvida por Friedrich Froebel e da teoria da atividade (Leontiev, Elkonin e Vigotski) no que diz respeito ao jogo e ao desenvolvimento infantil. Ainda que essas duas abordagens considerem o jogo uma atividade muito importante no desenvolvimento da criança, elas diferem em sua visão do que seja o significado do jogo no contexto do processo de formação do indivíduo. Essa divergência é uma conseqüência de suas opostas concepções acerca da relação entre a natureza humana e a história.
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Santos, Juliara Dias dos, and Adão Aparecido Molina. "FRIEDRICH FROEBEL: O CONTEXTO EUROPEU DO SÉCULO XIX E OS JARDINS DE INFÂNCIA." Pedagogia em Foco 14, no. 12 (December 3, 2019): 6. http://dx.doi.org/10.29031/pedf.v14i12.423.

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O educador alemão Friedrich Wilhelm August Froebel (1782-1852) criou o jardim de infância em 1837. A fim de compreender sua teoria educacional voltada para a criança de 0 a 6 anos de idade, fez-se necessário um estudo do contexto histórico do período no qual viveu, marcado pela Revolução Francesa (1789) e pela revolução industrial na Inglaterra. A Alemanha - seu país de origem - emergiu com características peculiares, industrializando-se tardiamente, marcada pela descentralização política, com muitos reinos e principados. Por outro lado, destacou-se no campo artístico e filosófico e com um forte sentimento nacionalista. Destarte, desvendar a história do período foi fundamental para apreender as influências auferidas pelo autor em referência. O estudo teve como âncora a pesquisa qualitativa com enfoque histórico-estrutural e se utilizou de fontes bibliográficas. Com esse estudo foi possível assimilar o pensamento místico e simbólico do pedagogo alemão, caracterizado pela religiosidade protestante, pela defesa da sociedade equilibrada e harmoniosa, que se iniciaria com a educação da criança desde o ventre materno.
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NASCIMENTO, Maria Isabel Moura, Daiana CAMARGO, and Sivia Christina Madrid FINCK. "A criança, o brincar e o corpo: possibilidades a partir da teoria de Friedrich Froebel." Publicatio UEPG: Ciencias Humanas, Ciencias Sociais Aplicadas, Linguistica, Letras e Artes 17, no. 1 (June 21, 2009): 101–6. http://dx.doi.org/10.5212/publicatiohum.v.17i1.101106.

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20

Wollons, Roberta. "The Immigrant Preschool." History of Education Quarterly 49, no. 2 (May 2009): 241–43. http://dx.doi.org/10.1111/j.1748-5959.2009.00201.x.

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Today, internationally, early childhood education, whether as nursery schools, kindergartens, or other forms of preschool, is a fully integrated feature of public and private education systems. The kindergarten, for example, had its origin in nineteenth century Germany. Following the 1848 revolution, exiled followers of Friedrich Froebel carried the kindergarten idea to England, America, and other European nations. From these early kindergarten apostles, the idea of the kindergarten flowed around the world so that by World War I, all industrialized and many industrializing nations had incorporated the kindergarten into their educational landscape. People and ideas arriving in new societies enter into a cultural exchange, maintaining at the same time as amending and adapting their social and cultural practices. By this process, in each setting the kindergarten and other forms of early childhood education were transformed and rooted as an institution that was simultaneously international and local.
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21

Beatty, Barbara. "JOHN DEWEY'S HIGH HOPES FOR PLAY:DEMOCRACY AND EDUCATIONAND PROGRESSIVE ERA CONTROVERSIES OVER PLAY IN KINDERGARTEN AND PRESCHOOL EDUCATION." Journal of the Gilded Age and Progressive Era 16, no. 4 (October 2017): 424–37. http://dx.doi.org/10.1017/s1537781417000317.

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Exploring John Dewey's hopes for play reveals much about the key role he thought it played in education in a democratic society. PlacingDemocracy and Educationin the context of Progressive Era controversies over play in the kindergarten movement and preschool education illustrates Dewey's view that teacher-guided free play could reconcile the dilemma of the need for individual agency and social discipline. Dewey built upon and critiqued the scripted play pedagogy of kindergarten founder Friedrich Froebel. Drawing in part from progressive kindergarten teachers, Dewey constructed his own notion of play that he argued fostered experiential learning, voluntary participation, and social order. For Dewey, play and work were naturally linked in ways in which the needs of the child and society coalesced. Analysis of sources from the kindergarten movement and the Sub-primary Department at the University of Chicago Laboratory School provide background for interpreting some of Dewey's writings on play, which influenced modern contests over how young children learn and should be taught.
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Blackburn, Carolyn. "‘The people in the purple shirts’: Froebelian insights to a Singing Medicine project in a children’s hospital." Journal of Early Childhood Research 18, no. 3 (July 14, 2020): 287–305. http://dx.doi.org/10.1177/1476718x20935158.

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Friedrich Wilhelm August Froebel (1782–1852) yearned to promote and foster the harmonious and holistic development of young children through a combination of outdoor activities, songs and games. His Mother Songs, with games and exercises for mothers and their infants, aimed to encourage the use of senses, limbs and body to increase body awareness and promote mental activity. This article reports on a qualitative interpretive study into the role of a Singing Medicine project in a children’s hospital where children on all wards are invited to participate in singing games and activities. An aim was to understand how the application of Froebelian principles can help us to understand and conceptualise children’s rights and well-being in restricted environments such as a Children’s Hospital. Methods included semi-structured interviews with a range of health and education professionals who support children in a children’s hospital in England. In contrast to previous largely quantitative studies relating to the transferable benefits of arts in health projects, the findings from this study suggest that participants value the human connectedness imbued by a Singing Medicine project to children, families and health professionals. Wider benefits for children’s holistic development and empowerment to make choices through participation in singing games were also raised.
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Bilewicz-Kuźnia, Barbara. "Universal Values of Friedrich Froebel’s Pedagogy in the Views of Polish Froebelians." Prima Educatione 2 (January 17, 2019): 67–75. http://dx.doi.org/10.17951/pe.2018.2.67-75.

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Bilewicz-Kuźnia, Barbara. "Zabawa życiem dziecka – aplikacja teorii Froebla do praktyki przedszkolnej XXI wieku." Forum Pedagogiczne 8, no. 2 (October 6, 2018): 47–57. http://dx.doi.org/10.21697/p.2018.2.04.

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Artykuł koncentruje się na jednym z trzech filarów koncepcji niemieckiego pedagoga Friedricha Froebla – zabawie – i przedstawia jej znaczenie w świetle jego poglądów oraz kontynuatorów jego myśli we współczesnej pedagogice i metodyce wychowania przedszkolnego. Wiek XXI przyniósł renesans poglądów pedagogicznych Froebla na temat zabawy. Do rzeczywistości przedszkolnej zaimplementowano badania oraz rozwiązania metodyczne pozwalające na nowo uznać, iż zabawa jest życiem dziecka i jednocześnie strategią dydaktyczną.
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Buckus, Raimondas, Iveta Ragėnaitė, Rasa Barčytė, Juozas Raistenskis, and Neringa Buckutė. "IKIMOKYKLINIO AMŽIAUS VAIKŲ PAŽINTINIŲ FUNKCIJŲ LAVINIMAS, ESANT NUSTATYTAM SPECIFINIAM MIŠRIAM RAIDOS SUTRIKIMUI." Health Sciences 31, no. 2 (April 20, 2021): 164–67. http://dx.doi.org/10.35988/sm-hs.2021.057.

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Visavertė vaiko raida yra sudėtinga, visa apimanti, aukščiausia asmenybės vystymosi pakopa. Vaikų raidą tyrinėję mokslininkai nustatė, kad vaiko ugdymuisi ypač didelę reikšmę turi jo paties aktyvumas. Per pirmuosius kelerius gyvenimo metus vaiko raida yra nepaprastai greita. Kuo daugiau stimuliacijos ir galimybių mokytis gauna vaikas, tuo daugiau informacijos jis sukaupia, tuo sparčiau vyksta jo raida. Vaiką nustota laikyti mažu suaugusiuoju, į jį pradėta žiūrėti kaip į savitą esybę su savais gyvenimiškais poreikiais. Apie vaikystę Friedrichas Froebelis kalbėjo kaip apie lavinimosi laiką. Vaiko elgesio ir emocinių problemų apžvalga bei analizė prasminga dėl kelių priežasčių. Viena, visuomenėje egzistuoja dažnai nepagrįstas ir vienpusis požiūris, kad vaikai „išaugs savo bėdas“, jos trumpalaikės ir nevertos atidesnio susidomėjimo. Ikimokyklinio amžiaus vaikų kognityvinė, socialinė, emocinė raida iš tiesų yra nepaprastai sparti ir dinamiška, todėl konkretus vaiko vystymosi pokytis gali ir sukelti, ir sušvelninti nepageidaujamos jo elgsenos apraiškas. Tyrimo tikslas – išsiaiškinti ikimokyklinio amžiaus vaikų, kuriems nustatytas specifinis mišrus raidos sutrikimas, skirtingų ergoterapijos metodų efektyvumą lavinant pažintines funkcijas. Tyrimas vyko nuo 2019 m. kovo 8 d. iki 2019 m. gegužės 3 d. Vilniaus universiteto ligoninės Santaros klinikų Vaikų ligoninėje, Vaikų fizinės medicinos ir reabilitacijos skyriuje. Tyrimo imtis – 15 ikimokyklinio amžiaus vaikų, kuriems nustatytas specifinis mišrus raidos sutrikimas. Taikyti ergoterapijos metodai: modifikuotas trumpas protinės būklės vertinimas (MMSE), modifikuota E.I. Kiphardo skalė individualiam vaiko vertinimui „Sensorinio ir psichinio vystymosi schema“, taikyti skirtingi ergoterapijos metodai: 1 metodas (užduočių testas popieriniame variante) ir 2 metodas (manipuliacinių užduočių demonstravimas) bei reakcijų į lietimo dirgiklius ir elgesio vertinimo skalė. Įvertinus ikimokyklinio amžiaus vaikų, kuriems nustatytas specifinis mišrus raidos sutrikimas, pažintines funkcijas, paaiškėjo, kad labiausiai sutrikusios šios pažintinės funkcijos: dėmesio koncentravimas, pažinimas, suvokimas, trumpalaikė atmintis, orientacija laike ir vietoje. Išsiaiškinome, kad skirtingų ergoterapinių užsiėmimų metodai daro teigiamą įtaką, lavinant vaikų pažintines funkcijas. Metodas, kurio metu vaikai atlieka manipuliacines užduotis, yra efektyvesnis.
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McNair, Lynn J., and Sacha Powell. "Friedrich Froebel: a path least trodden." Early Child Development and Care, August 16, 2020, 1–11. http://dx.doi.org/10.1080/03004430.2020.1803299.

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Gadea Rivas, Ileana. "LOS FINES DEL JARDIN INFANTIL EN EL PENSAMIENTO DE FRIEDRICH FROEBEL." Revista Humanismo y Cambio Social, October 9, 2017, 8–16. http://dx.doi.org/10.5377/hcs.v0i5.4957.

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Con el interés de contribuir a un mejor conocimiento de las raíces de la educación inicial y a la reflexión de actualidad sobre el propósito de la educación, este trabajo analiza los planteamientos de Friedrich Froebel con respecto a los fines del jardín infantil. Para ello se ha consultado la Carta a las Esposas y Jóvenes Alemanas de 1840 como fuente primaria porque en ella Froebel esbozó un plan para la implementación del jardín infantil y presentó reflexiones acerca de su filosofía de la educación. Froebel pensó en la implementación universal del jardín infantil como sistema educativo para la humanidad, como institución para la educación integral y atención de la niñez de todas las clases sociales y para la formación docente, como proyecto para ser divulgado y puesto en práctica más allá del ámbito local de su origen y como una misión encargada especialmente a las mujeres. En el contexto de la industrialización, urbanización y modernización de la familia, Froebel recurrió a ideas del cristianismo y del pensamiento idealista, neo humanista, romántico y naturalista para impulsar una reforma y responder a deficiencias en la educación y a problemas en la familia y en la sociedad.
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Bruce, Tina. "EYFS Best Practice: All about … Friedrich Froebel." Nursery World 2011, no. 4 (April 2011). http://dx.doi.org/10.12968/nuwa.2011.5.4.1096055.

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Périsset, Danièle. "Schärer, Michèle E. (2008). Friedrich Froebel et l’éducation préscolaire en Suisse romande: 1860-1925." Swiss Journal of Educational Research 31, no. 3 (December 1, 2009). http://dx.doi.org/10.24452/sjer.31.3.5308.

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White, Keith J. "The growth of love." International Journal of Social Pedagogy, December 1, 2016. http://dx.doi.org/10.14324/111.444.ijsp.2017.03.

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This article explores how and why child care theory and practice has been separated from the idea and concept of love since Dr John Bowlby used the word in his book, Child Care and the Growth of Love (1953). The author attempted to reconnect child care theory and love in his book, The Growth of Love (2008) the title of which was deliberately chosen to reflect the debt owed to John Bowlby, and his son, Sir Richard Bowlby contributed the Foreword. Some of the challenges and implications of this approach are described, before reference to the writings and work of others that he discovered in the process. Three mentioned are Janusz Korczak, Paulo Friere and Friedrich Froebel. Recent research on cognitive development creates space for thinking about love, for example Sue Gerhardt, Why Love Matters (2004). The article concludes with reference to children in hospital and love in religious traditions, with a final mention of how Johannes Brahms saw love as the key to all of his music.
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Howlett, John. "Friedrich Froebel. A Critical Introduction to Key Themes and DebatesTinaBruceBloomsbury Academic, 2021, 184 pp., ISBN: 978‐1474250429, £22.99 (paperback)." Curriculum Journal, June 23, 2021. http://dx.doi.org/10.1002/curj.111.

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Osinski, Dulce Regina Baggio, and Amanda Siqueira Torres Cunha. "O CONCEITO DE “INFÂNCIA” NO CONTEXTO DA MODERNIDADE EUROPEIA (SÉCULOS XVII-XIX)." Cadernos de Pesquisa 27, no. 2 (April 5, 2021). http://dx.doi.org/10.18764/2178-2229.v28n2-2020-01.

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Este artigo analisa o conceito de “infância” a partir de formulações que marcaram a modernidade, inserindo-se no campo das pesquisas em história intelectual da educação e relacionando-se de modo mais específico com a história dos conceitos. A investigação tratará do contexto europeu, definindo como recorte temporal o período entre os séculos XVII e XIX. As reflexões de Reinhart Koselleck a partir do campo da história dos conceitos serão cotejadas com as de autores como Ariès, Becchi, Herrero, Levin e Kohan, que discutem a infância em perspectiva histórica. Como fontes, serão analisados os discuros de intelectuais envolvidos com a infância e sua formação, tais como os mestre de Port-Royal, Immanuel Kant, John Locke, Denis Diderot, Jean Jacques Rousseau, Johann Pestalozzi e Friedrich Froebel, os quais evidenciam a construção, manutenção ou ressignificação do conceito de infância no decorrer do tempo, graças a movimentos de circulação e apropriação. Foi possível perceber, no período analisado, que o conceito de infância em circulação no século XVII e início do século XVIII, relacionado a um número maior de aspectos negativos e concebido como um momento da vida imperfeito, pecaminoso e separado da vida adulta, cedeu paulatinamente lugar, até meados do século XIX, à ideia de um período com características próprias e relevante para a concretização do projeto de homem moderno.Palavras-chave: História da educação; história dos conceitos; conceito de infância; infância e modernidade.THE CONCEPT OF "CHILDHOOD" IN THE CONTEXT OF EUROPEAN MODERNITY (XVII-XIX CENTURIES)AbstractThis article analyzes the concept of "childhood" from formulations that marked modernity, inserting itself in the field of research in the intellectual history of education and relating more specifically to the history of concepts. The research will deal with the European context, defining as temporal cut-off the period between the seventeenth and nineteenth centuries. Reinhart Koselleck's reflections from the field of concept history will be compared with authors such as Ariès, Becchi, Herrero, Levin and Kohan, who discuss childhood in historical perspective. As sources, the discourses of intellectuals involved with childhood and its formation, such as the Masters of Port-Royal, Immanuel Kant, John Locke, Johann Pestalozzi, Friedrich Froebel and Jean Jacques Rousseau, will be analyzed, which put in evidence the construction, maintenance or re-signification of the concept of childhood in the course of time, thanks to movements of circulation and appropriation. It was possible to perceive, in the analyzed period, that the concept of childhood in circulation in the seventeenth and early eighteenth century, related to a greater number of negative aspects and conceived as a moment of imperfect, sinful life separated from adult life, gradually gave place, until de nineteenth century, to the idea of a period with its own characteristics and relevant to the realization of the modern man project.Key-words: History of education; history of concepts; concept of childhood; childhood and modernity.EL CONCEPTO DE "INFANCIA" EN EL CONTEXTO DE LA MODERNIDAD EUROPEA (SÉCULOS XVII-XIX) Resumen Este artículo analiza el concepto de "infancia" a partir de formulaciones que marcaron la modernidad, insertándose en el campo de las investigaciones en historia intelectual de la educación y relacionándose de modo más específico con la historia de los conceptos. La investigación tratará del contexto europeo, definiendo como recorte temporal el período entre los siglos XVII y XIX. Las reflexiones de Reinhart Koselleck a partir del campo de la historia de los conceptos serán cotejadas con autores como Ariès, Becchi, Herrero, Levin y Kohan, que discuten la infancia en perspectiva histórica. Como fuentes, se analizarán los discursos de intelectuales involucrados con la infancia y su formación, como los maestros de Port-Royal, Immanuel Kant, John Locke, Johann Pestalozzi, Friedrich Froebel y Jean Jacques Rousseau, que evidencian la construcción, el mantenimiento o la resignificación del concepto de infancia en el transcurso del tiempo, gracias a movimientos de circulación y apropiación. En el período analizado, el concepto de infancia en circulación en el siglo XVII y el inicio del siglo XVIII, que se relacionó con un número mayor de aspectos negativos, siendo concebido como un momento de la vida imperfecto, pecaminoso y separado de la vida adulta, cedió paulatinamente lugar, hasta el siglo XIX, a la idea de un período con características propias y relevantes para la concreción del proyecto de hombre moderno.Palabras clave: Historia de la educación; historia de los conceptos; concepto de infancia; la infancia y la modernidad.
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