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Friedrich Froebel and Marie Clay
Friedrich August Wilhelm Froebel was born in Oberweissback, Germany in April 21, 1782 (Ransbury, 1995). He was the sixth child of a Lutheran Minister, but lost his mother before his first birthday. As a young boy, he played and explored in the gardens surrounding his home most of the time. His deep love of nature would later influence his educational philosophy. He did not become educated until age eleven. When he was fifteen years old, he was apprenticed to a Forester. He then studied at the University of Jena. He accepted a teaching position at the Frankfurt Model School in Yverdon, Switzerland. This school was based on the teachings of Johann Heirnrich Pestalozzi. Froebel embraced Pestalozzi’s philosophy that children need to be active learners. He left the school to be a private tutor where the children’s parents offered him a small patch of the property to use as a garden. The learning experiences that the children had there made Froebel realize that “action and direct observation were the best ways to educate” (“Friedrich Froebel,” 2000). Froebel continued his education at the Universities of Berlin and Gottingen. In 1813 he served in the Prussian Army against Napoleon. His invention of Gifts might have been shaped while he was an assistant in the Mineralogical Museum in Berlin. His first book, The Education of Man, was published in 1826.
In 1837, at the age of fifty-five, Froebel founded his own school in Blankenburg. It was called “Kindergarten,” a garden of children. This would be a place to cultivate a child’s development and socialization because prior to Froebel’s Kindergarten children under the age of seven did not attend school (Sadker and Sadker, 2000). People believed that young children did not have the ability to focus or to develop cognitive and emotional skills, but Froebel stated, “because learning begins when consciousness erupts, education must also” (“Friedrich Froebel”, 2000). Kindergarten acts as a bridge between home play and school life. Froebel expanded on Pestalozzi’s philosophy that school should be an emotionally secure environment. He said the teacher should act as a moral and cultural model for children, a model worthy of emulation. Before this time teachers were considered a disciplinarian.
The early years in education are the most critical for forming a foundation ...
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Gaffney, J., & Askew, B. (Eds.). (1999). Stirring the Waters: The Influence of
Marie Clay. Portsmouth, NH: Heinemann.
Jalongo, M. & Isenberg, J. (2000). Exploring Your Role: A Practitioner’s
Introduction to Early Childhood Education. Columbus, Ohio: Merrill.
Ransbury, M. (1995). Friedrich Froebel. In M. A. Johnson & G. F. Roberson.
(Eds.), A Century of Early Childhood (pp. 15-17). Needham Heights, MA:
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Sadker, M. & Sadker, D. (2000). Teachers, Schools, and Society. Burr Ridge,
IL: McGraw Hill. (Original Work Published in 1988).
Thomas, R. (1992). Reading Recovery. Retrieved October 17, 2001, from
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Woodill, G. (1995). The European Roots of Early Childhood Education in North
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The application of Prussian derived normal schools set in motion a series of obviously undemocratic trends that resulted in some extent to under educated teachers. Within the new system of common schooling, what was compulsory to the unique education of an educator was the minimum academic knowledge within elementary curriculum to be taught and extensive training related to instructional mechanics and pedagogy. These were criticized as “…training technicians but not educating scholars…” ( Tozer, S., & Senese, G. (2009)
The Spanish Armada arose in the 1580’s because the so-called “invincible” Spanish armada was on a mission to overthrow the heretic queen Elizabeth I. The Spanish also wanted to put an end to the English robbing their exports from America. Through six days of naval warfare, the English stood victors because of the innovative thinking and tactics by Sir Francis Drake. The Spanish Armada was a test of guts and strategy for both the Spanish and English Navy’s, but Sir Francis Drake, commander of the English Navy, decimated the Spanish fleet with revolutionary tactics.
The United States education system would look quite different without the ideas brought to America by the German immigrants. Germany’s influence can be traced back to the beginning of our country. Their impact goes back to the first German settlement in 1608 at Jamestown, Pennsylvania. German immigrants to Colonial America brought with them their culture, traditions, and philosophy about education. Much of the formal education system currently in place in the United States has their roots in Germany. The German immigrants are responsible for the first kindergarten in America, introducing both physical and vocational education, and establishing a universal education for all students. They also had a strong impact on the beginning of universities in our country. The German people were deeply religious. These religious beliefs carried over into our new schools as our nation was formed. As far back as the 1700’s, the school was an avenue to establish superiority over other nationalities. This paper will investigate the influence that German immigrants have had on American education during the time when America was being colonized and onto later years . This paper will also examine how our modern education system has roots from the early German schools. It is my thesis that our modern education system has been strongly influenced by the German people that immigrated to America.
Due to the surviving letters from members aboard both English and Spanish ships involved in the defeat of the Spanish Armada in 1588, it is easily possible for Historians to piece together the information to find a recount of the events in August 1588.
...of factors, ranging from Spanish designs for the Armada, to the inhospitable weather of the North Sea, to English tactical skill in negating Spanish superiority in numbers. The subsequent fate of those who were captured by the English or the local population varied. Some were killed outright, while others were stripped of anything of value and then killed. A small minority, Captain Cuellar among them, were able to make their way to sympathetic territory with the help of the local population and eventually made their way back to Spain, but the vast majority who became shipwrecked never saw Spain again.
Somewhere around the beginning of the seventeenth century, the perception of the nature of childhood -- its duration, its perceived purpose, its requirements, its quality -- changed rather significantly in the Eurocentric world, a period Valerie Suransky identifies as a watershed for the modern notion of childhood (1982, p. 6). Actually, two things seemed to have happened: first, the idea of childhood as a separate developmental stage began to arise; second, the idea of who was deserving of childhood also began to broaden. The pattern was similar in Europe and America, with some minor variations which resulted from geography, religion, etc., but the differences are inconsequential. Generally speaking, the factors which influenced this change are the view of the nature of humankind, the development of industry, urbanization, parents themselves, and the women's movement.
The Spanish Armada was a fleet assembled and dispatched by King Phillip II of Spain in attempt to invade England in 1588. His attempt was unsuccessful. Queen Elizabeth I of England held the defeat of the armada as one of her greatest achievements, assisting the decline of the Spanish Empire. The armada had a mission of both political and religious aims. King Phillip, the leader of the Roman Catholic Spain, was not able to stop a revolt in of his Protestant subjects in the Netherlands, a revolt that began in 1566, aided by Protestant England. By 1586, Phillip had decided that he could not defeat the Dutch until he had defeated England first. Long time religious rivalry between Spain and England was hoped to be resolved by King Phillip in the dethroning of Queen Elizabeth, reconverting England to Catholicism. The plan for conquering had begun. This plan consisted of the coordination of a fleet to sail from Spain and an army from the Netherlands to create a simultaneous invasion of England. His force of 130 ships and more than 30,000 men was to be led by Alonso Peréz Guzmán, duke of Medina- Sidonia. England was aware of the Spanish plans, attacking it at Cádiz, Spain in 1587, succeeding in delaying it for a year. By July of 1588, the armada was spotted off the coast of England on July 29. Lord Charles Howard intercepted it with a larger English fleet near Plymouth, and for the next week made small attacks on the Spanish in battles off of Plymouth, Portland Bill, and the Isle of Wight. Unable to break the Spanish Armada, they waited for their chance at a big blow. The opportunity finally arrived when the armada anchored near Calais, France, hoping to join troops scheduled to sail from the Netherlands. Ingeniously, Howard ordered ships set on fire to be sent against the armada, producing a panic that broke the Spanish formation. In the ensuing battle of Gravelines, on August 8, the Spanish were defeated by England and the armada sailed home with remaining ships that were heavily damaged to Spain; 67 of the original 130 ships reached Spain, most in poor condition.
Michel Eyquem de Montaigne was born on February 28, 1533, in a time when only the wealthy received the privilege of a good education. Around 1539, Montaigne's father sent him to the College of Guyenne in Bordeaux, where, by the time he had reached his thirteenth year, had completed the curriculum under the direction of George Buchanan. Montaigne spoke well of his educators and praised their teaching techniques, but chastised the stern discipline of most of the schools during his time. He said that if one were to visit a college where lessons were in progress, nothing could be heard, save “the cries of children being beaten and of masters drunk with anger.”1 In his work, The Essays, Montaigne emphasizes some very important subjects, such as the need to teach children with gentleness, make learning an enjoyable experience, and train a child's personality. Though Montaigne's thoughts on education may be contrasting to the world today, he understood the process of learning very well. His ideas may be applied to instructional theory to this day.
Going back to our text, it is mentioned that in 1920s, the emphasis was on physical and intellectual development, and the early education programs were based on the works and studies of Froebel, Montessori, and McMillan. But as education improved in late 1940s, the attention was to focus on physical, social, and emotional growth (Eliason, et al., 2008 p.5). So the creative curriculum has been based on the theories and researches that inform decision making in the early childhood field. We can find these theories in the works of Piaget, Maslow, Erikson, Vygotsky, Smilansky, and Gardner. (Colker)
Tishler, William P. and Stanley K. Schultz. "Racist Culture." Review 5 2007 n. pag. Web. 29 Nov. 2014.
Preschool is a highly debated area of a child’s educational journey. One of the primary goals of preschool is to prep the child for traditional elementary school. There are various contemporary models of early education that have been constructed to help children develop their educational career. A few examples of these models are the Bank Street Approach, The Reggio Emilia Approach, The Montessori Approach, and the Head Start Program just to name a few. The Waldorf approach is the program of discussion in this particular paper. The Waldorf Approach was originated in 1919 with the basic analysis that children can learn traditional educational subjects through artistic activities. The assumption is that children should dictate the classroom curriculum, and that the material learned should benefit the child as a whole. There are four conditions that teachers focus on when using the Waldorf Approach. The four conditions are Aesthetic, Social, Symbolic, and Sensitive conditions. In a classroom setting these four conditions are put into practice by ...
In today’s society the definition of racism and what it entails may vary from person to person and the differences in the definition may be a reflection of alternative perspectives taken on the issue. A lot of the responses to the definition of racism may be based solely on personal experiences including the individual’s interactions with others, how they were raised, and the influences that affected them during their lifetime. With further research it can be discovered that contrary to popular belief, racism is not that simple and cannot simply be described by ones interactions or attitudes towards a specific group of people. Traditional views describe racism as the belief of the superiority of one race above others (Lecture, September 12,
Does Xiaomi have any disadvantages? There are some disadvantages existing in Xiaomi. For example, Xiaomi always has the problem of plagiarism. Some people think that some products of Xiaomi copy Apple. For instance, if we go and take a look at the Mipad website and compare it to Apple’s iPad mini websites. it’s not just copying the visual style. if you translate it you will see that the Mipad has an “Extreme retina screen, easy to use screen ratio, 7.9 inches, with the same resolution iPad mini 2”. Further down the page it talks about using the same cover technology as the iPhone 5C. Xiaomi is not only to imitate Apple’s products, but also even to imitate Apple’s conference. During the Mi 4 unveiling, Xiaomi
Moreover, Froebel theory is similar to Rousseau theory that the child should learn in nature. In addition, Froebel wants to teach teachers to be sensitive to child 's willingness and needs. Also, they should do not be taskmasters and should not let the child memorize thing by heard that they do not understand. He believes that the child is a self-active learner. For example, Froebel 's kindergarten or child 's garden that was founded in the year 1837, Its environment should “have games, play, songs, stories, and crafts that help the child learn through his imagination and teach them about the culture heroes and the values.” Like when the child play with other children become in a group that in the future that may help them to be part of the society. Moreover, the kindergarten should have materials that the child could shape: clay, sand, cardboard, and sticks that will let the child use their imagination to build things like a castle. In addition, nowadays many preschools follow Frobel 's theory and let children use their imagination to learn and the teacher considers the child 's need and does not force them to learn things by hard that they may not understand, and the teacher respects the culture values that the child does the
Parents are their child’s first teacher. The elementary age is the most crucial time for