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Journal articles on the topic 'Froebel'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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1

Jeynes, William H. "Standardized Tests and Froebel's Original Kindergarten Model." Teachers College Record: The Voice of Scholarship in Education 108, no. 10 (October 2006): 1937–59. http://dx.doi.org/10.1177/016146810610801008.

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The author argues that American educators rely on standardized tests at too early an age when administered in kindergarten, particularly given the original intent of kindergarten as envisioned by its founder, Friedrich Froebel. The author examines the current use of standardized tests in kindergarten and the Froebel model, including his emphasis on moral education, play, and family involvement. This article explains the extent to which research supports the value of Froebel's model. The author asserts how increasingly, over the last four decades, American educators have departed from the Froebel kindergarten rubric supposedly, in part, to compete with Japanese students. Ironically, however, the Japanese still cherish and practice Froebel's original concept. The author contends that American educators should return to the Froebel rubric and provides a vision for doing so.

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2

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

Boichuk, Petro, Nataliia Ivanova, Nataliia Denysenko, Alla Bliashevska, Sergiy Marchuk, and Nadiia Knight. "Innovative Pedagogy of Froebel through the Online Platform “Prezi” in Ukraine." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (February 9, 2022): 233–45. http://dx.doi.org/10.18662/rrem/14.1/516.

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The article studies the use of principles of Friedrich Froebel’s pedagogy in the context of digital technologies implemented in the post-Soviet countries, in particular, in Ukraine. It also presents student opinions on the effectiveness of Frobel’s didactic materials aimed at developing children’s ability to participate in productive activity, which is of particular importance today. Besides, the article provides recommendations on the use of the author’s word-based games in Ukrainian and English. These games were prepared by a team of teachers from Lutsk Pedagogical College (Ukraine) in a mini textbook, titled “Froebel’s Ideas in Action: Theory and Practice of the Present”. The article shows how the cloud-based online service ‘Prezi’ can be used to master ways of using the Froebel gifts when working with children of preschool and younger school age. Finally, the article proves that information technologies can help one to create educational materials to improve the use of the Froebel gifts in preschools, as well as in the New Ukrainian school.

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4

Nawrotzki, Kristen D. "Froebel is Dead; Long Live Froebel! The National Froebel Foundation and English Education." History of Education 35, no. 2 (March 2006): 209–23. http://dx.doi.org/10.1080/00467600500528503.

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5

Rubin, Jeanne S. "The Froebel-Wright Kindergarten Connection: A New Perspective." Journal of the Society of Architectural Historians 48, no. 1 (March 1, 1989): 24–37. http://dx.doi.org/10.2307/990404.

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Frank Lloyd Wright's Froebel kindergarten training and its effects upon his work have long been a matter of interest. Ever since his cryptic allusions to this influence appeared in print, occasional attempts to endow them with specificity have been made, mainly because of the interest in the effects upon Wright's architecture. This article concentrates on the training that is purported to have affected him in such a remarkable manner: both the training and some compelling evidence of its effects have been traced to the science of crystallography in which Froebel had risen to a position of the highest prominence before becoming an educator. This hitherto unknown information opens up a new perspective from which both Froebel's and Wright's work, as well as the connections between them, can be newly viewed.

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6

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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7

Weinstein, Nicole. "Flourishing Froebel." Nursery World 2021, no. 7 (July 2, 2021): 37–38. http://dx.doi.org/10.12968/nuwa.2021.7.37.

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8

Russell, Meredith Jones. "a guide to: Froebel courses: All for Froebel." Nursery World 2019, no. 15 (July 22, 2019): 32. http://dx.doi.org/10.12968/nuwa.2019.15.32.

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9

Jackson, Peter, and Sang‐Wook Lee. "Froebel & the Hitler Jugend: the Britishing of Froebel." Early Child Development and Care 117, no. 1 (January 1996): 45–65. http://dx.doi.org/10.1080/0300443961170104.

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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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11

Weida, Courtney Lee. "Frederick Froebel’s philosophies of drawing: Play, representation and invention." Visual Inquiry 2, no. 1 (March 1, 2013): 43–54. http://dx.doi.org/10.1386/vi.2.1.43_1.

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This article explores the drawing practice within the educational philosophies of Frederick Froebel. Froebel offers art education and studio practice a great deal of influential approaches, unique media inspirations and enduring philosophical contexts for drawing. Froebel introduced exercises in linear drawing with horizontal and vertical lines, outline drawing of contours, free-hand and nature drawing, circular drawing and drawing from memory. Froebel also suggested more exploratory drawing activities in the service of observing, connecting and evoking form. His approaches towards drawing as varied explorations of nature, contour and shape with unique art media can open up pedagogical possibilities for the rich understanding of form and playful, sensory experiences in contemporary art education.

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12

Lee∗, Sang‐Wook, Roy Evans, and Peter Jackson. "Froebel and Christianity." Early Child Development and Care 100, no. 1 (January 1994): 1–42. http://dx.doi.org/10.1080/0300443941000101.

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13

Norman, Amanda. "Rhyming with Froebel." Early Years Educator 17, no. 3 (July 2, 2015): 32–34. http://dx.doi.org/10.12968/eyed.2015.17.3.32.

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14

Bird, Linda. "Froebel in Canada." Early Years Educator 5, no. 4 (August 2003): 52–53. http://dx.doi.org/10.12968/eyed.2003.5.4.14593.

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15

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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16

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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17

Bruce, Tina, and Jane Dyke. "Learning from Froebel… Occupations." Nursery World 2017, no. 4 (February 20, 2017): 27–30. http://dx.doi.org/10.12968/nuwa.2017.4.27.

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18

Bruce, Tina, and Jane Dyke. "Learning from Froebel… Nature." Nursery World 2017, no. 6 (March 20, 2017): 23–25. http://dx.doi.org/10.12968/nuwa.2017.6.23.

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19

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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20

Norman, Amanda. "Take a risk with Froebel." Early Years Educator 17, no. 11 (March 2, 2016): 34–36. http://dx.doi.org/10.12968/eyed.2016.17.11.34.

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21

Maciver, Tracey. "Early childhood practice: Froebel today." Early Years 33, no. 4 (December 2013): 426–27. http://dx.doi.org/10.1080/09575146.2013.852719.

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22

Bruce, Tina, and Jane Dyke. "Learning from Froebel… Intrinsic Motivation." Nursery World 2017, no. 13 (June 26, 2017): 25–27. http://dx.doi.org/10.12968/nuwa.2017.13.25.

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23

Strauch-Nelson, Wendy. "Transplanting Froebel into the present." International Journal of Education Through Art 8, no. 1 (February 28, 2012): 59–72. http://dx.doi.org/10.1386/eta.8.1.59_1.

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24

Demyanenko, N. "IMPLEMENTATION OF AUTHOR CONCEPT OF I. O. SIKORSKY IN THE ACTIVITIES OF THE KIEV FROEBEL PEDAGOGICAL INSTITUTE (1907–1920)." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 8–13. http://dx.doi.org/10.17721/2415-3699.2019.9.02.

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The article carries out a retrospective logical-system analysis of the scientific heritage of the first rector of the Kiev Froebel Pedagogical Institute I.O. Sikorsky (1842–1919) – a doctor of medicine, a well-known teacher and psychologist, a professor of the University of St. Volodymyr, chairman of the Kiev Froebel Society of the Promotion of Education. It was found out that the scientist considered the comprehensive knowledge of the child by a chain that unites family and school, and the integration of knowledge on psychology, medicine, upbringing and development of the family was a foundation for effective education of the individual. The interpretation of the ultimate goal of education by I.O. Sikorsky defined as the achievement of harmonious development of the spirit and body, mental and physical, as the balance of mental, moral and aesthetic principles. The directions and mechanisms of implementation of the author's medical-psychological-pedagogical concept I.O. Sikorsky are investigated in the content of vocational and pedagogical training of the Kiev Froebel Pedagogical Institute (1907–1920).

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25

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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26

., 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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27

Soontae Seo. "Froebel gabe and creativity of children." Korean Journal of Early Childhood Education 30, no. 5 (October 2010): 373–96. http://dx.doi.org/10.18023/kjece.2010.30.5.017.

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28

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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29

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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30

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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31

Kendall, Sue. "The Harmony of Human Life: An exploration of the ideas of Pestalozzi and Froebel in relation to music education." British Journal of Music Education 3, no. 1 (March 1986): 35–48. http://dx.doi.org/10.1017/s0265051700005118.

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Pestalozzi and Froebel were innovatory educators whose influence has spread widely and stood the test of time. They believed education to be a process of drawing out and exercising a child's own powers in order to achieve the fullest possible development of the whole person. Physical, intellectual, emotional and aesthetic capacities would only be developed effectively in interdependence rather than isolation, the child being essentially an active participant in his/her own education. In this article the principles and values which Pestalozzi and Froebel believed to befundamental to sound education are related to the task of teaching in general, to the teaching of music in particular, and to music as a unique medium of education through which those principles may be demonstrated.

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32

SÁNCHEZ PORTOCARRERO, ARTEMIO. "Glosas de un prosista a el “Otro café filosófico”." PURIQ 1, no. 01 (July 5, 2019): 137–40. http://dx.doi.org/10.37073/puriq.1.01.18.

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Libro escrito por el Dr. Edgar Gutiérrez Gómez, con el auspicio de la Universidad Nacional Autónoma de Huanta y la Universidad de Ayacucho Federico Froebel. Huamanga-Ayacucho, enero 2019. 153 páginas.

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33

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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34

Bruce, Tina, and Jane Dyke. "Learning from Froebel…Nurture, family and community." Nursery World 2017, no. 10 (May 15, 2017): 25–26. http://dx.doi.org/10.12968/nuwa.2017.10.25.

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35

Economou, A. "The symmetry lessons from Froebel building gifts." Environment and Planning B: Planning and Design 26, no. 1 (1999): 75–90. http://dx.doi.org/10.1068/b260075.

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36

Dombkowski, Kristen. "Dorothy W. Hewes, W.N. Hailmann: Defender of Froebel. Grand Rapids, MI: The Froebel Foundation, 2001. 299pp. Paper $30.00." History of Education Quarterly 42, no. 1 (2002): 135–38. http://dx.doi.org/10.1017/s001826800000546x.

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37

Ennes de Miranda Eto, Ana Paula, and Nicanor Palhares Sá. "A EXPERIÊNCIA DENTRO DO PROCESSO FORMADOR EDUCATIVO EM: FROEBEL, FREINET E DEWEY." Reflexão e Ação 19, no. 2 (July 5, 2011): 56–74. http://dx.doi.org/10.17058/rea.v19i2.2171.

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O presente trabalho objetiva apresentar as características e conceitos da Escola Nova ou Escola Ativa a partir do pensamento de alguns intelectuais da educação: Froebel, Freinet e Dewey. Contribui para o entendimento de como a experiência e outros preceitos escolanovista foram abordados e apropriados dentro do pensamento educacional destes três intelectuais da educação . O texto apresenta considerações referentes à educação e à Escola Nova, com o intuito de expor o ideário a cerca do contexto escolar segundo a visão destes intelectuais identificados em obras que caracterizam estes aspectos. O texto inicia com Froebel evidenciando seu olhar sob a educação embasado no que denomina de Unidade Vital. Em seguida apresenta Freinet, vislumbrando seu pensamento a respeito da Escola Popular Francesa, seguindo para Dewey com seu pensamento reflexivo entre escola e vida.

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38

Willis, Richard. "Four pioneers on play." Early Years Educator 23, no. 5 (December 2, 2021): 23–25. http://dx.doi.org/10.12968/eyed.2021.23.5.23.

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Steiner, Kant, Dewey and Froebel are introduced in this article in regards to their lessons on play in early childhood settings. The four theorists are compared, outlining some of the common threads interwoven between them.

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39

Louis, Stella. "The far-reaching value of Froebel short courses." Early Years Educator 19, no. 11 (March 2, 2018): 22–24. http://dx.doi.org/10.12968/eyed.2018.19.11.22.

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40

Jung, Hye-Jin. "Kant and his Pedagogical Successors: Pestalozzi, Herbart, Froebel." Journal of Moral Education 23, no. 1 (August 31, 2011): 77. http://dx.doi.org/10.17715/jme.2011.08.23.1.77.

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41

Albisetti, James C. "Froebel Crosses the Alps: Introducing the Kindergarten in Italy." History of Education Quarterly 49, no. 2 (May 2009): 159–69. http://dx.doi.org/10.1111/j.1748-5959.2009.00193.x.

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The kindergarten was, in all countries but Germany, a foreign import. The most familiar aspect of its diffusion to American scholars is the spread of Froebel's teachings into England and the United States by emigrants who had left the German Confederation after the failure of the revolutions of 1848–49. Familiar as well are the propaganda efforts by Baroness Bertha von Marenholtz-Bülow in Western Europe, especially in the 1850s when kindergartens were banned in Prussia. The recent anthology edited by Roberta Wollons, Kindergartens and Cultures, has shown that many countries received this institution secondhand, as Japan and Australia did via the United States.

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42

Bruce, Tina, and Jane Dyke. "Learning from Froebel…the symbolic life of the child." Nursery World 2017, no. 8 (April 17, 2017): 25–27. http://dx.doi.org/10.12968/nuwa.2017.8.25.

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43

Adelman, Clem. "Over Two Years, What did Froebel say to Pestalozzi?" History of Education 29, no. 2 (March 2000): 103–14. http://dx.doi.org/10.1080/004676000284391.

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44

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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45

Durães, Sarah Jane Alves. "Aprendendo a ser professor(a) no século XIX: algumas influências de Pestalozzi, Froebel e Herbart." Educação e Pesquisa 37, no. 3 (December 2011): 465–80. http://dx.doi.org/10.1590/s1517-97022011000300002.

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No final do século XVIII e, sobretudo, ao longo do século XIX, com as teorias de Pestalozzi, Froebel e Herbart, foram modificadas radicalmente as concepções de professor(a), ensino e método. Essas mudanças propiciaram o que hoje em dia se entende por escola moderna. Dos reflexos das teorias propostas por esses três pedagogos, este estudo tem por objetivo apresentar, especificamente, algumas mudanças e sugestões relativas à formação de professores e professoras para a escola primária a partir dos centros de formação e/ou escolas normais. Entre as qualidades requeridas para eles e elas encontravam-se as características de cuidado, afetividade e carinho para com os meninos e meninas. Com a influência das ciências da educação (sobretudo da Pedagogia e da Psicologia), as escolas normais disseminaram novas concepções sobre a infância e passaram a propagar modelos pelos quais a prática do professor(a) deveria ser regida: racionalidade científica mesclada com atributos femininos. Em consequência, o espaço da sala de aula passou a ser, cada vez mais, evocado como ideal para as mulheres. Em suma, a discussão aqui realizada se centra na análise iniciada por Pestalozzi sobre o conceito de mulher como mãe-educadora e o fato de que Froebel foi o primeiro a incorporá-la como profissional da educação.

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46

Zuckerman, Oren. "Designing digital objects for learning: lessons from Froebel and Montessori." International Journal of Arts and Technology 3, no. 1 (2010): 124. http://dx.doi.org/10.1504/ijart.2010.030497.

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47

Jackson, Peter. "Froebel Education Re‐Assessed: British and German Experience, 1850‐1940." Early Child Development and Care 149, no. 1 (January 1999): 11–25. http://dx.doi.org/10.1080/0300443991490102.

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48

Hoskins, Kate, and Sue Smedley. "Higher education provision and access for early years educators: Localised challenges arising from national policy in England." Contemporary Issues in Early Childhood 21, no. 3 (October 22, 2018): 184–96. http://dx.doi.org/10.1177/1463949118808297.

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Much has been written about the sustained attempts by successive governments to professionalise the early years sector over the past 20 years in England. A feature of these policy interventions has been to focus on creating a graduate workforce to improve academic outcomes for young children. In this article, the authors draw on data from their recent Froebel Trust-funded project, which involved interviews with 33 early years practitioners, to first explore the challenges facing state-maintained early years settings in contrasting geographical contexts in England, including rural, suburban and urban, as they work towards achieving compliance with the recent policy aim of one graduate in each of their settings. Second, the authors use policy enactment theory to inform their analysis of senior staff members’ perceptions of tensions and opportunities created by having a graduate workforce in state-maintained early years settings. Third, the authors tentatively explore how to reconceptualise staff education and training with existing, experienced early years staff that would re-emphasise Froebel-informed approaches to enable practitioners to theorise their practice in a move towards what the authors have termed in this article as ‘developmental professionalism’. The data shows that there is uneven access to higher education in contrasting geographical contexts for those professionals seeking to gain graduate status, and the authors examine the implications of this for early years practitioners and managers attempting to access graduate qualifications.

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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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Santos, Cássia Regina, Maria Lúcia Ribeiro, Reginaldo Anselmo Teixeira, and Thauana Paiva de Souza Gomes. "Educação infantil: dos jardins de Froebel aos campos de Araraquara-SP." Retratos de Assentamentos 24, no. 2 (August 1, 2021): 269–93. http://dx.doi.org/10.25059/2527-2594/retratosdeassentamentos/2021.v24i2.472.

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A Educação Infantil do Campo (EIC) é uma modalidade recente e, portanto, quase não há estudos nesta área, em especial na cidade de Araraquara. A EIC se concretiza como Política Pública por meio da luta dos Movimentos Sociais. A presente pesquisa destaca a importância de uma EI que considere a realidade camponesa, que atenda aos anseios e aos direitos destes povos O objetivo deste artigo é discutir, numa perspectiva histórica, a modalidade de Educação Infantil (EI) e o paradigma da EIC. O estudo bibliográfico e documental, de abordagem qualitativa, buscou refletir sobre o surgimento, a constituição, a expansão, os princípios, os métodos e as práticas da EI ao longo do tempo. Há um intervalo de 171 anos entre a implantação da EI do Campo nos campos de Araraquara e da criação do primeiro Jardim de Infância na Alemanha, 115 anos a distanciam da primeira instituição criada na capital do estado e, 69 anos, separam a EI do Campo, da inauguração do Parque Infantil em Araraquara. A EIC, mesmo sendo um direito estabelecido legalmente, está sujeita a avanços e retrocessos de acordo com as políticas municipais de educação, depende de formação continuada de professores e há ainda um árduo caminho a se trilhar para a real efetivação deste direito que, tardiamente, vem atender as populações rurais.

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