A Brief History of the Kindergarten

Froebel began his educational institution in 1817 but did not arrive at the organized
system we see today until approximately 1837. He had worked in the Swiss school
of Johann Hen rich Pestalozzi and conferred with other educational thinkers of his
time. Over the course of 35 years, until his death in 1852, Froebel devoted his life to
educating children and developing the methods to maximize human potential
,
Philosophical Foundations:
Froebel was greatly influenced by the work of German Romantic
philosophers Rousseau and Fichte, as well as ancient Greek thinkers,
and had been exposed to Taoist and Buddhist teachings. Although the
son of a Lutheran minister and a devout Christian, he frequently ran into
resistance from the church and other authorities for his radical thinking.
He rejected the notion of original sin while educating girls and boys (and
rich/poor) as one group, a controversial practice in 19th century
Germany. Froebel lived a devout life but did not preach or evangelize.
He avoided the use of scripture in his schools but encouraged children to
observe their world ... to recognize and respect the orderly and endless
creation we all live within. A naturalist, philosopher and researcher
(Froebel helped develop the budding science of crystallography), he
approached the universe scientifically and developed his materials to
demonstrate the geometry and patterns of the physical world.
Influence on Early Childhood Education:
Froebel's method inspired and informed the work of Maria Montessori,
Rudolf Steiner and others, who adopted his ideas and adapted his
materials according to their own work. Prior to Friedrich Froebel very
young children were not educated. Froebel was the first to recognize that
significant brain development occurs between birth and age 3. His
method combines an awareness of human physiology and the
recognition that we, at our essence, are creative beings. Once early
childhood education became widely adopted, it was the natural starting
point for innovations that followed. Montessori and Steiner both
acknowledged their debt to Froebel, but the influence of the
Kindergarten informs Reggio Emilia, Vygotsky and later approaches.

The Role of Women in the Kindergarten:

Because he recognized that education begins in infancy, Froebel saw
mothers as the ideal first teachers of humanity. Women, he believed,
were best-suited to nurture children and became the Kindergartners
(teachers) for his schools. As such, the Froebel Kindergarten offered the
first significant careers for women outside the home. At that time, women
were not expected (or often allowed) to work professionally. The
Kindergarten attracted ambitious, intelligent women, who received
advanced educations and developed businesses of their own. The more
famous women who advanced Froebel’s cause include Helen Keller,
Kate Douglas Wiggin, Elizabeth Peabody, Phoebe Hearst, Mrs. Leland
Stanford, Mrs. Grover Cleveland, and Elizabeth Harrison. However,
Froebel also believed that men, especially fathers, were a fundamental
part of a child's education. For Froebel, education was a family activity,
hence his famous quote; "Come, let us live for our children."

Influence on Modern Art and Design:

Frank Lloyd Wright, Buckminster Fuller, and many other notable
architects and artists were educated with the Froebel™ Gifts. Wright's
connection to the Gifts is well-documented and he was a lifelong
champion of the method, even constructing a Kindergarten for his own
children (and others in the neighbourhood). Buckminster Fuller
developed his geodesic dome as a child in the Kindergarten. More than
an opportunity for creativity, the Kindergarten provided Wright and Fuller
a foundational philosophy for design, shaping their views of nature,
pattern, and unity.
The Bauhaus artists used Gifts & Occupations, creating the new
language of modern art. Paul Klee, Vassily Kandinsky, Piet Mondrian,
and others were either educated in the Kindergarten as children or were
trained Froebel™ Kindergarten teachers. They utilized these materials
and adapted the philosophy into their Bauhaus design school. Even
today children of the Kindergarten receive a university-level 2D/3D
design curriculum, learning a sophisticated visual language even before
they develop their verbal skills.
Influence on the Toy and School Supply Markets:
Milton Bradley was the first major toymaker to produce the Gifts &
Occupation materials in the United States. Not only did this lead to the
rapid expansion of the school supply market but affected the design of
toys in general. In the decades that following the spread of the
Kindergarten, toys were marketed for their educational content and
displayed more potential for creative expression. Tinker toys, Unit
Blocks, Cuisenaire® Rods, Colour Cubes, and many others are direct
off-shoots from Kindergarten toys. F.A. Richter (a contemporary of
Froebel) produced faux stone versions of the Froebel™ blocks in his
Rudolstadt Anker-Steinbaukasten factory. These stone sets were a
favourite toy of Albert Einstein.

Friedrich Froebel (1782–1852)

The German educator Friedrich Froebel is significant for developing
an Idealist philosophy of early childhood education and establishing
the kindergarten, a school for four-and five-year-old children that is
found worldwide.

Biography
Friedrich Wilhelm August Froebel was the youngest of five sons of
Johann Jacob Froebel, a Lutheran pastor at Oberweissbach in the
German principality of Schwarzburg-Rudolfstadt. Froebel's mother
died when he was nine months old. When Friedrich was four years
old, his father remarried. Feeling neglected by his stepmother and
father, Froebel experienced a profoundly unhappy childhood. At his
father's insistence, he attended the girls' primary school at
Oberweissbach. From 1793 to 1798 he lived with his maternal uncle,
Herr Hoffman, at Stadt-Ilm, where he attended the local town school.
From the years 1798 to 1800 he was as an apprentice to a forester and
surveyor in Neuhaus. From 1800 to 1802 Froebel attended the
University of Jena

In 1805 Froebel briefly studied architecture in Frankfurt. His studies

provided him with a sense of artistic perspective and symmetry he
later transferred to his design of the kindergarten's gifts and
occupations. In 1805 Anton Gruener, headmaster of the Pestalozzian
Frankfurt Model School, hired Froebel as a teacher. To prepare him as
a teacher, Gruener arranged for Froebel, now twenty-four years old, to
take a short course with Johann Henrich Pestalozzi at Yverdon.
Froebel believed Pestalozzi's respect for the dignity of children and
creation of a learning environment of emotional security was highly
significant educational elements that he wanted to incorporate in his
own teaching. He also was intrigued by Pestalozzi's form, number,
and name lessons, which would form a basis for his later design of the
kindergarten gifts. After his training with Pestalozzi, Froebel taught at
Gruner's Model School until he returned to Yverdon in 1808 for two
more years of study with Pestalozzi.

From 1810 to 1812 Froebel studied languages and science at the

University of Gottingen. He hoped to identify linguistic structures that
could be applied to language instruction. He became particularly
interested in geology and mineralogy. From 1812 to 1816 Froebel
studied mineralogy with Professor Christian Samuel Weiss (1780–
1856) at the University of Berlin. Froebel believed the process of
crystallization, moving from simple to complex, reflected a
universal cosmic law that also governed human growth and
development.
In 1816 Froebel established the Universal German Educational
Institute at Griesheim. He moved the institute to Keilhau in 1817
where it functioned until 1829. In 1818 Froebel married Henrietta
Wilhelmine Hoffmeister (1780–1839), who assisted him until her
death. In 1831 Froebel established an institute at Wartensee on Lake
Sempach in Switzerland and then relocated the school to
Willisau. Froebel next operated an orphanage and boarding
school at Burgdorf.
Froebel's Kindergarten Curriculum Method &
Educational Philosophy
Kindergarten was the first organized early-childhood educational
method. As a keen observer of nature and humanity, Froebel
approached human education from both a biological and a spiritual
perspective. Froebel discovered that brain development is most
dramatic between birth and age three, and recognized the importance
of beginning education earlier than was then practiced. The number of
innovations that Froebel pioneered through his research is startling,
and includes multiple intelligences (different learning styles), play-
based, child-cantered, holistic education, parent involvement/training,
educational paper folding, and use of music, games, and movement
activities for education.

Humans Are Creative Beings

From a spiritual perspective; Froebel understood that what separates
us from other life forms is that we alter our environment. More than
simple tool-building, our brains allow us to visualize in 3-D and
imagine a different future. True education therefore must help
children to understand their role as creative beings.

Play Is the Engine of Real Learning

Froebel concluded that play is not idle behaviour but a biological
imperative to discover how things work. It is pleasurable activity, but
biologically purposeful. Froebel sought to harness this impulse and
focus child’s play energy on specific activities designed to lead them
to create meaning from their experiences.

Friedrich Froebel’s Theory of Education

Explained
Anyone who has children attend school in the last 150 years has seen
Friedrich Froebel’s theory of education at work. This is because
Froebel is often referred to as the “Father of Kindergarten.”
Froebel firmly believed that every child should be treated as an
individual and their unique abilities should be encouraged to grow. In
doing so, Froebel believed that teachers could create a learning
environment that was harmonious. Kids could be happy, allowing
them to seek growth in their own unique way.

Froebel also believed in the value of play and self-activities as part of

the learning process. When kids were allowed to explore who they
were as a person, Froebel believed that would allow the child to
explore their full potential as a student. Under his theory, young
children were heavily exposed to ideas that would teach about art,
nature, design, and mathematics.

Froebel Created a System of Learning That Didn’t

Involve Formal Teaching
In the kindergarten classes that Froebel design in the mid-1800s, the
goal was to help young children be able to integrate into a formal
learning process later on in life. Instead of immediately saturating
young children with formal lessons, testing, and other schooling
components, he took a different approach to his kindergarten system.

His classes would consist of games being played and songs being
sung. He focused on occupational skills, artistic construction, and
“gifts.” Froebel believed that if the materials used to teach young
children were “gifts” instead of “supplies,” then they would be more
receptive to the learning activities that were being offered.

Throughout the learning process, Froebel also encouraged young

children to compare their work to that of their friends and classmates.
He encouraged them to test everything, ask plenty of questions, and
explore on their own.

The 4 Tenants of Friedrich Froebel’s Theory of

Education

Froebel had a philosophy that he incorporated into his theory of

education that consisted of four specific and basic components.
  Free Self-Activity. By allowing children to play in the way
they wanted to play every day, Froebel believed that each child
could learn at their own pace. It would be up to the child
through their own self-activities to determine what they would
learn for that day. If they were interested in reading, they
would pick up a book to look at it. If they were interested in art,
they would paint. Then teachers could adapt their approach to
each child and encourage skill and knowledge growth based on
the activities chosen.
 Creativity. Children are naturally creative, using their
imagination to dream up brand new worlds, characters, games,
and activities. Froebel believed that any educational system for
young children should incorporate these elements, allowing
children to focus their creativity into the talents and skills that
they naturally had. This would make the learning process fun,
no matter what actual skill was being learned for that day.
 Social Participation. Learning a particular skill is
important, but so is learning how to interact with other people.
Froebel believed that when kids had the chance to meet new
people their age and were encouraged to develop friendships,
it would create an environment that was more welcoming and
harmonious for everyone involved. Kids would group up with
others who had similar interests and this would expand
everyone’s knowledge in that interest.
 Motor Expression. By practicing specific physical skills,
such as building, Froebel suggested that kids could increase
their overall learning potential by getting to know more of what
their bodies could do on a regular basis.

The Froebel Approach

In many ways, the modern kindergarten (in early childhood rather

than primary school) owes its existence to German educator Friedrich
Froebel. In 1837, when few others were engaged in educating pre-
school aged children, Froebel created a program for young children
based on 'play and activity' and 'the nurturing of creativity' to help
children develop and grow. 

Froebel was the first to recognise that children experience significant

brain development in their first three years of life and his
kindergartens (children's gardens) were based on the philosophy that
humans are essentially creative beings that need to be given the
opportunity to experience, learn and develop on their own terms and
in their own timeframe. 

"Children are like tiny flowers; they are varied and need care, but
each is beautiful alone and glorious when seen in a community of
peers," is a famous quote which captures Froebel's views. 

Froebel's approach, methods and thinking influenced and inspired

many of the more’
well known early childhood education advocates including Maria
Montessori and Rudolf Steiner. 

Froebel believed that young children possess unique capabilities and

needs, and that adults should serve as the "gardeners" of children's
potential. Froebel asserted that young children learn best in settings
that provide a stimulating and prepared environment where they can
explore and learn from their own experiences and perspectives. 

Because Froebel believed that a child's education begins in infancy he

saw mothers as the best first teachers and women as the most
appropriate teachers for his kindergartens. As such, Froebel
kindergartens offered women a career option outside the home in a
time when there weren’t many options available. 

Key Features of the Froebel approach to

education
Froebel education stresses that parents are the first educators for
children, and that there should be close links between home and
school. The main goal of a Froebel education is to teach the whole
child in all developmental areas: socially, academically, emotionally,
physically and spiritually. 

There are four main components of the Froebellian Approach: motor

expression, social participation, free self-expression and creativity. 

The Froebel Approach stresses that:

1. Play Drives Learning
Play meets the biological need to discover how things
work. Froebel education believes that play is purposeful
and not idle, and that meaning is created through hands-
on play activities.
2. Children can only learn what they are ready for
Children develop differently and should be allowed to
learn at their own developmental pace.
3. The teacher should serve as a guide
Teachers should not be viewed as the keepers of knowledge, but
instead as guides who can help lead a child to understanding.
4. The classroom should be a prepared environment
Although Froebellian classrooms may look like they are designed
for free play, they are very carefully prepared, presenting children
with the tools and materials that are optimal for their level of
development.
5. Movement is imperative for young learners
Froebellian classrooms are alive with finger plays, songs, and all
forms of movement.

A unique component of a Froebel classroom is the use of the

materials referred to as the Froebel Gifts and Occupations. 

The Gifts are a series of sets specially designed materials with a fixed
form, which provide hands-on explorations of solids, surfaces, lines,
rings and points. The sets are comprised of blocks and balls which can
be manipulated and stacked in open ended play to help children
explore principles of movement, math, and construction. 
The Occupations are a set of activities designed to provide further
hands-on explorations and practice with skills like clay work,
woodwork, lacing, weaving, drawing, and cutting. Again, these
materials are designed to allow children uninterrupted periods of play
where they construct their own meaning of how things work. 

Another inherent aspect of the Froebellian approach is the study and

appreciation of plants and nature. Froebel thought it was important for
children to grow up with an understanding of the importance of the
natural environment and can experience nature in its many forms. 

The Froebel Trust, a not for profit organisation in the UK committed

to keeping Froebel's philosophies alive, summarises the key
Froebellian principles education and care providers of children aged
zero-eight need to keep in mind to maximise development and
wellbeing:

 The integrity of childhood in its own right

 The relationship of every child to family, community and to
nature, culture and society
 The uniqueness of every child's capacity and potential
 The holistic nature and development of every child
 The role of play and creativity as central integrating elements in
development and learning
 The right of children to protection from harm or abuse and to
the promotion of their overall wellbeing.

What are Kindergarten Methods of

Teaching?

Kindergarten, which literally means a garden for children, comprises a range of early
childhood educational practices. Different types of kindergarten, including those that
use the Montessori method, exist in Lafayette, NJ. Kindergarten methods of teaching
use different instructional designs to help children learn at their own pace while in
a social and collaborative environment.

In kindergarten and other preschool models, young children are exposed to a range
of activities that they may not have encountered before. For example, the teacher in
a kindergarten may speak to the entire class at once while delivering a lesson on
something like phonics to stimulate early literacy development or on numbers to
encourage the development of mathematical skills.

Kindergarten Group Learning

In addition to group learning, kindergarten methods of teaching can also include
small group instruction in which children divide into groups of two or more to work
together on a project. Small group learning is critical for promoting a child’s social
skills. Likewise, when children work on projects with peers, they learn how to
communicate one on one in ways that create harmonious social relationships.

Kindergarten programs like those at Alpine Montessori are also based on the
principle of individualized learning. Children in a kindergarten using the Montessori
Method are encouraged to learn at their own pace. The kindergarten method of
teaching is nurturing and supportive rather than competitive. Children learn through
fun and engaging activities like art and music, transforming playtime into
opportunities to in still important cognitive skills, motor skills, and social skills. A
good kindergarten program combines a multitude of teaching methods and
instructional designs.

Finally, the kindergarten method of teaching prepares children for the more formal
learning that takes place in grade school. The Montessori Method empowers children
to ask questions and direct their own educational trajectory. It is important to choose
a preschool or kindergarten in Lafayette, NJ that meets your child’s needs.

Teaching Methods Used in a Kindergarten

Classroom:

Kindergarten is the first time most children are exposed to a classroom

environment that's less about playing and more about sitting still,
listening to the teacher and completing class work. Teachers in
kindergarten classrooms use several teaching methods to ensure that
each student is learning what she needs to know. The same teaching
methods are designed to help students who excel remain challenged, as
well as to help students who are lagging behind catch up, because they
incorporate a wide range of instructional strategies

Whole Group Instruction:

Whole group instruction, often called direct instruction, is the umbrella

term for any time a kindergarten teacher is teaching the entire class
something at the same time. This occurs through a variety of activities,
such as read aloud and demonstration. Most kindergarten teachers use
whole group instruction when introducing new concepts, such as letter
sounds, a new math concept or a science experiment. Class discussions
and question and answer sessions usually fall under whole group
instruction, as well. Whole group instruction also includes student-led
demonstration, such as show and tell or the sharing of an individual
project.

Small Group Instruction:

Many kindergarten teachers assign a whole group activity, such as

colouring a map, completing a workbook page or doing an art project,
and then call small groups to come do a more in-depth activity with her.
This is often done with reading since kindergarten students can range in
reading ability from not being able to read at all to being an accelerated
reader. Small group instruction allows a teacher to meet the needs of
students who are performing at the same level in terms of academic
ability. Kindergarten teachers might use math or reading flashcards or do
complex projects, such as planting a seed, as part of small group
instruction. Many kindergarten teachers have aides or volunteers who
help with small group instruction, as well.

Invidualized Instruction:
Individualized instruction is a fancy name for one-on-one instruction. This
occurs in most kindergarten classes since most students range in academic
ability and might be learning different information than everyone else. For
example, a kindergarten teacher who is teaching her students their addresses and
phone numbers would need to do this one at a time since that information is
different for each child. Many kindergarten teachers use individualized
instruction for struggling students, as well, because this focused attention can
often help these children catch up with their peers. Additional examples of
individualized instruction might include listening to one student read out loud,
going over a journal entry with one child at a time or helping a student improve
his handwriting skills.
Differentiated Instruction:
Because the range of academic abilities can vary so much from student to
student, many kindergarten teachers use differentiated instruction. This method
requires teachers to know how each student learns most effectively and tailor
instruction and classroom assignments to meet those needs. For example, if a
teacher has a visual learner in the classroom, she will need to model the
assignment and demonstrate the concept that she's teaching. The use of different
learning tools, such as books, tape recordings and hands-on materials, is part of
the differentiated teaching method, too. In other words, differentiated
instruction provides students with several avenues to learn the same material,
which increases the chance that each child will be successful.

BEST TEACHING METHODS:

Keep motivation intrinsic
Young children are generally motivated to learn about everything. Unless
they have been made fun of regularly, when investigating or presenting their
knowledge, they usually have a strong desire to find out and share information.

One of the best teaching methods is to motivate children by modelling

enthusiasm and curiosity. Motivation comes from within (intrinsic) and from
outside (extrinsic). Making too much fuss of any one child can result in a
competitive attitude in the class. Model curiosity and asking questions about the
topics studied.

Reinforce thinking processes rather than praising the child. Try, “That is an

interesting way that you sorted your blocks. Tell me what you were thinking.”
Then, “Sarah sorted her blocks in a different way. Both ways of sorting are
interesting.”
Have children describe or share their new
knowledge regularly:
When children have an opportunity to communicate their new knowledge to
patient adults it helps solidify concepts. It often takes children time to find the
correct words to explain their thinking.

 Supply the students with descriptive words as they are playing or working,
e.g. “Notice how dull those rocks are, the other ones are shiny”. This
extends their vocabulary and increases their ability to share new discoveries .
Remember that children need  to be
active
If kindergarten students have been sitting still too long, they will quickly let you
know when it’s time to move.

 Well-planned, interesting learning plans fail if the children need a break.


 Go for walks around the school, jump up and down, act out a story, do
anything that gets the blood pumping around. It results in good
circulation and more alert studentsScheduling lots of movement breaks
throughout the day is an invaluable best teaching practice. 
Be Sensitive to Children’s Needs
One thing I learned early in my teaching career is that learning
doesn’t happen if a child is over tired, hungry, upset, scared or
worried. Learning to be flexible and understanding with young
children is a skill that will serve you well in your educational career. At times,
children need to get away from everyone and be left alone
.

A small space, such as under your desk, works well for some

students who are too overwhelmed by home or other circumstances,
to cope with their peers or their teacher.

If a student is hungry, it’s easier to let her eat part of her lunch early
or to provide a snack, than to try to force the child to concentrate on a
task until the scheduled eating time.

Inexperienced teachers sometimes misinterpret a child’s

unwillingness to participate as stubbornness or bad behaviour. It’s
good to remember…

 Those children often do not have the vocabulary to express

themselves.
 To use reflective listening to help children understand what is
upsetting them.
 That sometimes children work well in groups and this helps them learn to share and
develop ideas and at other times they need to be alone with ample time to figure
things out.
 To relax and have fun with your students!
Summary
Maintain a classroom atmosphere of warmth and acceptance.For some kindergarten
children, your classroom will be one of the few places where their opinions and ideas
have been heard and valued .
 5 interactive teaching styles that make a
difference
Now is the time to start bringing life into your teaching styles. Here are
some of the most effective ways to engage your students.

1. Brainstorming — various techniques

Interactive brainstorming is typically performed in group sessions. The
process is useful for generating creative thoughts and ideas.
Brainstorming helps students learn to pull together. Types of interactive
brainstorming include:

 Structured and unstructured

 Reverse or negative thinking
 Nominal group relationships
 Online interaction such as chat, forums and email
 Team-idea mapping
 Group passing
 Individual brainstorming


2. Think, pair, and share

Establish a problem or a question, and then pair your students. Give
each pair sufficient time to form a conclusion, and permit each
participant to define the conclusion in his or her personal voice. You can
also request that one student explain a concept while the other student
evaluates what is being learned. Apply different variations of the process
—your students will be engaged, communicating, and retaining more
information before your eyes.

3. Buzz session
Participants come together in session groups that focus on a single
topic. Within each group, every student contributes thoughts and ideas.
Encourage discussion and collaboration among the students within each
group; everyone should learn from one another’s input and experiences.
 4. Incident process
This teaching style involves a case study format, but the
process is not as rigid as a full case study training session. The
focus is on learning how to solve real problems that
involve real people—preparing your students for life beyond
your classroom. Provide small groups of students with details
from actual incidents and then ask them to develop a workable
solution.

5. Q&A sessions
On the heels of every topic introduction, but prior to formal lecturing, ask
your students to jot down questions pertaining to the subject matter on
3×5 index cards. After you collect the cards, mix them up and read and
answer the student-generated questions

Principles
Froebel and principles as articulated by Professor Tina Bruce
(1987, 1st edition and 2015, 5th edition).

1. Childhood is seen as valid in itself, as part of life and not simply as

preparation for adulthood.  Thus education is seen similarly as
something of the present and not just preparation and training for later.
2. The whole child is considered to be important.  Health – physical and
mental is emphasised, as well as the importance of feelings and thinking
and spiritual aspects.
3. Learning is not compartmentalised, for everything links.
4. Intrinsic motivation, resulting in child-initiated, self directed activity, is
valued.
5. Self- discipline is emphasised.
6. There are especially receptive periods of learning at different stages of
development.
7. What children can do (rather than what they cannot do) is the starting
point in the child’s education.
8. There is an inner life in the child, which emerges especially under
favourable conditions.
9. The people (both adults and children) with whom the child interacts are
of central importance.
10. Quality education is about three things: the child, the context in which
learning takes place, and the knowledge and understanding which the
child develops and learns.

A Froebel an principled approach to early

childhood education in practice
 It is important that practitioners offer children what they need now. For example,
some children may need to be allowed the autonomy, (to make choices and
decisions and to use their skills and techniques) to mix their own paints. While other
children may not be ready to mix paints for themselves, and will just waste expensive
resources if they are allowed to ladle paint everywhere, and splash water onto it, but
they may be ready to learn how sand, clay and gravel behave when in contact with
water. They can learn about the properties of materials. Another child may be ready
to mix paints, but may need a great deal of practitioner support as they are in the
early stages of learning how to do this.
 The practitioner must nurture the ideas, feelings, relationships and
physical development and embodiment of children.  The practitioner
needs to be able to recognise when children need personal space or
need to be diverted into something appropriate for them without making
them feel bad about using the paints inappropriately, because they
couldn’t yet understand.  Children need to be given help sensitively, in a
way which will build their confidence, skills and autonomy.
 All children learn in ways which can be linked with The official framework
documents of their country, such as the areas of learning in the Early
Years Foundation Stage (England) or The Curriculum for Excellence
(Scotland), The Foundation Phase Curriculum (Wales) Aistear (Ireland),
or Understanding the Foundation Stage (Northern Ireland) and also Te
Whariki (New Zealand).
 Children are self-motivated when they are encouraged to be so and their
intrinsic motivation to learn is not crushed, but nurtured by practitioners
that have an understanding of them.
 Children are encouraged to develop self-discipline.  This helps children
to concentrate well, and to learn effectively. It also relates understanding
of self, others and the universe.
 Children need to be given choices, allowed to make errors, decisions
and offered sensitive help as and when it is needed, This will help
children to learn in ways which are right for each of them as individuals.
In this way practitioners are supporting and also extending their learning.
 Practitioners need to place emphasis on what the children can do, rather
than what they can’t do.  The tone and atmosphere should be
encouraging and not judgemental or critical.  This Froebel believed
builds self-esteem and confidence. In other words at every stage
 children  need to be that stage – with adults providing opportunities for
them to practise and apply what they know and can do.
 Children need to be given personal space to construct, build and model.
However children also benefit from lots of talking with the practitioner
about what they are doing and going to do. Language, talking and
listening to each other, is an important and central way in which children
become symbol users.
 When it comes to taking a Froebelian approach to observing children. It
might look as if the practitioners are only there in the background, but in
fact they are central. Practitioners working with young children, either in
group setting or in a home based setting, are key to helping children
develop and learn. Practitioners create warm affectionate atmospheres,
which open children up to learning and help children to know
themselves, respect themselves, like themselves, and engage with their
learning very positively.
 Froebel believed that practitioners also create the physical environment
both indoors and outdoors. He points out how important it is for children
to learn without external pressures from practitioners. The people we
meet, the environment and atmosphere, are as important as what we
learn.  We do our best work with helping children to develop and learn
when we observe what they find of interest, and what they show us they
would be interested to learn.  This is the base on which we can build
what we need children to know, understand and learn in order to
participate fully in their community and the wider world.

LEARNING THROUGH PLAY

Play is Children’s “Work”

I am a strong supporter of children learning through play. Therefore, I

want to share with you what I feel are the Top 3 Benefits of Pretend Play.
Who doesn’t want to play “grocery store” or “rocket to the moon”? These
were some of the pretend play scenarios I loved playing as a child and
now I get to watch my kids do the same.
There are many stages that a child goes through with regards to pretend
play.
For example, an 18 month old will pretend to feed a doll or cover a teddy
bear with a blanket so the bear can go to sleep.
However, a 5 year old might come up with an elaborate scenario involving
setting up chairs and pretending it is an airplane.
My kids love turning the dining room into an airport and the kitchen into
the plane. They even make tickets which each passenger has to hand in
at the gate (aka, the kitchen counter).
Each stage of play children go through will aid in their development .

1. Play Encourages Communication

Play allows children the opportunity to develop speech and
language skills as well listening skills. Children talk and
listen while they play.
 Whether this be during solitary play which typically involves self talk
and narration (e.g. “now my car is driving up the hill and then it
goes down, wee, wee, wee”) or play with a companion, children
communicate to add purpose to their play.
 The more vocabulary a child is exposed to on a day-to-day basis,
the greater the variety of words a child will incorporate into play.
 I love seeing and hearing some of the scenarios my children come
up with. For example, they love playing restaurant. They have to
decide who will be the cook and who will be the server. My daughter
is the older one so she gets to write out the menu, but they both
decide what will be included on the menu (usually milk, juice,
coffee, hot dogs, sushi, spaghetti and ice cream – quite the
combination). And they always make sure that we pay for our food.
 Sometimes there are disagreements about who gets to play which
role or what will be included on the menu, but I try to teach them
how to work through these issues and we also talk about
compromising.
 

2. Play Improves Cognitive Development

Children who engage in pretend play tend to have more
sophisticated levels of interaction with others. Bergen, D
(2002) found that more and more evidence supports the
connections between cognitive ability and high quality pretend
play.
Moreover, if children are deprived of play, their long-term
capabilities related to problem solving, social skills and
academic areas (e.g. literacy, math and science) could be
lessene.
Additional research about the benefits of learning
through play shows that:
 Children whose fathers played with them had greater levels of
imagination and cognitive ability than those whose dads did not play
with them.
 Children who played with their parents also participated in other
activities, had positive mental health, stronger friendships and
experienced a stronger family bond when compared to those whose
parents did not play with their children as much.
 Children whose mothers played with them showed a greater level of
attachment to their moms and enjoyed more positive development
compared to children whose mothers did not play with them regularly .
 

3. Play Encourages Relationship Building

Play helps to promote the development of social
skills. Children who play with their parents and peers learn
how relationships work through their play experiences. As play
becomes more important in a child’s life, an increase in the
number and quality of friendships has been seen.
Many people don’t realize that social skills are a vital part of
language development. Language is so much more than simply
spoken words!
These are my top 3 benefits of learning through play. There are
definitely many more than these and I am sure I could go on
and on about this topic.

How effective is play-method of learning

Surprisingly, the pre-primary stage of education is often overlooked
but actually, it needs immense exploration and attention. The base of
a child is formed right from pre-school. Play-way method of learning
is very popular modus operandi of imparting knowledge to children
and is introduced in major parts of India in preschools. While going to
play school the child steps out of his/her home and the nutshell for the
first time. Hence, if an environment of play is entertained for them in
pre-schools than it will give them the feeling of comfort and will help
them to create bond with their teachers and other kids. Children’s
always tend to get excited if certain fun element and play is involved
in it. With this particular method, the child can give wings to their
imagination ability. It enables the child to improve various skills like
motor, creative, imaginative, aesthetic, cognitive, linguistic etc.
The play-way method is a unique method of learning and can be
customized as per the child’s interests and requirements. Hence, it
may vary from child to child. Teachers should develop different
customized learning activities by creating a joyful environment and
shall plan the activities ranging from simple to complex. What can be
best for child other than to get a complete feeling of freedom? This
method of learning is unplanned and hence encourages the complete
freedom of expression. The traditional methods of assessing kids
based on grading system are completely eliminated under this method
rather; the teachers assess the aptitudes and skills of a child on regular
intervals and keep their parents informed about same. The children
get promoted to next level by participating in ample of activities like
music, communication with teachers and other kids, art, learning and
inculcating skills etc. All these activities ensure the child’s development such
as physical, intellectual, psychological along with the development of different
skills.
There is no rigid method of applying a play-way method of learning
and it can be combined with other methods of learning as well. All the
appropriate knowledge regarding this method can be acquired by
preschool trainer certification. A school who wishes to incorporate a
play-way method of learning in its curriculum needs to study every
minute detail of it and prepare the set up accordingly

Principles of Play-way method:

         Apractical approach helps in easy learning for the child.
        The complete atmosphere of freedom is conductive for learning.
        The customized method designed and adopted should suit the needs of
the child.
        Learning methods used should be related to real life rather than books.
        This method provides a plethora of opportunities for the childto express
themselves.

Why Play-way method

        It turns entire learning into fun element by involving play in it.
        It develops the feeling of satisfaction among children.
         Every child is given equal exposure and ample of opportunities for
learning and participation.
        Along with knowledge, it inculcates various other skills in a child.
        It helps children to connect with peers and teachers easily.
        It facilitates the overall and holistic development
 Understanding Play-way Method

 A play-way method is a stimulant which consists of pleasure and
satisfaction. Children enjoy and actively get involved in playing, which
is natural to them. Play-way method goes by the principle that all
work and learning should be done in the essence of ‘play’. Play-way
is a means of the subjective and emotional development of the child,
that is, development in terms of intellect, skills and feelings.
 Play-way method is structured on activity-based learning. It
encourages creative skills and self-expression. Playing is the
predominant factor in this method. It reinvigorates children while also
enhancing their learning abilities

5 Basic Preschool and Play Principles

 
Here are the 5 basic principles that guide the play-way method of
teaching:
Doing things practically helps in easy learning.
An atmosphere of freedom is conducive to learning.
Learning should be related to life and not to books.
The method should suit the needs and interest of the child
Ample Opportunities for children to express themselves.

Why Play-way Method?

 Makes learning easy and enjoyable.
 Each child is given equal opportunities for full participation.
 Develops not only knowledge but also skills.
 Brings satisfaction at the cognitive level.
 Creates apt learning environment
 Better retention of knowledge.
 Paves ways for self-discipline.
 Provides more opportunities for learning.
 Most suitable method for the pre-primary level children.
 Helps children connect with their teachers easily.
 Facilitates holistic development (cognitive, linguistic, aesthetic, social,
emotional, fine and gross motor skills

Teachers should:

 Develop customised learning activities.

 Create a joyful learning environment.
 Prepare relevant teaching-learning material after designing the learning
activities.
 Plan the activities ranging from simple to complex
Be guides, supervisors and leaders for the learners during the learning
process.
Evaluate children through play-way activities

Play-way in education can take numerous forms,

depending upon the types of activities that are
introduced:
(i) Kindergarten Method is the earliest play-way method, devised by Froebel. Froebel
regarded the school as the garden and the teacher as the gardener who carefully
tends the little human plants and helps them to grow beautifully. He introduced
playful objects called ‘gifts’, and emphasised chorus singing. His method is most
popular in nursery schools.

(ii) Montessori Method is also based on psychological considerations, and it includes

a number of play-activities for sensory training and learning 3 Rs. Montessori’s
didactic apparatus’ provides playful exercise for pre-school children.

(iii) Dalton Plan is a playful method teaching for the elder children who can work
independently at their own will, in a spirit of play. The class-room is regarded as a
laboratory for the various subjects, and the child is free to work at his own rate of
learning

iv) Project Method devised by John Dewey, provides opportunities to the child to
take up problems and solve those in a natural setting. The teacher creates real life
situations wherein the child is himself motivated to discover in a playful spirit.

(v) Heuristic Method of Armstrong seeks to put the pupil in a position of original
discoverer, learning new facts in a spirit of play.
(vi) Correlation Method of Mahatma Gandhi is an Indian version of Project Method,
and is characterised by the interest of the child in a particular activity, which gives
rise to manifold knowledge. As the child is busy in an activity, he learns incidentally.

(vii) Self-Government is an adaptation of the play-way spirit in education. The

elections take place in a playful manner, and the entire working of the school
executive is a playful act.

(viii) Scouting and Girl-Guiding affords numerous playful activities like camp-fire,
spooring, celebrating jamboree and scout rally.

(ix) Story-telling is the application of play-way in the teaching of history and

literature.

(x) Intellectual games like word-building, braino, mechano and trade make the
learning of new material easy and interesting.

(xi) Hobbies, like collection of stamps, flowers, leaves and fossils, art, painting, music
and scientific hobbies are a source of both pleasure and profit

(xii) Dramatisation and Chorus singing are cathartic in action. These have both
emotional and therapeutic value.

(xiii) Audio-visual aids like movie, tape-record, radio and television are now-a-days
utilised for educational purposes, simply because the child takes attending to these in
spirit of play.

Here are five benefits of imaginative play for your

baby and toddler:
Social development

When children engage in pretend play, they’re actively

experimenting with the social roles of life. Dr Catherine Neilsen-
Hewett, a lecturer and researcher in child development,
explains: “Imaginative play has the greatest impact on the
development of key skills that are important for children’s
success with peers. When playing creatively with their friends,
your child learns to co-operate and compromise.”
She adds that it encourages children to participate in social
activities and to understand social relationships.
Weinberg emphasises the value of playing with dolls and toy
action figures. She says that this form of play encourages
children to learn how to interact socially and develop social
cues by experimenting with eye contact, using different tones
and emotions.
Children also learn to have conversations, which they enact by
talking to their dolls and action figures and imagining
responses. Playing with action figures also helps build self-
esteem, as any child can be a hero – just by pretending.

Language development

Children can expand their vocabulary and experiment freely

with words in their own space and time, without the risk of
embarrassment if they use the words incorrectly. By pretend
playing with others, children begin to understand that words
give them the power to re-enact a story and to organise play.

Emotional development
Imaginative play allows your child to express both positive and negative
feelings. It also helps him to work through difficult emotions and to
understand them.

Physical development
Children express themselves both verbally and non-verbally
through imaginative play. They use all their muscles and
senses to achieve this. Working with art materials like crayons,
scissors, paintbrushes and play dough promotes fine motor
skills and hand-eye co-ordination. To stimulate gross motor
skills you can encourage percussion, dancing, mural painting or
large construction projects like building tents.

Thinking skills
Imaginative play fosters mental growth by creating
opportunities for trying out new ideas, ways of thinking and
problem solving. In pretend-play, children face a variety of
problems to solve. Whether it’s two children who want to play
the same role, or looking for the right material to use for a doll’s
bed, children will use important thinking skills that they’ll use
through their lives

Improve Your Child's Memory

One of the most exciting areas is brain-based memory

research we now have is neuroimaging and brain-
mapping studies to view the working brain as it learns.
These memory tips are derived from my background as
a neurologist. I review the neuroimaging research. I then
use my experience as a classroom teacher to make
connections between the research and strategies that
are NEURO-LOGICAL.

 DESTRESS: Stress causes the brain intake systems to

send information into the Reactive brain (automatic-fight,
flight, freeze) and prevents information flow through to the
Reflective higher thinking, conscious brain (prefrontal
cortex) where long-term memory is constructed. Establish
enjoyable rituals (favourite songs, card games, ball toss)
or surprises (a fun picture downloaded and printed from
the internet) before study time to distress the study
experience and open up the brain networks that lead to
memory storage.

 GRAB ATTENTION: Memorable events make long-

term memories. Find out what your child will study next
in school and hang posters "advertising" or giving hints about
that topic and encourage him to guess what it might be.
Curiosity opens up the brain's sensory intake filter so
when the topic comes up in class or in reading it will grab
her attention.
 COLOR: The brain only lets in a small part of the billions
of bits of sensory information available every second. A
filter in the low (unconscious, automatic, animal-like) brain
decides what gets in. Colour is something that gets
through this filter especially well. Have your children use
colour pens colour code notes or words to emphasize high
importance. You can have a picture of a traffic light on the
wall and he can use green, orange, and red in order of
importance - like the traffic light.

 NOVELTY: If you add novelty to a study experience it will

be more memorable. Use video clips from the internet, put
on a funny hat, put a scarf on the dog, light a candle) right
before your child begins to study. His alerting system will
be more open to processing and remember information
that comes in after a novel experience.

 PERSONAL MEANING: Children must care enough

about information or consider it personally important, for it
to go through the brain filters and be stored as memory.
Use your child's interests to connect her to the material.
Make stories together using the information. Stories are
great ways to remember new things because you child's
brain grew up hearing stories and the pattern for
remembering stories is strong in her brain.