In the second half of the XIX - early XX century. in Europe, the theory of preschool education by the German teacher Friedrich Frebel (1782-1852) became widespread.
Froebel's pedagogical system was controversial. It was based on an idealistic philosophy, which asserted the primacy of the spiritual principle over the material. Upbringing was understood by Froebel as the development of four innate instincts in a person: activity, cognition, artistic and religious. The purpose of upbringing is to reveal the divine principle inherent in the child, inherent in all people. It is precisely this interpretation that Frobel gave to the principle of conformity to nature. He believed that education does not add anything to what is given by nature, but only develops the qualities inherent in it.
At the same time, Froebel promoted a valuable and important idea about endless development in nature and about human development throughout life. Attaching great importance to preschool education, he considered play the main means of development, showed its great role in the physical and mental formation of a child. Based on the natural characteristics of children, Froebel believed that in order to meet the needs of a child in activity and communication with other children, it is necessary to educate him in a peer society. He gave a deep pedagogical substantiation of this idea and did a lot for its popularization and wide dissemination.
Frobel coined the term "kindergarten", which has become generally accepted throughout the world. This name of the preschool institution, as well as the fact that the teacher Frebel called the "gardener", clearly manifested his love for children, a call to teachers to help a child mature and develop, a high assessment of the value of purposeful pedagogical influence.
Frobel laid the foundation for the creation of a system of didactic games and a variety of activities, developed guidelines for their implementation. He has greatly enriched the practice of preschool education, developing a variety of techniques for working with children in accordance with their age. Froebel showed in detail the stages of the formation of speech in children of early and preschool age and put forward the requirement that familiarization with the subject should precede its naming. A lot of value was contained in Froebel's proposals for the work of children with various materials (sticks, mosaics, beads, straw, paper).
Froebel's ideas were widespread, but progressive teachers criticized them for excessive regulation of the activities of children, the complexity of exercises and classes, a mystical interpretation of the nature of the child. The importance of Froebel in the history of pedagogy is determined by the fact that he contributed to the separation of preschool pedagogy into an independent branch of science, for the first time creating a theory of the work of preschool institutions. He did a lot to promote the idea of ​​preschool education and the widespread dissemination of kindergartens.

F. Frebel and his system of upbringing of preschoolers

Friedrich Froebel, German teacher, theorist and, in fact, the founder of public preschool education. He was born in 1782 to a pastor's family in southern Germany in Thuringia. It was he who came up with the idea of ​​separating preschool pedagogy into a separate branch of pedagogical science. F. Frebel is the creator of the first system of preschool education and the founder of kindergartens. Before him, there were orphanages whose tasks were limited to looking after and caring for young children, but did not include their education. Froebel was one of the first to draw public attention to the need for pedagogical work with children under seven years of age. He also owns the very term "kindergarten", which has become generally accepted throughout the world. In the very name of the children's institution, as well as in what the teacher Froebel called the "gardener", Froebel's special attitude towards the child, like a flower that needs to be carefully and carefully grown, without changing its innate nature, was manifested. The main goal for him was not only care and concern, but also comprehensive, harmonious, age-appropriate upbringing in the children's community, independent personal formation and development of a small child as a feeling, acting and knowing being.

Initially, the "kindergarten" (as a public institution) was conceived by Frebel as an educational institution that provides appropriate education to parents (primarily mothers), support and supplement the family education of preschoolers. The kindergarten was not supposed to free mothers from the hardships of upbringing, but, on the contrary, to help them become real, correct educators. Froebel believed that the best result requires an educational partnership between parents and educators. The kindergarten was intended to provide parents with a wide field of assistance, as a meeting place where parents and children could get to know each other more deeply. F. Frebel dreamed of reforming the system of raising young children in families. To do this, he used open practical exercises, demonstration performances, parent education in kindergarten, tried to achieve the support and full participation of parents in child development.

Kindergarten according to Frebel - "returned paradise". He saw as his goal the upbringing of a free, thinking and acting person, helped to reveal the individuality of each child. For the best result, each child needs a special approach that matches his inclinations, inclinations and talents, which will help develop independence, self-confidence and responsibility for himself in the child. Frebel assigned a huge role in the upbringing of children to the mother: "A good mother-child relationship is the key to harmonious development." He always emphasized the need for a strong emotional connection between mother and child as the basis of any upbringing. Caring and play are essential. A child needs love, help and attention from an adult, especially a mother. Thus, Frobel's kindergartens were created not to replace the family, but to help mothers in the upbringing and development of children. Mothers could come and see how to deal with the children, learn from the teachers.

The task of the kindergarten was to educate a free, independent and confident person. Froebel wanted the kindergarten to be a place of joy for children. The main goal of the teachers' work was to develop the natural abilities of babies. Children were seen as flowers to be taken care of and to promote their harmonious development.

Kindergarten teachers and nannies were specially trained. Girls who were distinguished by love for children, desire for games, purity of character, and had already graduated from a girls' school by that time, were admitted to the courses of educators. Future kindergarten teachers studied the means of education, the laws of human and child development, named practical classes, participated in children's games. Already at that time, it was understood that in order to teach and develop young children, you need special knowledge about their development and special professional skills of a teacher.

Froebel's ideas were very popular in Russia, where Frebelian societies were opened in many cities.

Froebel not only created the world's first kindergarten, but also developed the foundations for teaching children in it. And he gave the leading place in his system to the game and a specially created educational (didactic) game and toy. These were the world's first educational games and toys for children. And we still use them.

F. Frebel developed an extensive, detailed for his time, almost complete system of preschool education, the basis of which was a well-developed didactics aimed at the development of children through the organization of various types of activity: play, singing, weaving, construction, etc.

In the main pedagogical work of Froebel, "Education of Man" (1826), it is emphasized that man is essentially a creator. Education must reveal and develop in a person the appropriate creative inclinations. Froebel formulated several laws of upbringing: self-disclosure of the divine principle in man, the progressive development of man, the law of nature-oriented upbringing. Frobel believed that the child in his development creatively repeats the historical stages of the genesis of human consciousness.

The Frebel preschool education system has a powerful philosophical and spiritual-religious foundation that goes back to German classical philosophy.

Based on the philosophical system of F. Hegel, which was extremely popular at that time in Germany, Froebel emphasized the internal connection of all things, since in each of them the absolute spirit expresses itself in one way or another. Any thing can reveal to the child all the laws of the world, which are universal and go back to a single beginning. Theoretically substantiating his system, Froebel constantly emphasized the idea of ​​endless development in nature and the development of man throughout his life. He rightly considered preschool childhood to be the period of the most intensive and effective human development.

Froebel proceeded from the innate positive nature of the child. A child is by nature kind, open and noble. Light and pure thoughts and desires are originally inherent in him. First of all, education and the bad influence of the surrounding society make him unkind and closed. Therefore, the main task of upbringing is not to spoil the innate and positive nature of the child. Therefore, upbringing should be "... passive, watchful, just warning and protective, but by no means prescriptive or coercive." This goal is created by creating a cozy home environment, affectionate, friendly communication with the teacher, games and activities that meet the interests of children.

Froebel was in many ways a pioneer in pedagogy. The main provisions of his pedagogical system remain relevant today. Before the advent of the Froebel system, the tasks of education were limited to developing the mind, expanding knowledge and developing useful skills. Fröbel, following I. G. Pestalozzi, began to talk about a holistic, harmonious upbringing of a person.

Of great importance in the Froebel system was the activity of the children themselves, the organization of their independent activity. F. Frebel believed that preschool children learn the best material in practical activity, presented in a playful way. Therefore, special attention was paid to the game. In addition to games in kindergarten, they drew with children, sculpted, made various crafts, applications, studied music and poetry, embroidered, laid out figures from metal rings and sticks according to the pattern, designed. In all the lessons with the little ones, the action was combined with the word, and this was a mandatory requirement. The word allowed the child to recognize and consolidate the experience. So, the teacher, showing the object, necessarily named the object itself, its characteristics, showed and named possible ways of action. All actions were accompanied by a song or rhyme.

Frebel considered play to be the core of kindergarten pedagogy. Revealing play, he argued that play for a child is an attraction, an instinct, his main activity, an element in which he lives. Frobel widely used play as one of the means of moral education. In his opinion, play contributes to the development of imagination and fantasy, which are necessary for children's creativity. For the development of the child, Froebel offered 6 "gifts". Froebel's gifts included objects of various shapes, sizes and colors: balls, a cube, balls, a cylinder, sticks for laying out, strips for weaving, etc.

Froebel's first gift is textile balls on a string of all colors of the rainbow and white (one red ball, one orange ball, one yellow ball, and so on). The ball is held by the string and shows the child different types of movements with it: right-to-left, up-down, in a circle, oscillating movements. Ball games teach the child to distinguish colors and navigate in space. Each time the mother calls her movement: up - down, left and right. She hides the ball, and then shows it again ("there is a ball - no ball").

Froebel's second gift is a ball, cube and cylinder of the same size. This gift introduces geometric bodies and the differences between them. The ball is rolling, but the cube is motionless, it has edges.

The third gift is a cube divided into eight cubes (the cube is cut in half, each half into four parts). Through this gift, the child, according to Froebel, gets an idea of ​​the whole and its constituent parts ("false unity", "unity and diversity"); with its help, he has the opportunity to develop his creativity, build from cubes, combining them in various ways.

The fourth gift is a cube of the same size, divided into eight tiles (the cube is divided in half, and each half is divided into four elongated tiles; the length of each tile is equal to the side of the cube, the thickness is equal to one fourth of this side). The possibility of building combinations in this case significantly expands: with the addition of each new gift, the previous ones, with which the child has already become accustomed, are not withdrawn.

The fifth gift is a cube divided into 27 small cubes, nine of which are divided into smaller pieces.

The sixth gift is a cube, also divided into 27 cubes, many of which are also divided into two parts: into tiles, diagonally, etc.

The last two gifts give a wide variety of various geometric shapes necessary for a child's construction games. The idea of ​​these gifts was undoubtedly formed by Froebel under the influence of the methodology for studying form developed by Pestalozzi. The use of this manual helps the development of building skills in children and at the same time creates in them ideas about form, size, spatial relationships, numbers. Valuable features of Froebel's gifts are the sequence of familiarizing the child with the simplest geometric shapes and the use of building material for playing games for children. Games with gifts had a philosophical basis for Froebel. He believed that through them the child understands the unity and diversity of the world and its divine principle, the philosophical laws of the construction of the Universe. And the ball, cube and cylinder did not exist in his games by themselves, but as certain symbols that the child comprehends.

So, the ball was a symbol of "unity in unity", infinity, movement. The cube is a symbol of peace, "unity in diversity" (it is presented to us in different ways if we look at its top, edge or side). A cylinder combines the properties of a cube and a ball - it is stable in an upright position, and mobile and rolls in a horizontal position.

In modern preschool pedagogy, the gifts of Froebel are considered, first of all, as teaching material that develops the mental abilities of the child.

An interesting fact in the life of Froebel is that in 1844 he proposed and introduced finger games, which are so popular now. In addition, it was Frobel who invented the first children's mosaic, as well as many other children's educational games that are well known to all of us. For example, he considered it very useful to string beads of different colors from ceramics, glass, wood on a braid. F. Frebel came up with tasks for children on weaving from paper, origami - folding from paper - and many other interesting children's activities. The Frebel system has gained recognition in many countries of the world, including Russia. Frebelian courses and Frebelian societies were created. But when used in kindergartens, games with Froebel's gifts became formal, by no means joyful exercises for children, in which the baby was only an observer of the actions of adults. And the original idea of ​​children's activity in play was disrupted. It was for this that Froebel was criticized a lot in the future, noting the excessive dryness of his games, the absence of life in them, the excessive regulation of the actions of children. And his teachers in Russia were called "Frebelichki". Therefore, the Froebel system is now not fully applied. But many of Frobel's findings and ideas are still used, modified and modified in accordance with modern data on the development of preschool children.

He was the sixth child in a family, and in a family by no means rich. Froebel was left without a mother early - he was only 9 months old. In his childhood, no one specially studied with him, and he was very worried about the loss of his mother. Maybe that's why he later became a mature man and became interested in creating an institution for mothers of young children to help raise children before school. After all, Frederick himself grew up in his childhood by himself, no one did it. And, probably, it was not for nothing that the idea was born in him "A good mother-child bond is the key to the harmonious development of a child." For development, a child needs care, help, attention from adults, just as a flower needs watering and fertile soil for growth. This idea will further motivate F. Frebel to create the world's first kindergarten and will give this institution the name "kindergarten". Then Frederick was taken to his uncle, and he began to go to school.

From 1805 to 1810 F. Frebel worked for Pestalozzi and was greatly influenced by his ideas. In 1837 F. Froebel opened an educational institution in Blakenburg for games and activities for adults with preschool children. Before that, there were no such educational institutions in the world. There were schools for older children. And there were orphanages for young children, in which the goal of child development was not set, but the task of looking after, caring for and preserving life was set. In 1940, F. Frebel called the educational institution he created “kindergarten”, and the teachers working in it were then called “gardeners”. The name "kindergarten" stuck and still exists. F. Frebel explained this name as follows: “1) a real garden as a place for a child to communicate with nature should be an integral part of the institution; 2) children, like plants, need skillful care. "

The Froebel system is a system of upbringing founded by the outstanding German educator and preschool theorist Friedrich Froebel (1782-1852). Froebel is the founder of the first kindergartens, whose task, unlike orphanages, was to educate and educate children. The main goal of Froebel's kindergartens was to promote the development of the natural abilities of the child: children grow like flowers (hence the term "kindergarten") and the task of educators is to take care of them and contribute to their fullest development. In the Froebel system, the main emphasis is on the activity of the child himself, on the need to motivate and organize his own activities. Therefore, in the upbringing of preschool children, the enormous educational and educational value of play is emphasized. The education of children in Froebel's kindergartens is based on a system of games with specific didactic material. Froebel developed his own didactic material (the so-called “gifts of Froebel”), which included objects that differed in color, shape, size and mode of action with them: knitted balls of all colors; cubes and cylinders; balls of different colors and sizes; a cube divided into 8 cubes; sticks for laying out; paper strips for weaving and appliqués, etc. A large place in the system is occupied by the artistic activity of children: drawing, modeling, applique, music and poetry. An important principle of this system is the combination of an action or sensory impression with a word. The connection with the word makes the child's actions and sensory experience meaningful and conscious. In the process of playing with Frobel's gifts, the teacher showed the child an object, emphasizing its physical characteristics and possible ways of acting with it, and accompanied his demonstration with a special text (as a rule, a rhyme or song). The Froebel system presupposes the active participation of an adult in the child's activities: the transfer of "gifts", the demonstration of ways of acting with them, rhymes and songs - all this comes from the educator. But adult guidance is based on respect for the child and taking into account his interests. The Froebel system had a tremendous impact on the development of preschool pedagogy and found its many followers. It became widespread in Russia, where at the beginning of the century there were special Frebel courses, in which educators mastered the Frebel system. Frebelian societies were also organized, uniting teachers and representatives of the progressive intelligentsia, who strove by organizing paid and free preschool institutions to help improve the family and out-of-family education of children. However, in the process of their massive use, games with Frobel's gifts were perverted and turned into formal exercises in which the adult took on the main activity, and the child remained only a listener and observer. The principle of the activity and activity of the child himself turned out to be violated. As a result, these lessons lost their developmental effect, and the Froebel system received a lot of criticism for formalism, pedantry, didacticism, excessive regulation of the activities of children, etc. pedagogy.

Friedrich Froebel, a German teacher, theorist and, in fact, the founder of public preschool education, was born in 1782 in Thuringia. This man's life was not easy. After the death of his mother, at the age of four months, he remains with his stepmother, who at first treated him with love. However, after the birth of her own child, the situation changed dramatically. And as soon as Friedrich grew up, he went to stay with relatives. Then he entered the university, where he began to study mathematics (intensively geometry), philosophy, architecture, natural science, forestry and many other subjects. Due to financial difficulties, his studies were interrupted and resumed several years after the death of his uncle, who left him a small inheritance.

From 1805 to 1810 F. Frebel worked for Pestalozzi and was greatly influenced by his ideas. In 1837, he opened in Thuringia "an institution for games and activities for young children" (later called "kindergarten"), in the practice of which he developed his own system of preschool education, which became widespread not only in Germany, but also in other countries ...

In order to better understand and evaluate the teaching system developed by F. Frebel, it is necessary to turn to the era in which he lived and formed both as a citizen and as a teacher. F. Fre-

Bel was the spokesman for the anti-feudal, civil-democratic movement, which took shape during the years of the struggle against Napoleonic rule and existed until the collapse of the democratic revolution of 1848-1849. Supporters of this movement, under the influence of utopian-communist ideas, reflected on social issues, caring for the interests of the working people. The class struggle between the proletariat and the bourgeoisie intensified.

F. Frebel saw his social ideal in a civil-democratic order and dreamed of a civil-democratic national education. To feudal-estate education, he - - in word and deed - - opposed the general popular education in the spirit of humanity, aimed at the all-round and harmonious development of the individual. “I wanted to educate free-thinking, independent people,” he said.

Dissatisfaction with the state of teaching in the 17th - 18th centuries. in many countries leads to the fact that advanced teachers (Ko-mensky, Russo, Pestalozzi) are trying to rebuild the system and take the first steps in the scientific substantiation of academic subjects and the educational process itself. They try to determine the requirements for knowledge, their interrelationships and the sequence of assimilation; teaching aids at different stages of learning; the essence of rational teaching methods.

Pestalozzi formulated the most important principle of education: training should be built in accordance with the natural course of the child's mental development. This principle could not have been implemented earlier, since the teachers relied on the philosophy of Aristotle, Locke, Kant, whose thinking is set as ready-made and unchanging in all its functions and does not have the ability to become and develop. And only F. Frebel, having adopted this principle of his teacher Pestalozzi, developed it, relying on the philosophy of Schelling, a student of Kant, and natural scientist Lorenzo. The latter were characterized by reasoning about the dialectic of thinking - being, life exists in two opposite forms: in the form of nature and in the form of consciousness; both develop and represent a single whole - being. F. Frebel transferred the idea of ​​the gradual development of the entire human race to the pedagogical process, to individual development achieved by pedagogical influence. The main driving force behind such pedagogical influence for him was the activity of the individual. In his ideas about activity and amateur performance (on personal initiative) F. Frebel was significantly superior to many of his predecessors. Activity, even in relation to a small child, he understood as the active, conscious participation of the individual in life. At the same time, the main thing for him was cognitive side this pro

process, the cognitive growth of the child, which occurs due to his activities.

F. Frebel formulated fundamental principle of knowledge- from the mode of action, from actions, the real education of a person should begin; it grows out of the mode of action, grows out of it and is based on it. For the first time in the history of pedagogy, Frebel built an educational program based on the idea of ​​mental development and the relationship of mental development with learning and education.

In 1828, F. Frebel developed a school project for planning a unified civil-democratic public education, the first stage of which was first designated kindergarten- an institution for the development and care of children from three to seven years old. From about the mid-30s, F. Frebel devoted himself entirely to the problem of preschool education as the foundation of a unified system of public education.

F. Frebel's term "kindergarten" (kindergarten) reflected the essence of the pedagogical style, atmosphere, as well as pedagogical goals and means. A completely different atmosphere is given by the term "bevaranstalt" (something like a storage room) - something is left here, because they themselves cannot take care of it. Or another term - "infant school" (school for babies), which significantly reduces the time of preschool childhood, brings the upbringing of children closer to the goals of schooling. "Kindergarten"- it is a garden in which a child is like a seedling, a small plant that requires careful care and cultivation from teachers. At the same time, the garden is a part of the surrounding world, nature, which requires activity to create a sense of safety and well-being in children; it is the joy of working together and playing, it is relaxation and reflection.

F. Frebel's goals related to pedagogical work in kindergarten went far beyond the practice adopted at that time in Bevaranstalt and Warteund Spielschulen (schools of waiting and play). The main things for him were not only care and concern, but also comprehensive, harmonious, age-appropriate upbringing in the children's community, independent personal formation and development of a small child as a feeling, acting and knowing being. At the same time, he attached great importance to the game, reflecting the inner strength and creative potential of the child and serving for the latter as a "mirror of life" that opens the world. In this regard, he assigned a large role to the material means of the game. F. Frebel saw the kindergarten in unity with the family and believed that kindergarten in no way should replace upbringing in the family.

F. Frebel developed an extensive, detailed for his time, almost complete system of preschool education, the basis of which

which was a well-developed didactics aimed at the development of children through the organization of different types of activities: play, singing, weaving, construction, etc.

In Frobel's pedagogical system, one can distinguish three main blocks.

V first block given ideas about the mechanism of mental development of a child, the development of consciousness and thinking of an individual, in which Froebel identifies four components: 1) feelings; 2) cognitive and practical activities with objects; 3) language; 4) mathematics. (Frobel did not go further than their description and did not show their relationship.)

In second block Froebel characterizes the stages, goals and methods of the child's mental development. He defines four stages of mental development:

- first (original) - associated with the first months of life re
benka, when he himself does not select and fix objects, dey
events and phenomena;

- second (infancy) - action and word mother way
help to learn to distinguish first individual objects and phenomena
the nearest surrounding, and then himself;

- third (childhood) - the child speaks and plays with objects.
It is at this stage that you can and should start purposefully
learning and teaching: an adult introduces children to names
objects, phenomena, shows different relationships between pre
metamy, phenomena and actions, teaches to draw lines and dawns
poke, count within ten and much more;

- fourth (adolescence)- child's admission to school and
study of academic subjects.

Frobel considered the main goal of training to be the creation of conditions for the individual realized himself and his place in relation to nature and spirit. The latter is connected with penetration into the foundation of pedagogy of mysticism, according to the rules of which “the eternal law acts in everything, everything rules. This law is based on a living, intelligent unity - God. " "The purpose of education is to evoke the divine principle in a person." And even the methods of education, according to Froebel, are revealed by God.

F. Frebel attributed two to the means of teaching (to achieve the main goals): knowledge; teacher's activities.

Third block F. Froebel's pedagogical system constitutes didactic material with which a child must work (“Froebel's gifts”).

Developing didactic material, Froebel proceeded from the natural characteristics of preschool children (mobility, spontaneity, curiosity, desire to imitate) and believed that in order to satisfy these needs, it is necessary to organize classes with peers in children.

skom garden. At the same time, the child acted as a developing plant, the correct growth of which should be facilitated by the kindergarten.

Froebel developed a peculiar method of work educator with children using didactic material, based on - development of the senses, movements, speech through games and systematic exercises. The "gifts" offered by Froebel (there are six of them) were accompanied by a variety of rhymes and songs, with the help of which the teacher conveyed the meaning and content of these "gifts" to the children. For example, when you get to know the cube, the action with it is accompanied by a verbal description: “You saw one plane, I press the other five with my hand” (in this case, the teacher covers all the edges, except for one, with his hand). However, it should be noted that in Froebel there is a disagreement between two provisions: 1) cognition can and is carried out only when comparing two identical or different objects; 2) the development of knowledge begins with the knowledge of one subject.

The first "gift". A box with six balls (red, blue, yellow, purple, green, orange), with colored cords and a rocking chair.

A soft and light ball is offered to a six-month-old baby as the first toy. Games with him are organized by an adult. They can be very diverse. For example, attached is a table of pictures showing several ball games. The purpose of these games is to familiarize the child with movement and direction of movement (down, right, forward, etc.), with color. Froebel recommends giving these balls one at a time, then two, three, etc. up to six. Children over three years of age are encouraged to accustom to counting to six.

Second "gift". A box with a ball, a cylinder and two cubes of the same size. It is proposed to give this "gift" to children from the second year of life. The goal is to become familiar with the three main forms in the course of the game.

The game begins with experience: the similarities between these three different shapes are shown: the cube, suspended by a cord, is rotated, as a result of which it appears to be a cylinder, and the rotating cylinder is a ball. They also offer rolling of a ball, rotation of a ball on a cord and on a saucer, etc. As a result of a series of such different movements, children become familiar with these geometric bodies: 1) with movement; 2) with heaviness and inertia; 3) with the concept of number; they notice the transition of one form into another - and when the bodies rotate, they begin to distinguish the essential constant from the transient and changing. At the same time, exercises are carried out in the counting range of ten.

The third "gift". A box containing a wooden cube divided into eight cubes. It is proposed to give it on the third

year of life, seeking to satisfy the desire of children of this age to learn how things are made, what is inside.

The teacher shows the children how a cube can be divided into two, four, six, etc. parts. As a result, the child begins to understand that a set is formed from a unity or unit, and vice versa: the whole consists of parts that are smaller than the whole, etc. In addition, the cubes are used for buildings, which the teacher helps to build at first - he gives a sheet of paper, lines it into squares equal to the side of eight cubes, and teaches how to build buildings on it.

Frebel proposed three kinds games.

The image by means of cubes of various objects (forest
tnitsa, house, gravestone crosses, etc.), not breaking, but transforming
waving one into the other.

The image of graceful forms, laying out various ouzo
moat (about 80) of squares, not breaking, but only moving
squares, giving them different positions and getting but
high patterns.

Cognitive or math: while playing, the child is familiar
varies with the size, quantity, their different position and
etc. (for example, two halves - one in front, the other in the back, th
four quarters, etc.).

The fourth "gift"(for children from three to seven years old). A cube box with eight cubes or bricks. In its use, it is similar to the third "gift" and is, as it were, its natural continuation.

The same games are offered: drawing up life, graceful and mathematical forms. The same two rules: 1) do not break, but transform; 2) use all the material. Tables of structures and patterns, approximate divisions and a table for counting from 1 to 8 and vice versa are given.

The next two "gifts" are for more advanced children.

Fifth "gift". A cube divided into 27 cubes, of which three (each) are divided into two and three into four triangular prisms. This is a continuation of the third and fourth gifts. A new element is introduced - a shape with a triangular plane. Children are offered the same compilation of life, graceful and mathematical forms. The material is accompanied by tables depicting exemplary buildings of various themes: market, sofa, plumbing, sentry, obelisks, etc. Especially a lot of very complex graceful forms are presented in the tables.

The sixth "gift". A cube consisting of 27 tiles or bricks, of which three are split in half lengthwise and six in half across.

In fact, the sixth "gift" is a complicated continuation of the previous one: the same types of work with material (compilation of three

types of forms: life, graceful and mathematical), the same rules (not to destroy what was done, but to transform, examine objects, build, in accordance with the entire amount of material). The sixth gift, like the previous ones, has tables of patterns that children must follow.

In addition to these "gifts" F. Fröbel introduces various activities-games associated with the symmetrical laying out of sticks, weaving from strips of colored paper, laying out various patterns on the grid. Frobel associated the particular importance of these studies with the development of "fidelity of hand and eye." Drawing, according to Frobel's technique, is made the property of the child from an early age. Froebel gives a grid on the board, where lines form grooves that are invisible to the eye, but perceptible to the touch; on them, children learn to draw vertical and horizontal stripes in one, two, three, etc. cells, and then draw the objects around them. Clay modeling requires strict consistency. The initial shape is a ball, by modifying which you can get shapes close to it: an apple, a pear, a cone, etc. In all types of activities, there is a predominance of mathematical elements (counting cells, parts of an object when drawing, counting cells when weaving, etc.) ), which "burden" these activities and make them monotonous. It is important to note that Froebel distinguished from purely educational games (games-activities) games invented by the children themselves, as well as outdoor games. The latter were conducted by an adult; they were necessarily accompanied by text in poetic form and music. However, Frobel tried to use these games, first of all, for educational purposes.

Despite some serious shortcomings of F. Frebel's pedagogical system (an attempt to replace the direct acquaintance of children with the environment, the use of play as an obsessive and boring means of learning, etc.) , Japan. Kindergartens began to appear everywhere (sometimes before the study of F. Frebel's pedagogical system itself), educational institutions for the training of kindergarten teachers, various societies and scientific institutions for the study and use of F. Frebel's works.

In 1871, a work by the Altenburg teacher Adolph Doway, who emigrated to the United States, was published in New York on the F. Froebel system. The translation of this work into Japanese in 1876 gave impetus to the opening of kindergartens in Japan. In the same year, A. Doway published his work in Leipzig entitled "Kindergarten and public school as social democratic institutions." In Germany, the ideas of her uncle F. Frebel were taken up by G. Schrader-Breiman, who advocated the creation of folk kindergartens. She had many supporters, including Marenhoyavts-Bülow. The dissemination

Frebel's ideas in the USA, along with others, were promoted by the wife of Karl Schurz, a famous German-American petty-bourgeois democrat, in England - the head of German Catholics Johannes Ronge and his wife who emigrated to this country. F. Frebel's second wife, Louise Levin, founded (and ran) a kindergarten in St. Petersburg.

In Japan, the first kindergarten, founded in 1876, did not actually implement Fröbel's theory and practice. Only the kindergarten opened by an American missionary in 1887 corresponded to Frebelev's ideas. She also organized a two-year training for educators, lectured students on the books of Froebel "On Human Education" and "Mother's Play", learned with them the lyrics of games and songs. Together with the teachers, she translated both of these books into Japanese, after which all kindergartens in Japan strictly adhered to the Frebel pedagogical system. This was also facilitated by a Buddhist priest who studied in the UK and translated into Japanese Frobel's popular book on children's games.

The activities of the above people undoubtedly made a great contribution to the spread of Froebel's educational system and his ideas in different countries of the world. However, the Froebel system soon came under heavy criticism, especially in the United States. Scholars such as D. Davy, W. X. Kilpatrick and S. Hall criticized Froebel's games for their symbolism and rigid systematization. They proposed to abandon the use of these games in learning and give them to children for free use. This criticism has influenced other countries as well, including Japan.

In Japan, the main critic of the Frebelian system was Sotso Kurahaji, the director of a kindergarten in Tokyo. Based on the ideas of Froebel himself about raising a free child in his own practical activity, he "pulled" all his games out of the boxes and "put" them in one box. Thus, he practically violated the system and provided the children with the opportunity to freely play with them, at their discretion. S. Kurahazhi's point of view won. And today, despite the fact that many toys are modeled on Frebel's, many educators do not even suspect about this. There are no original Frebel games in kindergartens in Japan and other countries, however, the main provisions of F. Frebel's theory - the idea of ​​early education and development of a child as an independent and free being - have not lost their significance in today's preschool pedagogy in Japan.

I would especially like to say that the pedagogical system of Friedrich Frebel has become widespread in Russia. In large cities (St. Petersburg, Kiev, Tiflis, Kharkov, etc.), the so-called Frebel societies were actively created, where representatives of the progressive intelligentsia studied the works of

Frebel, his practice of organizing kindergartens. Both paid and free kindergartens were opened in Russia. Even then, a struggle between two directions began: first, for the introduction of the Frebel didactic system in a "pure" form; the second - for their own implementation of Frebel's ideas, their pedagogical essence. With the aim of training kindergarten teachers, Frebel courses were opened.

However, in Russia, as in other countries, Frobel's followers, using his system of games-activities in their work with children, which in themselves were somewhat scholastic in nature, brought it to the point of absurdity. And it is no coincidence that she was criticized by KD Ushinsky, ST Shatsky and others. It should be noted that KD Ushinsky, being abroad, directly observed the work of kindergartens and orphanages, organized according to the Frebelian system. Criticizing songs and rhymes for boring and excessive didacticism, KD Ushinsky at the same time noted the advantages of children's games and activities invented by Froebel himself, which in the hands of a good teacher could bring many benefits. In order to overcome the abstract nature of Frebel's studies in Russia, such teachers as E.N. Vodovozova, A.S.Simonovich and others began to use outdoor and musical folk games, folk toys in teaching children.

Later, when it began to gain strength free education theory, F. Frebel's system was declared harmful and began to be forgotten, although the so-called "manual work" - design, weaving, etc. - were quite widespread. However, in the early 50s, a group of researchers headed by A.P. Usova again turned to the richest heritage of F. Frebel in connection with the development of the problem of teaching preschoolers in kindergarten. A.P. Usova was critical of Frobel's pedagogical system, condemning such shortcomings as the abundance of boring and tedious exercises, the subordination of the game to the solution of educational problems, the overly moralized nature of songs, poems, games and much more, which destroyed amateur play and interest in learning and independent learning. At the same time, A.P. Usova highly appreciated the pedagogical system of F. Frebel for the fact that for the first time in it, unlike his predecessors, ideas of didactics are expressed not only in general provisions; they are implemented in specific content, forms and methods of teaching. A characteristic feature of Frebel didactics, according to A.P. Usova, is direct teaching, which is conducted by an educator in the form of classes with a whole group of children. “Pedagogy of Frobel,” as noted by A. P. Usova, “for the first time in the history of pedagogical thought, answered the question of how to make children acquire knowledge in an active way”.

Paramonova L. A

While developing her own approaches to solving the problem of teaching preschoolers in kindergarten, A. P. Usova undoubtedly relied on the productive ideas of F. Frebel. In this regard, she paid special attention to the development of a knowledge system, the introduction of compulsory classes, the use of didactic games and various types of children's activities (modeling, construction, drawing, etc.). At the same time, A.P. Usova constantly pointed out the need to move away from the "dictation" method of working with children, to provide them with opportunities to independently search for solutions, to recognize the child's right to make mistakes, and much more, which was associated with children's manifestations of independence and creativity. However, unfortunately, these ideas of A.P. Usova were used by her followers much weaker than others. As a result, a unified (standard) education and training program and a series of methods of a clearly regulatory nature were developed. And only at the present time it has been possible to create a diversified form and content of education for preschoolers. (It also has its drawbacks, but their discussion in this context is not possible.)

In conclusion, we note that in the early 70s on the pages of the magazine "Preschool Education" (in two of its issues) was published a serious article by V. Rozin with a foreword by V. V. Davydov "Course in the initial geometry of Friedrich Frebel". He examines the "gifts of Froebel" from the point of view of constructing a propaedeutic course in geometry and devotes his article to the memory of A. P. Usova in gratitude for the fact that she was the first to draw his attention to the works of F. Froebel.

Each of us, having read the works of Froebel, can find something interesting and important for building our own practice. And Friedrich Frebel can be treated with a feeling of great respect just for the fact that he essentially made preschool pedagogy a science and, according to B.I. ...

Review questions

1. What ideas of F. Froebel continue to define the modern doshas
kolnoe education, and which stopped working? What are the developments of Fre
whitewash, would it be advisable to revive? Can it exist in our
days a kindergarten completely copying the Froebel methodology?

2. How should we discover the laws of development according to Froebel? What dol
wives to be a teacher for Frobel? What is the utopianism of Fre's ideas
whitening?

3. Which of the Russian teachers brought the concept of Frebe to their homeland?
la and how did it happen?

Froebel's gifts: the world's first educational and educational toys for children. The first kindergarten. The system of child development by F. Frebel. Games with the gifts of Friedrich Froebel.

Froebel's Gifts: The First Didactic Materials for Preschool Children.

Friedrich Wilhelm August Froebel (1782-1852)- a famous German teacher, creator of the world's first kindergarten for preschool children.

F.Frebel's gifts- the very first teaching (didactic) material for preschool children in the world, which is known and used to this day. What is this system? Who is its creator? How to play with Frobel's gifts? You will find the answers to these questions in the article.

To understand the ideas of a person, the system created by him, one must know well his biography and his life, the soil in which these ideas arose and grew. Therefore, I will tell you a little about this man. And I very much ask all of you - dear readers of "Native Path" - to carefully read the life story of F. Frebel, because we all have a lot to learn from him! And the idea of ​​a kindergarten and educational games with preschool children did not come to him in his youth. So where did it all start?

F. Frebel's biography

"I want to develop people who stand with their feet on God's earth, putting down roots in Nature, whose head rises to the very sky." Friedrich Froebel, 1806

Friedrich Froebel was born in 1782 to the family of a pastor in southern Germany in a village in Thuringia. He was the sixth child in a family, and in a family by no means rich. Froebel was left without a mother early - he was only 9 months old!

Poor baby! In his childhood, no one specially studied with him, and he was very worried about the loss of his mother. Maybe that is why he later became a mature man and became interested in creating an institution for mothers of young children to help raise children before school? After all, Frederick himself grew up in his childhood by himself, no one did it. And, probably, it was not for nothing that the idea was born in him "A good mother-child bond is the key to the harmonious development of a child." For development, a child needs care, help, attention from adults, just as a flower needs watering and fertile soil for growth. This idea will further motivate F. Frebel to create the world's first kindergarten and will give this institution the name "kindergarten".

Then Frederick was taken to his uncle, and he began to go to school. He loved this time of his life very much and at the same time did not really like school for its dryness and isolation from life. And more often he ran away to nature, where "nature was my school, trees, flowers - teachers."

A small digression: A very interesting fact: subsequently, the system of education for children created by Froebel was criticized for the same thing, for which he himself criticized schools of that time - for being disconnected from real life. What is the reason? A person who grew up in nature in childhood, and in his youth ran away from school to nature and considered nature to be his teacher, created a system of teaching children that was divorced from nature? Very little is believed in this! Did something happen in his life? Has anyone influenced him? No! When, later in adulthood, Froebel created a kindergarten, he wrote that kindergarten should be a place for children to communicate with nature. This means that his views have remained unchanged. Could it be that his idea was brought to life and interpreted in a different way? Or he himself could not find a means of translating his new for that time and advanced idea? After all, he was a pioneer. I really want to know the truth, but I still cannot give an unambiguous answer to this question, although I am well acquainted with our domestic literature on this issue. Most likely, the answer can be found in the original books of Froebel, but, unfortunately, I do not speak German. And only a little of his legacy has been translated into Russian. But I see this contradiction very clearly! This means that not everything is so simple in his system! If you have an answer to this question, please write it in the comments after the article.

When Frederick returned to his father, he worked as a forester's apprentice and was engaged in self-education. Then he went to study at the University of Jena, but there was only enough money for two years of study, and he returned to his father. Anything he did not work - a forester, a librarian, a secretary. But Froebel felt that this was not his life's work.

And now - a happy, very happy turn in his destiny. Friedrich Froebel receives an inheritance after the death of his uncle and becomes a wealthy person. He can look for a job to his liking, is fond of architecture. And a little later he changes architecture to pedagogy. Meets Pestalozzi, meets him. This predetermined the system of upbringing and education of children created by him in the future.

Another fact from the biography. F. Frebel again enters the university, finally has money to study, but ... leaves it for the army in 1813, saying: "How can I instill in children the obligation to defend the fatherland if I myself shirk this duty" - a step that speaks of much in the character of this person.

In 1816, the Fröbel school was opened - the "Universal German Educational Institute", in which boys study.

For 40 years of pedagogical activity, Frebel wrote several works - “Raising a Man”, “Mother's and Caressing Songs”, “One Hundred Songs for Ball Games”, created various educational institutions, and all of them had departments for small children, promoted his idea, gave lectures on kindergartens.

Another feature of this person, already associated with the "black stripe" in his life. By coincidence and ideological reasons, the kindergartens invented and created by Froebel were soon banned! And they were all closed! It happened during the lifetime of Froebel! What a blow it would be for many - the work of a lifetime is closed! For many, but not for Froebel !!! F. Frebel bravely accepted this and said: "We will work hard, and the work will not be in vain!" Yes, we can learn a lot from this person!

F. Frebel died in Marienthal. His tombstone is made in the form of three figures - a cube, a cylinder and a ball. This is an expression of his idea of ​​the unity and diversity of the world and at the same time it is a monument to the world's first didactic toys for preschoolers.

We have now penetrated a little into the life and character of this person, which means that it will be easier for us to understand his system - the world's first methodically built and specially created system of teaching young children in kindergarten.

Who created the world's first kindergarten? What was the first kindergarten of F. Frebel?

In 1839 F. Froebel opened an educational institution in Blakenburg for games and activities for adults with preschool children. Before that, there were no such educational institutions in the world. There were schools for older children. And there were orphanages for young children, in which the goal of child development was not set, but the task of looking after, caring for and preserving life was set.

A year later, F. Frebel called the educational institution he created “kindergarten”, and the teachers working in it were then called “gardeners”. The name "kindergarten" stuck and still exists.

Why is this a "garden"? F. Frebel explained it this way: “1) a real garden as a place for a child to communicate with nature should be an integral part of the institution; 2) children, like plants, need skillful care. "

This phrase of Froebel was later quoted in the Brockhaus-Efron Encyclopedic Dictionary of 1902 when explaining the origin of the word "kindergarten": “This last name has a double meaning: firstly, Froebel was of the opinion that a garden in which children could play with plant life, constitutes a necessary belonging to such a school; secondly, it symbolically indicates the similarity of children with plants that require skillful and careful care. "

• Another remark of mine: And here, as an inquisitive and thoughtful person, I have another contradiction with what I know from pedagogical dictionaries and textbooks. Our dictionaries and textbooks say that familiarization with the outside world in Froebel's kindergarten was divorced from life and presented only by gifts (I quote: “the system of gifts replaces direct acquaintance with the world around him,” “the child's life is limited to didactic material”). But what about “playing and getting to know the life of plants” indicated in the sources of that time? Isn't this an introduction to the world around you? So, we do not know everything about the first kindergartens ??? !!! Perhaps someone will say: "What's the difference!" And the difference is very big - after all, it is important to know the original source and those nuances that were laid down by the author himself in his own system, and not retellings of his ideas or other people's interpretations!

By the way, in every kindergarten of F. Frebel, each child had his own small garden, which he looked after. And there was also a common flower garden.

I am pleased to share with you a photo of the model of the world's first kindergarten by F. Frebel. This model was made by senior preschoolers together with a teacher (kindergarten 2523 in Moscow). The children, together with the teacher, studied what the first kindergarten was like, what the premises were and depicted them on a scale in this model. Used pieces of paper. Dried plants were used to depict trees in the model.

This model of the first kindergarten was presented at the first Moscow biennial of creative projects of young teachers, dedicated to the 150th anniversary of the first kindergarten in Russia (and he worked according to the Froebel system).

Frebel's kindergartens were created not to replace the family, but to help mothers in the upbringing and development of children. Mothers could come and see how to deal with the children, learn from the teachers.

The task of the kindergarten was the upbringing of a free, independent, confident person. Froebel wanted the kindergarten to be a place of joy for children. The main goal of the teachers' work was to develop the natural abilities of babies. Children were seen as flowers to be taken care of and to promote their harmonious development.

Kindergarten teachers and nannies were specially trained. Girls who were distinguished by love for children, desire for games, purity of character, and had already graduated from a girls' school by that time, were admitted to the courses of educators. Future kindergarten teachers studied the means of education, the laws of human and child development, named practical classes, participated in children's games. Already at that time, it was understood that in order to teach and develop young children, you need special knowledge about their development and special professional skills of a teacher.

Froebel's ideas were very popular in Russia as well, where Frebelian societies were opened in many cities.

Froebel not only created the world's first kindergarten, but also developed the foundations for teaching children in it. And he gave the leading place in his system to the game and a specially created educational (didactic) game and toy. These were the world's first educational games and toys for children. And we still use them. Don't believe me? Watch this video about a modern kindergarten and F. Frebel's games in it.

Have you learned a lot of what you are doing in class with your children, considering it modern pursuits? And such occupations are already 150 years old !!! Let's talk in more detail about the F. Froebel system.

Of great importance in the Froebel system was the activity of the children themselves, the organization of their independent activity. F. Frebel believed that preschool children learn the best material in practical activity, presented in a playful way. Therefore, special attention was paid to the game. In addition to games in kindergarten, they drew with children, sculpted, made various crafts, applications, studied music and poetry, embroidered, laid out figures from metal rings and sticks according to the pattern, designed.

In all activities with babies, action was combined with a word, and it was a must! (Oh! How this is not enough for modern children sitting at the computer, with whom we, adults, often talk in a hurry or even mutter under our breath!) The word allowed the child to recognize and consolidate the experience. So, the teacher, showing the object, necessarily named the object itself, its characteristics, showed and named possible ways of action. All actions were accompanied by a song or rhyme (they were attached to the game).

What games were included in F. Frebel's system?

Friedrich Froebel wrote: “Play is the highest stage of childhood development, the development of a person of this period ... Play is the purest and most spiritual manifestation of a person at this stage ... The game is the prototype of all human life. "

Indeed, play is a prototype of human life. And we know that "as a child plays, so he will live." Does he know how to achieve the goal in the game? Does he know how to negotiate, discuss, express his opinion? Can you give in? How creative is the child's play or is there a stereotyped plot? How independent is the baby in the game? Does he know how not only to win, but also to lose? Are you afraid of difficulties or surprises? Watching the game, you can learn a lot about the child, help him in many ways and correct it in time.

F. Frebel wrote: “A child who plays self-motivated, calmly, persistently, even to the point of bodily fatigue, will certainly become also capable, calm, persistent, selflessly caring for someone else's and his own welfare” (book “Raising a Man”)

In his educational institution, educational games and toys that exist today were made and sent to addresses with instructions.

All of Froebel's games were distinguished by the utmost consistency and clarity of construction. Let's take a look at what these games are. These are called "gifts." There are six gifts.

Froebel's gifts and games with them.

F. Frebel developed his own didactic material (ie "teaching" material) for preschool children - the world's first didactic material for preschoolers. He received the name "gifts of Froebel". Froebel's gifts included objects of various shapes, sizes and colors: balls, a cube, balls, a cylinder, sticks for laying out, strips for weaving, etc.

Froebel's first gift.

Froebel's first gift- these are textile balls on a string of all colors of the rainbow and white (one red ball, one orange ball, one yellow ball, and so on). The ball is held by the string and shows the child different types of movements with it: right-to-left, up-down, in a circle, oscillating movements. Ball games teach the child to distinguish colors and navigate in space. The mother each time calls her movement: up - down, left and right. She hides the ball, and then shows it again ("there is a ball - no ball").

I tried to play with Frobel balls. And I was very surprised at my impressions! Before, of course, I saw these balls and knew these exercises well from history textbooks of foreign preschool pedagogy, but I never held them in my hands. The sensations are very pleasant - the balls are cozy, warm, lively, bright, knitted. And I really want to play with them!

The first impression - it turns out, really, you need to move your hand in a completely different way for each movement with the ball, and these movements and the differences between them are very subtle, barely noticeable even for me! And for a child, this is a very important exercise that develops sensorimotor coordination.

I can say that it is absolutely not necessary to buy ready-made Frobel balls. It is quite possible to crochet colorful balls or use patchwork balls for this game. Moreover, you can play with balls with a baby already in the first year of life. In the figure you see a list of movements with the ball and a song that is sung when playing with this gift.

Froebel's second gift.

Froebel's second gift Is a ball, cube and cylinder of the same size. This gift introduces geometric bodies and the differences between them. The ball is rolling, but the cube is motionless, it has edges.

Other gifts from Froebel.

Frobel's third, fourth, fifth and sixth gifts Is a cube divided into small parts (small cubes and prisms). These figures were used as a construction set for children. So preschoolers got acquainted with geometric shapes, got an idea of ​​the whole and its parts. The last two gifts of Froebel make it possible to make a wide variety of buildings in the construction games of children.

Friedrich Froebel developed the so-called "Life forms" which could be built from the details of such a first didactic constructor for children: buildings, bridges, towers, furniture, transport. Children could make them according to the pattern - the picture.

And he also suggested "Forms of beauty" (forms of knowledge). With the help of forms of beauty, kids comprehend the basics of geometry. You can see one of the options for exercises with a form of beauty in the pictures below.

Frebel system received recognition in many countries of the world, including Russia. Frebelian courses and Frebelian societies were created. But when used in kindergartens, games with Froebel's gifts became formal, by no means joyful exercises for children, in which the baby was only an observer of the actions of adults. And the original idea of ​​children's activity in play was disrupted. It was for this that Froebel was criticized a lot in the future, noting the excessive dryness of his games, the absence of life in them, the excessive regulation of the actions of children. And his teachers in Russia were called "Frebelichki". Therefore, the Froebel system is now not fully applied. But many of Frobel's findings and ideas are still used, modified and modified in accordance with modern data on the development of preschool children. And even a complete set of materials for games with Frobel's gifts, which you saw in the photo in this article and in the video above, is still being produced for games with children in kindergartens.

If this article was interesting for you and you found something new in it, which is well forgotten old, then I will be grateful for your comments on the article. Tell us about your impressions, what interested you the most, what else would you like to know about the history of preschool pedagogy in Russia and abroad?

Until we meet again at the "Native Path"! And I am already preparing a pleasant surprise for you, because F. Frobel has come up with another simply ingenious constructor for children, which you can easily do with your own hands. I already talked about him in the article.

You will also find interesting and useful information on the history of preschool pedagogy in the articles of the cycle "Kindergarten 100 Years Ago":

Friedrich Wilhelm August Froebel(April 21 - June 21) - German teacher, theorist of preschool education, creator of the concept of "kindergarten".

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Biography

Youth

Due to false rumors about the atheistic and dangerous direction of the Fröbel institution for the government, the Prince of Schwarzburg sent an auditor to Keilgau, at the request of Prussia. Although the latter responded with great praise in his report on the Froebel educational institution, public confidence was undermined, and Froebel lost more of his pupils. Having transferred the school to the Baron, Froebel went to Switzerland. There, in the canton of Lucerne, he set about organizing a public educational institution according to his idea, but, due to the enmity of the local clergy, he moved his school to Willisau, where he achieved such success that the cantonal government of Bern entrusted him with setting up an orphanage in Burgdorf. Here he first had the idea of ​​the need for educational institutions for young children; here he could actually test his theory of upbringing children of preschool age and his "gifts".

Organization of preschool institutions

Pedagogical ideas

Child development theory.

Froebel, brought up in the spirit of idealistic German philosophy, in his views on nature, society, man, was an idealist and believed that pedagogy should be based on idealistic philosophy. According to Froebel, a child is naturally endowed with four instincts: activity, cognition, artistic and religious. The instinct of activity, or activity, is the manifestation of a single creative divine principle in a child; the instinct of knowledge is the desire inherent in a person to know the inner essence of all things, that is, again, God. Froebel gave a religious and mystical substantiation of Pestalozzi's thought about the role of upbringing and education in the development of a child, interpreted the idea of ​​a Swiss educator-democrat about self-development as a process of revealing the divine in a child.

In his pedagogical views, he proceeded from the universality of the laws of being: "In everything there is, operates and reigns an eternal law ... and in the external world, in nature, and in the inner world, the spirit ..." divine order ”, to develop“ your essence ”and“ your divine principle ”. The inner world of a person in the process of upbringing is dialectically poured into the outer one. It was proposed to organize education and training in the form of a single system of pedagogical institutions for all ages.

Pedagogy and methods of upbringing in kindergarten F. Frebel considered the purpose of upbringing to be the development of the natural characteristics of the child, his self-disclosure. The kindergarten should implement the all-round development of children, which begins with their physical development. Already at an early age, Fröbel linked the care of a child's body, following Pestalozzi, with the development of his psyche. Frebel considered play to be the core of kindergarten pedagogy. Revealing its essence, he argued that play for a child is an attraction, an instinct, his main activity, the element in which he lives, it is his own life. In play, the child expresses his inner world through the image of the outer world. Depicting the life of the family, the care of the mother for the baby, etc., the child depicts something external to himself, but this is possible only thanks to internal forces.

For the development of the child at a very early age, Froebel offered six "gifts." The first gift is the ball. The balls should be small, soft, knitted of wool, dyed in different colors - red, orange, yellow, green, blue, purple (that is, the colors of the rainbow) and white. Each ball-ball is on a string. The mother shows the child balls of different colors, thus developing his ability to distinguish colors. Swinging the ball in different directions and, accordingly, pronouncing "back and forth", "up and down", "right and left", the mother acquaints the child with spatial representations. By showing the ball in the palm of her hand and hiding it, while saying “If there is a ball, there is no ball,” she acquaints the child with affirmation and denial.

The second gift is a small wooden ball, a cube and a cylinder (the diameter of the ball, the base of the cylinder and the side of the cube are the same). With their help, the child gets to know different forms of objects. The cube, by its shape and its stability, is the opposite of a ball. Fröbel considered the ball as a symbol of movement, while the cube as a symbol of rest and a symbol of "unity in diversity (the cube is one, but its appearance is different depending on how it is presented to the eye: edge, side, top). The cylinder also combines the properties of a ball, and the properties of a cube: it is stable, if placed on a base, and mobile, if placed, etc.

The third gift is a cube divided into eight cubes (the cube is cut in half, each half into four parts). Through this gift, the child, according to Froebel, gets an idea of ​​the whole and its constituent parts ("complex unity", "unity and diversity"); with its help, he has the opportunity to develop his creativity, build from cubes, combining them in various ways.

The fourth gift is a cube of the same size, divided into eight tiles (the cube is divided in half, and each half into four elongated tiles, the length of each tile is equal to the side of the cube, the thickness is equal to one fourth of this side).

The fifth gift is a cube divided into twenty-seven small cubes, nine of which are divided into smaller parts.

The sixth gift is a cube, also divided into twenty-seven cubes, many of which are also divided into parts: into tiles, diagonally, etc.

Frebel offered a variety of activities and activities for children: working with gifts - building materials, outdoor games, drawing, modeling, paper weaving, paper cutting, embroidery, inserting from metal rings, sticks, peas, beads, gouging, paper design , from sticks, etc. Many of these activities, methodically transformed from other methodological positions, are used in modern kindergartens.

Disadvantages of the theory: 1) the system of "gifts" replaces direct acquaintance with the surrounding world; 2) the child's life is limited to didactic material; 3) the child's activities are excessively regulated; 4) the free creativity of the child is limited.

Contribution to the development of world pedagogy. Kindergartens have taken a leading position in the preschool education system in many countries. F. Frebel for the first time in the history of preschool pedagogy gave an integral, methodically detailed system of public preschool education, equipped with practical aids. He contributed to the separation of preschool pedagogy into an independent field of knowledge.