Frebel's life and work. Froebel's Gifts: The First Didactic Materials for Preschool Children

Summary

Friedrich Wilhelm August Froebel(April 21, 1782 - June 21, 1852) is a German teacher, student and associate of Pestalozzi, who laid the foundations of the educational process that are relevant to the present moment, calling to see in each child his individual traits and unique abilities. It was Friedrich Froebel who introduced the concept of "kindergarten" to the world.

He was the first to draw attention to the high learning ability in children of primary and middle preschool age.

The famous "Froebel's Gifts" is a play material necessary for the harmonious development of all senses and perceptions. It was Froebel's pedagogical approach and gifts that inspired such renowned educators as Maria Montessori and Rudolf Steiner..

History

Biography

Born into the family of a pastor of the Orthodox Lutheran Church in Oberweisbach in a small village in the Principality of Schwarzburg-Rudolstadt on April 21, 1782. It is believed that the church had a great influence on the formation of the boy's relationship with the outside world. Having lost their parents earlyFriedrich Froebel lived with his uncle and at the age of 15, because of his great love for nature, he became an apprentice to a forester. He later left teaching and working in the forestry to study mathematics and natural sciences and from 1802 to 1805 he even worked as a surveyor. He was married twice.

Pedagogical activities

The year 1805 is considered to be the beginning of Friedrich Froebel's teaching career. It was then that he got acquainted and imbued with the ideas of the teachings of Pestalozzi.

Since 1806, Friedrich Froebel worked as a tutor for three boys from a noble family and later, together with his pupils, he came to Switzerland, where the boys went to school with Pestolozzi, and he himself got a job in the team of a man whose works he respected and applied in practice. In 1811, Friedrich Froebel received his teacher's diploma and taught at a boarding school for boys, which at that time was a well-known patriotic and pedagogical center.

In 1812-1813, he became involved in several anti-Napoleonic campaigns and volunteered for the Luttsov corps. Here he meets his future colleagues in teaching work - Middendorf and Landenthal. In 1814, after the Battle of Waterloo and the Congress of Vienna, Froebel worked for a short period in the mineralogical museum under the direction of Professor Weiss. In 1818, Friedrich Froebel founded the German General Education Institute ( Allgemeine Deutsche Erziehungsanstalt), in which later his case will be supported and continued by his associates Middendorf and Landenthal.

In 1820 Froebel publishes his first of five pamphlets "To Our People" ( An unser deutsches Volk). The remaining 4 pamphlets were published before 1823. In 1826, his main literary work, On the Education of Man, was published. Also this year, the weekly publication of the brochure "Teaching in the Family" begins.

From 1831 to 1840, Froebel wrote, worked and lectured a lot. In 1837, together with his associates Middendorf and Landenthal he opens the school "Play Activity", on the basis of which the first kindergarten was opened in 1840.

Friedrich Froebel's pedagogical approach

We are all familiar with the basic idea of ​​Froebel's theory: "Children are the flowers of life!"

It was Friedrich Froebel who first drew attention to the high learning ability in children from one to three years old. He introduces play into the practice of communicating with children as a basis for learning everything. Insists that the teacher should be child-centered in the first place, and the training itself should be comprehensive, parents must be involved in the child's educational process and, if necessary, parents must be taught how to support the child.
Froebel introduces the use of music, games and physical activity into the learning process. Friedrich Froebel creates and develops educational and play material, which includes various types of geometric shapes, cubes. This material is called Froebel's Gifts, later many teachers adopted the idea of ​​such material to create their own author's methods for the all-round development of a child's abilities, but Froebel's Gifts are the basis that helps a little person to comprehend his inner and outer world, not to be afraid to think and create, to be free. Be a significant person.

Froebel's gifts

“Correct perception of the external, material world is the key to understanding intellectual connections”

Friedrich Froebel

1 gift consists of 6 soft wool balls, dyed in 6 basic colors: red, orange, yellow, green, blue, purple. Balls must be with ropes. This gift is necessary for a child when he is about one year old and therefore balls with strings, tk. the child needs help mastering this gift. The first gift teaches the baby to distinguish between color and shape and to see that, despite the different colors, objects can be the same. “The ball is a universal toy, this is the last thing an adult will take, but the first thing a child grabs - Froebel said.”

2 the gift consists of wooden objects of different shapes. It is a ball, a cube and a cylinder. The second gift teaches the baby to distinguish objects by shape and personality. A ball is a symbol of movement, a cube is a symbol of rest, while a cylinder combines the properties of both objects.

Gift 3 is a wooden cube divided into 8 cubes. The most important feature of this gift is the contrast of differences in the form of the one and the parts. This gift teaches the child to perceive the situation as a whole and in particular, individual elements, introduces the concept of symmetry, helps to develop creativity and coordination.

Gift 4 is a cube divided into 8 plates. This gift develops spatial thinking, helps to understand the relationships between different parts of the whole, and develops hand-eye coordination.

The 5 dar cube is a wooden cube divided into 27 small cubes. Moreover, 9 of them are divided into smaller components. This gift introduces the child to the square and triangle. Helps develop imagination and hand-eye coordination.

Gift 6 is a wooden cube divided into 27 cubes, many of which are divided into other shapes and forms. This gift continues to acquaint the child with geometric shapes, helps to develop the child's spatial thinking and imagination.

7 gift is colored flat geometric shapes: squares and triangles of different sizes and made of wood. This gift introduces the child to the concept of abstraction and prepares the child for drawing. The elements of the seventh gift are used to showcase the image and develop the imagination.

8 gift - these are colored sticks of different lengths. The most basic purpose of this gift is to introduce the child to a straight line and the concept of length. This gift develops coordination, motor skills of the child, and also takes knowledge of mathematical values ​​to a new level.

9 gift - these are rings and beads of various sizes and shapes. This gift can be used by a child in a free form, there are no rules and control from adults. 9 the gift draws the child's attention to round shapes, introduces the circle and edges of the cylinder and the wavy line.

The 10th gift is a gift consisting of various natural materials: shells, cereals, pebbles, leaves, petals, various seeds, pieces of clay, chips, and all this is necessary for a child to be able to comprehend the path from the multitude to the one. The main goal of Froebel's 10 gift is to make it clear to the child that two lines can be laid out from different elements - straight and wavy. A straight line is the shortest distance between an idea and its implementation, while a wavy line can change its direction at any point, which means it leads to a solution in a longer and more winding way. This introduces the child to the concept that any goal can be achieved in these two ways. The 10th gift develops motor skills, coordination and introduces the child to construction. It is the 10th gift that helps the child move from cognitive to visual activity.

A short summary of Froebel's gifts.

The first 6 gifts focus on the one and the whole, the particular and the individual. 7 the gift draws attention to the plane. 8 gift - on a straight line. 9 the gift draws the child's attention to round shapes, introduces the circle and edges of the cylinder and the wavy line. 10 the gift says the universe is made up of elements that form one whole.

Chronology

1792 - having lost his parents, he moves to live with his uncle Pastor Hoffmann in Ilm

1799 - Attends a series of lectures at Jensokm University.

1805 - meets Pestalozzi and falls under the influence of his ideas. He also understands that he needs practice to implement joint ideas.

1806 - works in a private house, but later, together with the pupils, moves to the Pestalozzi school, where he receives a teacher's job.

1811 - enters the University of Göttingen.

1812 - transferred to the University of Berlin, where he became a teacher at one of the university schools.

1813 - becomes a volunteer in the Lyuttsov building, where he meets future colleagues in pedagogy Middendorf and Landenthal.

1818 - opens the first educational institution, organized according to his personal education system.

1820 - first publications

1826 - The main literary work of Friedrich Froebel - "On the education of man" is published.

1837 - jointly with Middendorf and Landenthal opens a school for "Game Activity"

1840 - opens the first ever educational institution for preschool children and gives it the name "kindergarten".

1850 - Froebel's ideas become widely popular and receive the support of the "noble society"

State of the art

It is the teacher Froebel's intellectual approach and gifts inspired renowned educators such as Maria Montessori and Rudolf Steiner. Many modern educational methods are based on Froebel's ideas.

Interesting Facts

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, children drew, 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 different 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.

The expression "kindergarten" belongs to the German educator Friedrich Froebel and was coined in 1840 to denote his revolutionary preschool institution in Thuringia at that time. Froebel used the word garden because he compared children to the delicate garden plants that grow only through the conscious and tireless efforts of gardeners. Actually, the essence of this metaphor is not in children - the flowers of life - but in the necessity of good gardeners and educators for the development of children. The idea for the first half of the 19th century was non-trivial: the then views on childhood as a special stage of human maturation were not distinguished by either breadth or any special sophistication. Most of the orphanages belonged to the church (Catholic or Protestant), discipline and obedience reigned in them, coupled with obligatory prayers and the hypocrisy inherent in this method of education. The need for a teaching profession was not obvious.

Here it is worth making a digression and recalling that the very idea of ​​childhood is an invention of the New Age. As the French historian of family and family life Philippe Aries notes, until the 17th century, a child was perceived as a "little adult." Both peasants and kings did not have any taboos on information or relationships between people in the presence of babies. First of all, this concerned such topics as death and sex, which are now half-closed for children. In relation to the latter, it was believed that until the moment of puberty, children are simply not interested, but adults should not deny themselves. By the middle of the 17th century, Catholic and Protestant moralists were able to reverse this pantagruelian medieval immediacy in favor of the Christian idea of ​​the purity and holiness of childhood. The concept of childhood as a special state of a person conquers the minds, but this concept was devoid of movement. The child was seen by the religious teachers as a being without passions and sins. Baby Jesus from icons and pictures of the revival - this is the perfect child. Of course, the inquisitive child's mind, knowing the world, constantly destroyed the static ideal, and rods and other methods of discipline were used. Here you can think of the classic literary character Tom Sawyer, who is interested in wandering around his town, while Sunday school teachers try to make him live with pictures and verses of Scripture. If the medieval “little adult” participated in the human community on an equal basis with the elders, without age discounts, then the modern child is generally denied such participation.

Formation of the system of pedagogical education of Froebel preschoolers

Under these conditions, Friedrich Fröböl and his Swiss teacher Johann Pestalozzi came to pedagogy. Pestalozzi, based on the educational ideas of the existence of natural laws of nature, creates the first holistic concept of raising children. According to him, the task of pedagogy is to educate and educate a child in accordance with human nature, which is expressed in the ability to think, create and feel. This was a cardinal break with the preceding Christian teaching, which considered it necessary to subordinate the potentially sinful nature of man to its picture of the world. Froebel, who taught and at the same time studied at the Pestalozzi school for two years, transferred his ideas to the soil of the German idealism of Kant and Fichte.

Froebel's pedagogical ideas were not immediately in demand. At first, like any innovator, he faced the resistance of the German teachers and the state, which accused him no less of conniving atheism. Rather an inventor and teacher, Friedrich Froebel was not a very good popularizer of his method. Because of this, his career experienced ups and downs, he himself moved from one part of Germany to another. Together with him, his kindergartens, which either opened or closed, could not stand. Only after Froebel's death did his pedagogical ideas receive recognition. In 1859, seven years after the death of the teacher, the Fröbel Society appeared in Berlin, which was engaged in the dissemination of this system.

A special contribution to the popularization of kindergartens was made by Lina Morgenstern, a children's writer, teacher and leader of the German feminist movement of that time. During this period, issues of preschool education, universal schooling, women's and labor issues were considered by progressive minds as links in the same chain of economic and political backwardness, so it is not surprising that the reformers of pedagogy took an active position on the rest of the screaming issues of our time.

In 1860, Morgenstern wrote the book "Paradise of Childhood" - the first systematic textbook on the Froebel method. Gradually, this method conquers all of Germany, becoming the national German system of preschool education, and then begins to march around the world. The second half of the 19th century was the time when the German school and kindergarten were considered exemplary, they were seen as a guarantee of Germany's economic success. Countries that had a stable Germanophilic tradition of importing intellectual novelties, including Russia, were most influenced by German pedagogical ideas. Domestic pedagogy, which was born at the same time, was greatly influenced by Froebel's ideas, and his followers were here called Frebelichki.

6 gifts of Froebel

For Froebel, growing up of a person is a process of self-disclosure of the abilities inherent in him, which corresponds to the natural laws of the “divine principle”. From the point of view of the teacher, the child's inner world can only be revealed in interaction with the external world, which means that the teacher must provoke such interaction. Froebel considered the best way of this to be a game and developed a system of six "gifts" for children's games that would help the child gain knowledge about the basic categories (the most general concepts) of our world.

What are Froebel's gifts? The first gift- these are small multi-colored balls on strings. With their help, the child learns to distinguish colors and gets the first idea of ​​the shape. Second gift Froebel - a cube, ball and cylinder, in which the diameter of the ball and the base of the cylinder, as well as the side of the cube, are the same. This gift develops the concept of shape and size. Third, fourth, fifth and sixth gifts consist of larger cubes, divided into small cubes, tiles, pyramids of all kinds. The task of the gifts of Friedrich Froebel, in addition to deepening the child's ideas about geometry, is to create in him an idea of ​​the whole and its parts and the relationship between them. An echo of this system of gifts is such a familiar game from the Soviet kindergarten as blocks. Thus, Fröböl sets himself a very ambitious task - to work in practice with the abstract thinking of children.

Froebel and Montessori pedagogical systems

When Maria Montessori created her method half a century later, Froebel's school was already widespread. In the preface to the English text of The Children's Home, American scientist and educator Henry Holmes calls the Froebel preschool institutions a "conservative kindergarten," contrasting it with the liberal kindergarten and Montessori childhood homes. In the works of Montessori herself, you can no longer find references to Froebel, as well as his critics - his system has become a solid foundation of modern pedagogy, which can be supplemented or corrected, but cannot be completely denied. Moreover, between the pedagogical systems of Montessori and Froebel there is a huge amount in common, even some continuity. First of all, these are pedagogical systems resting on a solid reflective philosophical foundation. This allows them to live in a modified form even a century after the death of their founders.

Like Froebel, Maria Montessori sought to reveal the creative abilities hidden in children, to shape a new person - and in this sense, she goes much further than the usual preschool education system, the meaning of which is usually seen in preparation for school. Finally, like Froebel's "gifts," "montessoric" didactic material is not just an auxiliary tool for playing, but almost the central place of the pedagogical method. Considering the degree of freedom a child has in childhood homes, Montessori educators, no less than Fröbel's, can claim the title of "gardeners of childhood."

The most common pedagogical system of Friedrich Froebel

Erkebaeva Saule Zhomartovna,

Master of Education, Lecturer Kazakh National University named after Abay, g. Almaty, Republic of Kazakhstan.

Friedrich Froebel, German educator, theorist and, in fact, the founder of public preschool education, was born in 1782 in Thuringia . He was orphaned early and from the age of 10 he was brought up in the family of his uncle, a pastor; received his secondary education, then studied at the Jena and Berlin universities. Forced to leave the university due to material insecurity, he tried his hand at various professions. A meeting with one of the followers of Pestalozzi - the director of the model school in Frankfurt am Main, Gruner, determined his future. Frobel became a science teacher at this school. Frobel spent with his three pupils at the Iverdon Institute of Pestalozzi, imbued with ardent sympathy for the work and ideas of the great Swiss teacher and decided to devote himself to teaching, having completed his higher education.

In the years 1811-1813. he studied first at the University of Göttingen and then at the University of Berlin, where his worldview was formed under the influence of the German classical philosophy of Schelling, Fichte, Hegel. After graduating from university, he completely devotes himself to raising children. Since at this time the issues of organizing institutions for the upbringing of preschool children acquired particular relevance, Frebel in 1816 in Thuringia in the modest village of Griesheim opened his first educational institution, the Universal German Educational Institute, which he moved a year later to the neighboring village of Keilgau. Following the pedagogical principles of Pestalozzi, Frebel at his institute engaged in physical exercises with children, taught them to agricultural work, and used visualization in teaching. His work was going well, and the institution quickly gained great fame.

Froebel was also engaged in the theoretical development of his educational system, which was based on the principles of Pestalozzi's pedagogy combined with the idealistic postulates of German philosophy. In 1817 he published his first literary work, To Our German People. Starting in 1820, for a number of years, Froebel annually issued brochures with reports on the state of his educational institution. In 1826, he published the book “Education of a Man - the Main Work, in which he set out his pedagogical views in the system, which were concretized in his subsequent works. In 1828, when reaction intensified in Germany and the persecution of progressive leaders began, Froebel was accused of spreading “harmful ideas. And although a specially appointed commission did not confirm these suspicions, most of the parents took the children away. In 1829, Froebel had to close his institute. In subsequent years, he tried, together with progressive-minded people, to open new educational institutions in different places, but everywhere he ran into resistance from reactionary forces. In 1833, the Bernese government offered Froebel the management of an orphanage in Burgdorf, which was founded 36 years ago by Pestalozzi and in which children of all ages, including preschoolers, now studied. Conducting intensive experimental work with them, Froebel determined the content and methods of raising young children.

He stayed in Switzerland for 5 years. Returning to Thuringia, Froebel founded in 1837 in Blankenburg (near Keilgau) an institution for preschool children, which in 1840 he gave the name "Kindergarten". The kindergarten in Blankenburg lasted only 7 years and was closed due to lack of funds. But Frebel continued to work and carried out the training of "kindergarten - educators. At the end of his life, he managed to open another kindergarten in Marienthal, but in 1851, by order of the German authorities, all kindergartens in Germany were banned as part of the supposedly socialist Froebel system, aimed at leading youth to atheism. This was a strong blow for Froebel, and on June 21, 1852, he died in Marienthal. Despite the opposition of reactionaries, he was recognized and known far beyond his borders. homeland...

Frebel saw his social ideal in a civil-democratic order and dreamed of a civil-democratic national education. “I wanted to educate free-thinking, independent people,” he said.

Frebel transferred the idea of ​​the gradual development of the entire human race to the pedagogical process, to individual development achieved by pedagogical influence. Activity, even in relation to a small child, he understood as the active, conscious participation of the individual in life. For him, there was the cognitive side of this process, the cognitive growth of the child, which occurs due to his activity.

So, the main postulates on which it is basedchild development theory F. Frebel.

He 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 Frobel's pedagogical system, three main blocks can be distinguished:

1. 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:

· the senses;

· cognitive and practical activities with subjects;

· language;

· maths.

2. Goals and methods of mental development of the child. It defines four stages of mental development:

· Initial - associated with the first months of a child's life, when he himself does not highlight and fix objects, actions and phenomena.

· Infancy - the action and word of the mother contribute to learning to distinguish first individual objects and phenomena of the immediate environment, and then oneself.

· Childhood - the child speaks and plays with objects. It is at this stage that purposeful teaching and learning can and should be started.

· Adolescence - the child's admission to school and the study of school subjects.

3. Didactic material with which the child must work ("gifts of Froebel"):

· mobility;

· immediacy;

· curiosity;

· desire to imitate.

So, 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. Froebel widely used play as one of the means of moral education, believing that in collective and individual games, imitating adults, the child is established in the rules and norms of moral behavior, trains his will. Games, in his opinion, contribute to the development of imagination and fantasy, necessary for children's creativity.

For the development of a child at a very early age, Froebel offered six "gifts."
The first gift is the ball. The balls must be small, soft, knitted of wool, dyed in different colors - red, orange, yellow, green, blue, purple (i.e. rainbow colors) 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. Showing the ball in the palm of her hand and hiding it, while saying “There is a ball - there is no ball,” she acquaints the child with affirmation and denial. Justifying why the ball-ball should be the first gift, the first toy, Froebel noted that it is most convenient for the child, since it is still difficult for his delicate, undeveloped handle to hold an angular object (for example, a cube). other, symbolic, arguments, such as: the first gift should be exactly the ball, since the ball is "unity in unity", the ball is a symbol of motion, the ball is a symbol of infinity.
The second gift are small wooden ball, cube and 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, 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 combines both the properties of a ball and the properties of a cube: it is stable, if placed on a base, and movable, if placed, etc.

The third gift- a cube divided into eight cubes (a cube is cut in half, each half into four parts). Through this gift, the child, Frebel believed, 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- 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 expands significantly: with the addition of each new gift, the old ones, with which the child has already become accustomed, of course, are not withdrawn.

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

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

The last two gifts give a wide variety of the most different geometric bodies necessary for a child's construction games. 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. In addition to these six gifts, Froebel subsequently proposed to give children additional building material (arches, etc.), as well as conduct modeling, drawing, games with sticks, weaving, etc. with them.

In the end, I want to note that F. Frebel is not only a famous person, but he is a gift of all mankind, he, as we noted, is a stage of the gifts of pedagogy.

Each of us, having read the works of Froebel, can find something interesting and make an innovation in our time on the path of preschool education. And F Froebel can be treated with a feeling of great respect just for the fact that he, in fact, made preschool pedagogy a science and, according to B.I. Khachapuridze, laid the foundation for different currents of the theory and practice of kindergartens.

Literature

1. Bobrovskaya S.L. The essence of the Froebel system, - M., 1972

2. Wolfson B.L., Malkova Z.A. Comparative pedagogy. - M; Voronezh 1996

3. A.P. Bukin. Wikipedia is the free encyclopedia.

4. Preschool pedagogy. Ed. V. I. Yadeshko and F. A. Sokhin. Education, Moscow, 1979

in Oberweisbach, a small village of the principality of Schwarzburg-Rudolstadt 21 April. Even a little blame wasting away the matter and information on the servants and older sisters of the brothers, who were soon replaced by the machuha. Daddy, taking care of his numerical pastor's "languages, not having the opportunity to take care of a boy. She loved his little guy, too, and turned out to be a little respect, and boy, he gave it to him.

After hearing at the Yensky University, lectures on natural sciences and mathematics, and even after two years of disturbances, in the case of instability, left the university. Having served as a rock-dweller in the woods, Frebel returned to Frankfurt on the Main with the help of vivchiti await. Here I got to know Gruner, the senior teacher of the educational school, often discussing with him about the development of pedagogical meals and, having taken advantage of the musicians in this school, having completely assigned myself a certificate of education.

In1805vin ​​returned to Iverden, I was especially aware of the setting up of pedagogical information in the main building of Pestalozzi. The trip overtook Frebel because of his lack of preparation to the point where he fell in love. Having made a mistake of a home teacher in the Goltshausen family, Vin U1808, with his three victories, moved to Iverden at once and joined the Pestalozzi school as a teacher. They come and go, and they come to me at once, having tasted two rock songs from Iverdene. A slight decline, rejected in 1811 by his uncle, gave Froebel the opportunity to enter the University of Gottingen, for education in philosophy, natural sciences and mov. Through the Rik Winn transferred to the Berlinsky University, having taken on themselves the teachers of the Wikipedia in one of those schools. I read lectures to my friends on the topic of the birth and birth of children, passed on to the last one.

After a few pardons, a bit about the atheistic and not safe for the uryad directly from the Frebelian mortgage, the prince of Schwarzburg sent a revizor from Keilgau, on behalf of Prussia. I would like to stay and see in my call about Fröbel’s educational pledge with great praise, ale of the support of the bulo pidirvano suspension, and Fröbel fond of a lot of his wickedness. Having transferred the school to the Baron, Froebel went to Switzerland. There, near the canton of Lucerne, he took up the establishment of the people's early mortgage for his ideology, ala, as a result of the vorozhnechi clergy, moved his school to Villisau, before such success was possible for the cantonal administration of the Bush. Here, for the first time, a new idea was made about the need for wage pawns for young children; Immediately win my viprobuvati for the purpose of my theory of preschool education and my "gift".

In Fröbel, I turned to Keilgau, as the yak squad could not stand the suvorogo climate in Burgdorf. In wine, after reading in Dresden, in the presence of the Queen of Saxons, a lecture about schools for small children; lecture tsya is not small success. In vіn moved to Blankenburg, de і vіdkryv the first naval and wychovny mortgage for the children of the preschool wіk, calling it "a child's garden". So, the first child's garden will be released on the day of the 400th birthday of the youth. At the same hour, Frobel came across a newspaper with a motto: "Let's live for our children!" Nevdovzi died his squad, the assistant to him in all enterprises, and Frobel moved to Keilgau again, having written his "Mother's Pisnі"; Robert Kehl opened the music before them, and the artist Unger made the little ones. Todi f їm bouly cooked the first "children of the garden".

In Fröbel, I went to Rudolstadt for the sake of the Nimetsian readership, de jogo pedagogy in which such criticism was given, as soon as I was tempted to take back my propositions.

In the Duke of Meyningenskogo, he sent instructions to Frebel's church, having pressed his own castle Marinntal at his order.

In, being present at the "readership of Goti", Frebel was the subject of overwhelmed ovations, ale of this life, they were also brought up, and they died 17 of that same fate in Marchantal, the deeds of school children for the establishment of children.

Pedagogical Ideas

Theory of child development.

Fröbel, whirring at the idea of ​​idealistic philosophical philosophy, at their views of nature, suspension, people who became an idealist, and having taken into account that pedagogy is guilty of grounding on idealistic philosophy. On the thought of Fröbel, the child from nature is overwhelmed by the choirma with instincts: intelligence, knowledge, artistic and religious. The instinct of intelligence, or activity, is a manifestation of a single creative divine principle in a child; іnstinct of understanding - laying down in people the pragmatic understanding of the inner day of our speeches, so as to know God. Fröbel gave a religiously-mystical primer to the thoughts of Pestalozzi about the role of vikhovannya and navchannya in the development of the child, witnessing the statement of the Swiss educator-democrat about self-development as about the process of appearing in the child of the divine.

In their pedagogical glances, they looked at the backwardness of the laws of the boot: "Everybody has a presence, everybody has a law ... and in the world of light, in nature, and in the inner world, everybody ..." Understanding the law of "divine order", develop "your own day" and "your own divine principle." The inner light of the people in the process of vikhovannya is dialectically overflowing into the call. Vykhovannya and navchannya proponated organizuvati at the sight of the single system of pedagogical pledges for a healthy life.

Pedagogy and methodology of vikhovannya in a child's garden F. Fröbel, having honored the development of the natural features of the child, її self-development. Already in the early days, looking after the child of Froebel, "yazuvav, next to Pestalozzi, with the development of the psyche. The core of the pedagogy of the child's garden Frobel is in respect of the rough. verse, in your life you are alive, out there is your life. only zavdyaki internal forces.

Dari Froebel

For the development of a child in an early visit, Fröbel has proponated a number of "gifts". The first gift is є. Kozhen m "yach-kulya - on a string. The mother will show the child m" yach-kulya color, developing in such a rank of yogo vmіnnya razrіznyati colori. Razgoyuyuchi bag in the small sides and apparently fit "back and forth", "up-down", "right-left", mother know the child with spacious openings. Show the bag on the valley and hover it, stick it on with the whole "Є m" egg - not the "egg", you can know the child from the hard and fast.

Another gift є small trees "by Jan Kulya, a cube and a cylinder (the diameter of the cube, the base of the cylinder and the side of the cube are the same). , cube w - yak a symbol of peace and a symbol of "one in the mindset" (a cube of one, ale viglyad yogo is fallen asleep, since I’ll look at my ideas: edge, side, top). The cylinder is one and the same, and the power of the cube: the wine is strong, it was delivered to the post, and it was ruffled, it was deposited, etc.

The third gift is a cube, a cube, on a weight of cubes (a cube of growths, a half of the skin - on some parts). For the help of the child's gift, having invoked Fröbel, I will take away the declarations about the whole and the warehouse parts ("foldable odnist", "odnist and versatile"); With this help, I have the ability to develop my creativity, being in cubes, developing and combining.

Froebel's fourth gift.

The fourth gift is a quietly sized cube, partitions on every tile (the cube extends into pieces, and the skin half - on a number of additional tiles, additional skin tiles on the back sides of the cube, and on the same fourth side of the cube).

The gift is a cube, partitions into twenty seven small cubes, and the virgins are partitions from them into larger parts.

The first gift is a cube, divided into twenty seven cubes, lots of different subdivisions into parts: tiles, diagonal and pr.

Fröbel proponuvav on the versatility of the types of childishness and to take: the robot with the gifts - awakening material, crumbling igry, mulling, sloughing, plaiting from the paper, introducing the paper, cherishing , s stick and bagato s tsikh to occupy, methodically reinterpreted from the other methodological positions, to know the stasis in the happy childish cages.

Shortcomings of theory: 1) the system of "gifts" to replace the knowledge without the need for new knowledge; 2) the life of the child is surrounded by didactic material; 3) the child's ability to be carefully regulated, 4) the child's creativity is intertwined.

Addition at the development of light pedagogy. Children’s cages occupied the provincial camp in the system of preschool education in Bagatyokh regions. F. Frebel for the first time in the history of preschool pedagogy giving a complete system, methodically detailed, and equipped with practical practitioners, a system of suspension preschool education. Taking the vision of preschool pedagogy into the independent area of ​​knowledge.

Frebelichki

In Russia, the epistle of Fridrikh Frebel in the end of the XIX - the ear of the XX century was called "frebelichkami"