The objectives of present dissertation are to study the principals of early childhood education of Froebel and to analyze the implications of it. The study is thus, first to study the background of Froebel's play education theory then, to re-compose the principals of his play education systematicall...
The objectives of present dissertation are to study the principals of early childhood education of Froebel and to analyze the implications of it. The study is thus, first to study the background of Froebel's play education theory then, to re-compose the principals of his play education systematically and finally, to find the implications of its effect having on the early childhood education. First, it is a view of nature. Froebel believed that nature was sacred. Nature and humankind should be united with each other and they should have a symbiotic relationship. Second, it is a view of humankind. God created humans and through humans, God manifests his external and internal instincts. Third, it is a view of childhood. Children are beings that have an inherent vitality within them and develop themselves through their own activities. Fourth, it is a view of play. Children can achieve the most efficient education through play. Children at play are tantamount to an activity of God. The main principles of Froebel’s education theory are as follows: First, it is a principal of unity. His educational theology is based on sacredness. He emphasized that the God-human-nature relationship should be viewed as a single, united concept. Second, it is a principal of creative self activity. He considered creative self-activity to be the core of education. Third, it is a principle of elaboration. Knowledge could be gained through elaboration. Through elaborate activity, play materials and work were designed and built. Fourth, it is a principal of socialization. In order to live with others harmoniously, we have to learn etiquette and cooperation that society expects from us. The implications of Froebel’s educational principles are as follows: First, it is a harmonious character-building that has its roots in the experience learning and ecological education approach, Second, it is an extension of self-leading education. It provides the theory on search activity and free choice activity of child education. Third, it is an internalization of knowledge through the body. It provides the basis of a healthy and expressive life at the level of children education. Fourth, it is a social development to learn to respect others. It has the same roots in the development of basic life and etiquette education. In order to graft the principles of Froebel’s education on our nation, it is necessary to analyze and evaluate our educational reality and to conduct follow-up research on a continuous creation of educational ideology, contents, methods and policies that best suits our nation.
The objectives of present dissertation are to study the principals of early childhood education of Froebel and to analyze the implications of it. The study is thus, first to study the background of Froebel's play education theory then, to re-compose the principals of his play education systematically and finally, to find the implications of its effect having on the early childhood education. First, it is a view of nature. Froebel believed that nature was sacred. Nature and humankind should be united with each other and they should have a symbiotic relationship. Second, it is a view of humankind. God created humans and through humans, God manifests his external and internal instincts. Third, it is a view of childhood. Children are beings that have an inherent vitality within them and develop themselves through their own activities. Fourth, it is a view of play. Children can achieve the most efficient education through play. Children at play are tantamount to an activity of God. The main principles of Froebel’s education theory are as follows: First, it is a principal of unity. His educational theology is based on sacredness. He emphasized that the God-human-nature relationship should be viewed as a single, united concept. Second, it is a principal of creative self activity. He considered creative self-activity to be the core of education. Third, it is a principle of elaboration. Knowledge could be gained through elaboration. Through elaborate activity, play materials and work were designed and built. Fourth, it is a principal of socialization. In order to live with others harmoniously, we have to learn etiquette and cooperation that society expects from us. The implications of Froebel’s educational principles are as follows: First, it is a harmonious character-building that has its roots in the experience learning and ecological education approach, Second, it is an extension of self-leading education. It provides the theory on search activity and free choice activity of child education. Third, it is an internalization of knowledge through the body. It provides the basis of a healthy and expressive life at the level of children education. Fourth, it is a social development to learn to respect others. It has the same roots in the development of basic life and etiquette education. In order to graft the principles of Froebel’s education on our nation, it is necessary to analyze and evaluate our educational reality and to conduct follow-up research on a continuous creation of educational ideology, contents, methods and policies that best suits our nation.
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