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Journal articles on the topic 'Froebel'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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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 (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 Froeb

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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 (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 Fro

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3

Willis, Richard. "Putting Froebel into practice in settings." Early Years Educator 24, no. 9 (2024): 1–3. http://dx.doi.org/10.12968/eyed.2024.24.9.28.

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In this final article in the series about Friedrich Froebel, Richard Willis, visiting professor at the University of South Wales, discusses what Froebel’s theories look like in practice and the key things for staff to encorporate when engaging with his ideas.

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Willis, Richard. "Key theories." Early Years Educator 24, no. 9 (2024): 3–4. http://dx.doi.org/10.12968/eyed.2024.24.9.3.

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In this second article in the series about Friedrich Froebel, Richard Willis, visiting professor at the University of South Wales, outlines some of Froebel's key theories and the philosophy behind his ideas for education.

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5

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 (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 min

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6

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

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7

Rubin, Jeanne S. "The Froebel-Wright Kindergarten Connection: A New Perspective." Journal of the Society of Architectural Historians 48, no. 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

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8

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

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9

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

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10

Wilis, Richard. "Furthering Froebel." Early Years Educator 24, no. 16 (2025): 1–2. https://doi.org/10.12968/eyed.2025.24.16.12.

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Richard Wilis, visiting professor at the University of South Wales, shares more about the educationalist Emily Shirreff who pioneered the development of Froebelian principles in England, promoted kindergarten education, and co-founded The Froebel Society.

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11

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

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12

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

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13

Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (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

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14

Weida, Courtney Lee. "Frederick Froebel’s philosophies of drawing: Play, representation and invention." Visual Inquiry 2, no. 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

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15

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

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16

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

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17

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

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18

Ainur Rofi’ah, Ulya, Maemonah Maemonah, and Putri Indah Lestari. "Filsafat Pendidikan Anak Usia Dini Menurut Fredwrich Wilhelm Froebel." Generasi 1, no. 01 (2023): 23–47. http://dx.doi.org/10.59784/generasi.v1i01.4.

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Artikel ini bertujuan untuk mengetahui dan memahami bagaimana konsep filosofis yang dikemukakan oleh Frederich Wilhelm Froebel berkaitan dengan pendidikan anak usia dini, dan selanjutnya dikaitkan dengan pertumbuhan pendidikan anak usia dini di Indonesia. Rancangan penelitian yang digunakan adalah kualitatif dengan pilihan metode penelitian kepustakaan. Frobel telah menyumbangkan pandangan yang sangat luas dalam dunia pendidikan modern saat ini, menurut Froebel manusia pada dasarnya adalah dinamika yang produktif dan tidak hanya bersifat represif. Froebel menekankan pendidikan pada anak usia 3

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19

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

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20

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

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21

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

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22

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

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23

Pereira, Meira Chaves. "A pedagogia de Froebel para a educação infantil." Educação Básica Online 1, no. 2 (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 contribuiçã

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24

Rajeev Yadav. "Philosophical and Educational Thinking of Friedrich Froebel." Knowledgeable Research: A Multidisciplinary Journal 1, no. 12 (2023): 64–69. http://dx.doi.org/10.57067/kr.v1i12.148.

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All the best activities related to modern ideas in education are based on the principles propounded by Froebel. He greatly influenced his time with his educational ideas and foresight. They made life more simple and clear and recognizable. Froebel established an excellent educational method in the form of the Kindergarten system. Which was universally recognized in almost all countries. In the Indian educational system, kindergartens based on their educational system were established. He stressed on abandoning the traditional ideology of discipline in schools. He also stressed the importance o

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25

Замелюк, Марія Іванівна. "Концепція Ф. Фребеля в контексті практики сучасного освітнього простору ЗДО". Освіта та розвиток обдарованої особистості, № 1 (29 квітня 2025): 71–75. https://doi.org/10.63437/2309-3935-2025-1(96)-10.

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The educational environment is designed to create conditions for: the formation of, a common culture, including aspects of spiritual and moral development and upbringing; the development of physical, intellectual and personal qualities; the formation of prerequisites for educational activity; ensuring the possibility of achieving social success; preserving and strengthening the physical and psychological health of preschool children; correcting deficiencies in the physical and mental development of children. The purpose of our study is to substantiate the psychological and pedagogical aspect o

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26

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

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27

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

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28

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

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29

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

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30

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 foundat

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31

Turner, Leah. "market view: ARE YOU FULL?" Nursery World 2024, no. 6 (2024): 60. https://doi.org/10.12968/nuwa.2024.6.60.

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32

Turner, Leah. "market view: FIRST BUY." Nursery World 24, no. 5 (2024): 52. https://doi.org/10.12968/nuwa.2024.5.52.

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33

Turner, Leah. "market view: RIGHT FOR YOU." Nursery World 2024, no. 9 (2024): 52. https://doi.org/10.12968/nuwa.2024.9.52.

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34

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

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35

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

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36

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

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37

Turner, Leah. "market view: Setting Goals." Nursery World 2025, no. 2 (2025): 52. https://doi.org/10.12968/nuwa.2025.2.52.

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38

Turner, Leah. "market view: FIRST TIME." Nursery World 2024, no. 12 (2024): 56. https://doi.org/10.12968/nuwa.2024.12.56.

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39

Turner, Leah. "market view: NEXT BUDGET." Nursery World 2024, no. 11 (2024): 52. https://doi.org/10.12968/nuwa.2024.11.52.

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40

Turner, Leah. "market view: FEEDING BACK." Nursery World 2025, no. 3 (2025): 52. https://doi.org/10.12968/nuwa.2025.3.52.

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41

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

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42

Turner, Leah. "market view: FOR PROFIT." Nursery World 2024, no. 8 (2024): 52. https://doi.org/10.12968/nuwa.2024.8.52.

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43

Turner, Leah. "market view: AVERAGE COST." Nursery World 2024, no. 4 (2024): 52. http://dx.doi.org/10.12968/nuwa.2024.4.52.

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44

Turner, Leah. "Market View: By the Book." Nursery World 2024, no. 3 (2024): 44. http://dx.doi.org/10.12968/nuwa.2024.3.44.

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45

Turner, Leah. "Market view: SELL AND TELL." Nursery World 2024, no. 2 (2024): 44. http://dx.doi.org/10.12968/nuwa.2024.2.44.

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46

Turner, Leah. "Market view: WHAT IS ‘NAV’?" Nursery World 2024, no. 1 (2024): 44. http://dx.doi.org/10.12968/nuwa.2024.1.44.

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47

Liebschner, Joachim. "Aims of a Good School: The Curriculum of Friedrich Froebel Edited Highlights from Froebel's Writings." Early Years 14, no. 1 (1993): 54–57. http://dx.doi.org/10.1080/0957514930140111.

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48

Turner, Leah. "market view: ALL SYSTEMS GO!" Nursery World 2024, no. 7 (2024): 60. https://doi.org/10.12968/nuwa.2024.7.60.

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49

Turner, Leah. "market view: NEW SCORES." Nursery World 2024, no. 10 (2024): 52. https://doi.org/10.12968/nuwa.2024.10.52.

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50

Turner, Leah. "market view: PLANS TO SELL." Nursery World 2025, no. 6 (2025): 60. https://doi.org/10.12968/nuwa.2025.6.60.

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