This thesis analyses the development of the Froebel movement in Britain from 1900-1939, a critical period with challenges to Froebelian hegemony in early childhood education from new pedagogical models, organisations and disciplines, and from critiques of conservative orthodoxy. It argues that Froebelians were successful in meeting these challenges through pedagogic revision and through realignment of British Froebelians’ focus on the kindergarten to encompass children in junior schools. The findings build on previous studies, providing an in-depth account which concludes that by 1939 Froebelians had a revitalised central organisational structure and a sound base for what had become a major national movement. The thesis claims that revisionist Froebelian pedagogy provided the foundation for practice in nursery, infant and junior schools, reflected in the recommendations of the Consultative Committee Reports of 1908, 1931 and 1933. These successes were driven by relationships formed by the Froebel Society, with organisations, notably the Nursery School Association, and with modernising officials in the Board of Education. The thesis argues that Froebelian women achieved some success in negotiating gendered power relations and presents biographical snapshots to show how ambitious career paths were pursued to advance Froebelian agendas. A qualitative approach was employed, drawing on interpretive frameworks from history, history of education, sociology, gender and cultural studies, with documentary analysis of private records from Froebelian organisations and the Nursery School Association, public records from the Board of Education and the London County Council and secondary published sources. The thesis concludes that despite successes Froebelians were not able to overcome contemporary patriarchal discourse which granted low status to women’s role as nursery and infant teachers and to the education of young children. Froebelians remained an élite and overwhelmingly chose careers in private schools, but nevertheless achieved some success in implementing Froebelian approaches in state nursery, infant and junior schools.

Made available in DSpace on 2017-07-21T20:31:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-09-26 / This research has the objective of investigating the First kindergarten in Brazil, established by Emília Erichsen in 1862. Up to the present moment, the information that was found in the History of Education books and in the academic production was that the first kindergarten would have been established by Gabriel Gives in 1896 .Emília Ericksen sets her kindergarten in Castro, in the Province of Paraná based on the methodology of the German Pedagogue Friederich Froebel. Throughout this research it was tried to understand the meaning of infancy from ARIÈS, KUHLMANN, Jr and COSTA. The research is organized in three chapters. The first one has the objective of understanding the infancy concept, based on philosophical writings, related to this subject, in bibliographies on the subject, because it was understood that when analyzing the first kindergarten it would be important to clarify how the concept of infancy was put through time. The changes that occurred in this historical process, so that the child came to be considered a social being, were also searched in the first chapter. In the second chapter, the educator Friedrich Fröebel is pointed, together with the relevant aspects of his life and his contributions to the infantile education. Emília Ericksen's life is also pointed out. In the third chapter, the contributions of Emília Ericksen and the foundation of the First kindergarten in Brazil, which was established in Castro Pr in 1862, is stood out. In the third chapter the methodology used by Froebel in his Kindergartens is also studied. This kind of methodology was also the one adopted by Emília Ericksen in her kindergarten. The sources of this research were collected in the following institutions: Paraná Public Archives (in Curitiba - PR), House of Memory in Ponta Grossa, House of Memory in Castro, Campos Gerais Museum in Ponta Grossa, Sector of Documentation of the Secretariat of Education of the State of the Paraná and libraries of UNICAMP and UEPG. The developing of the research also had the participation of Emilia Ericksen's great-great-granddaughter, Estela Sandrini. The present dissertation demonstrates that its contribution lies in identifying the first kindergarten in Brazil and also the methodology developed to the Infantile Education in the XIX century. / Esta pesquisa tem o objetivo de investigar o Primeiro Jardim de Infância do Brasil, fundado por Emília Erichsen em 1862. Até o presente momento, encontra-se a informação na História da Educação e na produção acadêmica era de que o primeiro jardim de infância teria sido fundado por Gabriel Prestes em 1896. Emília Ericksen funda seu Jardim de Infância em Castro, na Província do Paraná baseando-se na metodologia do Pedagogo Alemão Friederich Froebel. No percurso da investigação procurou-se, compreender o sentido de infância a partir de ARIÈS, KUHLMANN, Jr. e COSTA. A pesquisa está organizada em três capítulos. No primeiro, buscou-se entender o conceito de infância, com base nos escritos filosóficos relativos à educação da infância nas bibliografias sobre o assunto, pois entende-se que ao analisar o primeiro jardim da Infância é importante esclarecer como o conceito de infância foi se instituindo no decorrer dos tempos. Buscou-se também observar, as mudanças que ocorreram neste processo histórico para que a criança viesse a ser considerada um ser social. No segundo capítulo, aponta-se o educador Friedrich Fröebel, onde procurando compreender aspectos relevantes de sua vida e suas contribuições para a educação infantil. Destaca-se também a vida de Emília Ericksen. E no terceiro capítulo, as contribuições de Emília Ericksen e a criação do Primeiro Jardim de Infância do Brasil, que foi fundado em Castro, Pr, em 1862. Neste capítulo ainda, aponta-se a metodologia utilizada por Froebel em seus Jardins de Infância. Metodologia esta utilizada também por Emília Ericksen. As fontes desta pesquisa encontram-se nas seguintes instituições: Arquivo Público do Paraná (em Curitiba – PR), Casa da Memória de Ponta Grossa, Casa da Memória - Castro, Museu Campos Gerais - Ponta Grossa, Setor de Documentação da Secretaria de Educação do Estado do Paraná e bibliotecas da UNICAMP e da UEPG. A presente dissertação demonstra que a contribuição está em identificar o primeiro Jardim da Infância no Brasil e a metodologia de trabalho desenvolvido na Educação Infantil no século XIX.

本論文主要探究十九世紀德國著名教育家 Friedrich Wilhelm August Froebel (1782-1852) 教育思想中遊戲觀與其對現代遊戲教育與設計美學的影響。在 Froebel 的教育觀中，遊戲是啟發孩童學習與發展的核心，他主張遊戲不僅是生理表面上的一種必然現象，也是彙整經驗的自然法則與發展腦力的機會。對 Froebel 而言，遊戲更是人作為一個被創造的存在與展現創造力的核心本質。為發展與鼓勵孩童的自我活動，他創設幼兒園（Kindergarten），並遵循自然法則設計一系列遊戲恩物，將遊戲與教育結合，提供教養者引導孩童時的參考與方法。Froebel 強調家庭與女性的重要性，尤其是母親的角色；認為孩童是人類的胚芽，宜細心呵護培養。他從整體的觀點，也就是「統一體」（unity）的概念來看待孩童，認為孩童的生命與表現是一種完整的存在與象徵。人存在的使命與生命的最終目的，即是認識自己與萬物，認識萬物之間、萬物與自己的關係，以及不斷以創造性的形式彰顯人之內在神性。他將藝術作品與上帝在大自然的作品相比擬，認為人以創作藝術作品活現其精神，如同上帝創造自然一樣，相信藝術即是人內在生命的表現。此藝術與精神關聯的思想，不僅影響十九世紀後期世界各國的幼兒教育，也影響了二十世紀以來的設計教育與建築美學。 / This thesis is to study the theory of play by the 19th century famous German educator Friedrich Wilhelm August Froebel (1782-1852) and its influence in the modern education and art. In his theory, play is the engine that drives child’s learning and is the cornerstone of development. Froebel considered play not only the physiological nature, but also the natural law of gathering experiences and the opportunity of developing brain power. Play is even the core essence of man as a created being and nurturing creativities. He established Kindergarten to encourage children’s self-activity, designed a series of Play Gifts to provide educators means of educating as play. In his pedagogy, family and female, especially mother, caring and nurturing human offspring, are very important in education of man. Overall, he considered children’s life and appearance are signs of unity and existence. To understand self and things and the relationships between them, and to recreate continuously man’s inner self are the goals of man’s life. He considered man’s arts and God’s creations are equally representing each spirit, and believed arts are from man’s inner self just as nature is created by God. His view of connecting arts and inner self affected not only the early childhood education all over the world in late 19th century, but also the design education and the art of architecture from the 20th century onward.

Made available in DSpace on 2017-07-21T20:31:41Z (GMT). No. of bitstreams: 1 Gislene .pdf: 953630 bytes, checksum: a099a8de5a9ae2b872b4e88a5154d607 (MD5) Previous issue date: 2006-09-26 / This research has the objective of investigating the First kindergarten in Brazil, established by Emília Erichsen in 1862. Up to the present moment, the information that was found in the History of Education books and in the academic production was that the first kindergarten would have been established by Gabriel Gives in 1896 .Emília Ericksen sets her kindergarten in Castro, in the Province of Paraná based on the methodology of the German Pedagogue Friederich Froebel. Throughout this research it was tried to understand the meaning of infancy from ARIÈS, KUHLMANN, Jr and COSTA. The research is organized in three chapters. The first one has the objective of understanding the infancy concept, based on philosophical writings, related to this subject, in bibliographies on the subject, because it was understood that when analyzing the first kindergarten it would be important to clarify how the concept of infancy was put through time. The changes that occurred in this historical process, so that the child came to be considered a social being, were also searched in the first chapter. In the second chapter, the educator Friedrich Fröebel is pointed, together with the relevant aspects of his life and his contributions to the infantile education. Emília Ericksen's life is also pointed out. In the third chapter, the contributions of Emília Ericksen and the foundation of the First kindergarten in Brazil, which was established in Castro Pr in 1862, is stood out. In the third chapter the methodology used by Froebel in his Kindergartens is also studied. This kind of methodology was also the one adopted by Emília Ericksen in her kindergarten. The sources of this research were collected in the following institutions: Paraná Public Archives (in Curitiba - PR), House of Memory in Ponta Grossa, House of Memory in Castro, Campos Gerais Museum in Ponta Grossa, Sector of Documentation of the Secretariat of Education of the State of the Paraná and libraries of UNICAMP and UEPG. The developing of the research also had the participation of Emilia Ericksen's great-great-granddaughter, Estela Sandrini. The present dissertation demonstrates that its contribution lies in identifying the first kindergarten in Brazil and also the methodology developed to the Infantile Education in the XIX century. / Esta pesquisa tem o objetivo de investigar o Primeiro Jardim de Infância do Brasil, fundado por Emília Erichsen em 1862. Até o presente momento, encontra-se a informação na História da Educação e na produção acadêmica era de que o primeiro jardim de infância teria sido fundado por Gabriel Prestes em 1896. Emília Ericksen funda seu Jardim de Infância em Castro, na Província do Paraná baseando-se na metodologia do Pedagogo Alemão Friederich Froebel. No percurso da investigação procurou-se, compreender o sentido de infância a partir de ARIÈS, KUHLMANN, Jr. e COSTA. A pesquisa está organizada em três capítulos. No primeiro, buscou-se entender o conceito de infância, com base nos escritos filosóficos relativos à educação da infância nas bibliografias sobre o assunto, pois entende-se que ao analisar o primeiro jardim da Infância é importante esclarecer como o conceito de infância foi se instituindo no decorrer dos tempos. Buscou-se também observar, as mudanças que ocorreram neste processo histórico para que a criança viesse a ser considerada um ser social. No segundo capítulo, aponta-se o educador Friedrich Fröebel, onde procurando compreender aspectos relevantes de sua vida e suas contribuições para a educação infantil. Destaca-se também a vida de Emília Ericksen. E no terceiro capítulo, as contribuições de Emília Ericksen e a criação do Primeiro Jardim de Infância do Brasil, que foi fundado em Castro, Pr, em 1862. Neste capítulo ainda, aponta-se a metodologia utilizada por Froebel em seus Jardins de Infância. Metodologia esta utilizada também por Emília Ericksen. As fontes desta pesquisa encontram-se nas seguintes instituições: Arquivo Público do Paraná (em Curitiba – PR), Casa da Memória de Ponta Grossa, Casa da Memória - Castro, Museu Campos Gerais - Ponta Grossa, Setor de Documentação da Secretaria de Educação do Estado do Paraná e bibliotecas da UNICAMP e da UEPG. A presente dissertação demonstra que a contribuição está em identificar o primeiro Jardim da Infância no Brasil e a metodologia de trabalho desenvolvido na Educação Infantil no século XIX. el.

Esta investigación tiene como objetivo indagar sobre los antecedentes y la evolución de la educación infantil a través del método Froebel en España. En diferentes países ha sido un tema abordado ampliamente por la historiografía educativa en los últimos años. Algunos de estos estudios se han realizado utilizando el marco comparado internacional. Para poder insertar el caso español en dicho marco sería necesario un estudio previo que sitúe los antecedentes, influencias e interpretación del mismo en el contexto histórico educativo del país. La investigación que trata de abordar dicho estudio y que contempla fuentes y agentes implicados en el proceso de recepción e interpretación. La reconstrucción histórica de la recepción, difusión y consolidación de determinados elementos de la cultura material constituyen en sí mismos la radiografía de la implantación de una reforma educativa en un país determinado / This research project has the objective of investigating the backgrounds and evolution of the early childhood education in order to the spread of Froebel method in Spain. In different countries has been a topic widely discussed by historians of education in recent years. Some of these studies have been carried out using the international comparative framework. In this framework the Spanish case should be require a previous study that puts the background, influences and interpretation of the historical context in the country's education. This investigation tackles this study and considers sources and agents involved in the process of reception and interpretation. The historical record of the reception, dissemination and consolidation of specific elements of material culture provide in themselves an X-ray of the introduction of educational reforms in a country

Happiness should be a fundamental aim of education. This philosophical assertion raises the practical question of how teachers generate happiness in their classroom programs while operating under the current paradigm of educational accountability. The purpose of this qualitative study was to examine the perspectives of early primary teachers, students, and parents on what makes a happy classroom. Data were collected through interviews of 12 teachers from public, independent, Waldorf, Froebel, and Montessori schools; over 72 hours of observation in eight early primary classrooms; interviews with 23 students (ages 3 to 8), drawing and photography with 64 students (ages 3 to 8); 66 parent surveys, and eight teacher exit interviews. Four cycles of analysis, including descriptive and conceptual approaches, resulted in the identification of five core conditions of happy classrooms: (a) relational pedagogy, (b) embodied learning, (c) pedagogical thoughtfulness (d) an ethos of happiness, and (e) an ethos of possibility. These five conditions were supported by 17 facets, which describe practical and conceptual ways to support pedagogical thinking and decision-making about children’s happiness in the complex worlds of busy classrooms. Five of the facets are spotlighted: (a) kids need to play, (b) stepping in stepping out, (c) sounds shape feelings and experience, (d) rhythms and routines, and (e) romancing children into delight. In addition, student and parent participants identified that play, positive friendships, time outdoors, experiences involving the arts, and experiences of positive feelings make children happy at school and when they are learning. The discussion centers on the role of teachers in establishing the tone of happy classrooms, considers the notion of strong pedagogy, discusses the generation of happiness in early primary classrooms in the form of lessons to be learned from different pedagogical traditions, and argues that, above all, children’s interests, needs, and development should be a teacher’s first point of consideration for all decisions about instruction and learning in the classroom. The discussion concludes with implications for teaching professionals and offers suggestions for future research. / Thesis (Ph.D, Education) -- Queen's University, 2013-08-02 11:13:05.998

This study explores reasons for Enid Blyton’s vast popularity. Blyton and her life are discussed in terms of the production and reception of her texts in the light of changing dominant discourses in society and varying horizons of expectation. It has been found that selected aspects of reception theory (in particular the horizon of expectation posited by Hans-Georg Gadamer and developed by Hans Jauss) and the theories of Michel Foucault on power and discourse can be used to examine the influence of societal and literary discourses on both Blyton’s writing and on those who read her work, including adults and children. The study includes a discussion of Blyton’s personal life, her role in education and her success in business. Blyton’s horizons of expectation – shaped not only by the dominant discourses that surrounded her, but also her training in the Froebel method of education – are examined. Furthermore, a number of aspects of Blyton’s life and writing subvert dominant discourses and these are discussed in terms of Foucault’s ideas on power relations. Evidence of the influence of her life on her work has been found in her texts. The criticism of Blyton is discussed in terms of both literary criticism and social criticism. Blyton’s popularity as a storyteller is also considered and it has been found that, regardless of criticism by adults, she remained popular with children. Furthermore, Blyton used a number of specific techniques (such as fast-paced plots and simple language and style) and it has been found that her techniques can be linked to both formula writing, the oral tradition, and to her training as a teacher in the Froebel method of education. These techniques are examined in terms of their manifestation in her writing, particularly in her series books – including adventure stories and school stories. In conclusion, the place of Blyton’s writing in contemporary society is deliberated and recommendations for further research are made. / Dissertation (MA (English))--University of Pretoria, 2003. / English / unrestricted

Made available in DSpace on 2016-03-15T19:42:42Z (GMT). No. of bitstreams: 1 Cintia Ribeiro Rondon.pdf: 30479827 bytes, checksum: 848b26a4d6902af7d3585aa5fd269439 (MD5) Previous issue date: 2014-03-21 / Universidade Presbiteriana Mackenzie / In a first moment, the research intended to rescue the lost laces , or better, undones between the human being, the human being in your first childhood and the natural environment while favorable environment to the psychic wellness, to the health and to the educative practices aiming learnings in the Infant Education, in a integrated manner. And this affinity, the need of the meeting between the human being and the nature can be demonstrated in vary artistic records, as pictures, tapestries, wares, sculptures, and other artistic manifestations (and even in people´s own names, of streets, neighbors or cities) and in the core of many religions and philosophies. The second moment of the thesis tried to answer the following question formulated by the tutores to focus better the study objects: Which phase of the scholar education would be pertinent in this study that seeks pioneer examples that owned educative green yards in the city of São Paulo? Actually, if we wish to know about the pioneers built in the city of São Paulo, the right is the famous phrase: begin by the beginning . In other words, the ideal is to focus the research in the scholar yards of the Infant Education, for being the first scholar yard of the life of a child after his or her contact with their´s family yards. And in this way we start to lapidate yard-gardens of paulistanos´ Kindergartens! Research that detailed, raised data and facts known and unpublished about gardens (Landscaping Art) & children (History of Culture, in the case the Infantile) & Kindergarten (Education). Interdisciplinary extension contemplated in the Stricto Sensu`s course profile in Education, Art and History of Culture in which this thesis is inserted. Invisible yards, these and our pioneer paulistanos. Still little is known about them, historically, architecturally. Except lot of works about its Pedagogy based in the Froebel System theory that amalgamated the examples identified and selected. Therefore, we call them invisible Yards, because we need to transform them visible again. Because they were capable to connect garden and infant education and natural environment. And also can be rescued to renew the actual scholar yards, starting by the firsts: of Infant Education. These discoveries are made with emphasis in a last moment, with the deeper study about the garden of the Kindergarten attached to the Escola Normal Caetano de Campos: Histories of a caetanista Kindergarten student, Architecture and Landscaping. Followed by a serie of reflexions of the own graduate student in the reading of projects in this areas. Possible analyses if understood in two big concepts: of Micro-History of Cultural History (Peter Burke) and of Method of the Theory Based on Data , de Glaser and Strauss. / Num primeiro momento, a pesquisa pretendeu resgatar os laços perdidos, ou melhor, desfeitos entre o ser humano, o ser humano em sua primeira infância e o meio natural enquanto ambiente favorável ao bem estar psíquico, à saúde e às práticas educativas visando aprendizagens na fase da Educação Infantil, de modo integrado. E esta afinidade, a necessidade do encontro entre o ser humano e a natureza pode ser demonstrada em vários registros artísticos, como quadros, tapeçarias, louças, esculturas, entre outras manifestações artísticas (e até mesmo no próprio nome das pessoas, de ruas, bairros ou cidades) e no cerne de muitas religiões e filosofias. O segundo momento da tese tentou responder a seguinte pergunta formulada pela orientadora para focar mais os objetos de estudo: Qual fase da educação escolar seria pertinente neste estudo que busca exemplares pioneiros que possuíssem "pátios educativos verdes" na cidade de São Paulo? Na verdade, se desejamos saber sobre os pioneiros construídos na cidade de São Paulo, o certo é a famosa frase: "começar pelo começo". Ou seja, ideal é focar a pesquisa nos pátios escolares da Educação Infantil, por serem o primeiro pátio escolar da vida de uma criança após seu contato com o quintal de sua família. E assim começamos a "lapidar" pátios-jardins dos Jardins de Infância dos paulistanos! Pesquisa que detalhou, levantou dados e fatos - conhecidos e inéditos - sobre jardins (Arte Paisagística) & crianças (História da Cultura, no caso a Infantil) & Jardins da Infância (Educação). Gama interdisciplinar contemplada no perfil do curso de Stricto Sensu em "Educação, Arte e História da Cultura" no qual esta tese esta inserida. Pátios invisíveis, estes e os nossos pioneiros paulistanos. Ainda pouco se sabe sobre eles, historicamente, arquitetonicamente. Exceto muitos trabalhos sobre sua Pedagogia baseada no Sistema de Froebel - teoria que amalgamou os exemplares identificados e selecionados. Assim, os chamamos de "Pátios Invisíveis", porque precisamos torná-los visíveis novamente. Porque eles foram capazes de conectar jardim e educação infantil e meio natural. E também podem ser "resgatados" para renovar os pátios escolares presentes, a começar pelos primeiros: da Educação Infantil. Estas descobertas se dão com ênfase num último momento, com o aprofundado estudo sobre o jardim do Jardim da Infância anexo à Escola Normal Caetano de Campos: Histórias de uma aluna do Jardim da Infância caetanista, Arquitetura e Paisagismo. Acompanhado de uma série de reflexões da própria mestranda na leitura dos projetos destas áreas. Análises possíveis se entendidas dentro de dois grandes conceitos: o da Micro-História da História Cultural (Peter Burke) e o do "Método da Teoria Fundamentada nos Dados", de Glaser e Strauss.

Syftet med studien har varit att med en mikrohistorisk ansats lyfta fram Anna Wemans roll som en föregångare i den svenska förskolans historia. I undersökningen av Wemans pedagogiska material skapas en bild av hur den småbarnsskolornas pedagogiska utveckling i riktning mot Fröbel såg ut vid sekelskiftet 1900. Med hjälp av en analys som påbörjades redan vid arkivet har jag hittat tecken på spårberoende, förändring och kontinuitet gentemot såväl dåtid som nutid. I arbetet har en empiridriven metod använts och empirin har visat tydliga tecken på att Anna Weman var engagerad och påläst inom gängse pedagogiska metoder och att förändringsarbetet bedrevs med en respekt och ödmjukhet inför det förflutna.