Kindergarten Narratives on Froebelian Education

Transnational Investigations

Inbunden, Engelska, 2016

Av Helen May, Kristen Nawrotzki, Larry Prochner, New Zealand) May, Professor Helen (University of Otago, Germany) Nawrotzki, Dr Kristen (University of Education in Heidelberg, Canada) Prochner, Professor Larry (University of Alberta

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Kindergarten Narratives on Froebelian Education showcases the latest scholarship and historical understandings concerning the casting of the kindergarten idea abroad: across cultures, continents and centuries.Each chapter reveals previously unknown narratives of intrepid endeavour, political pragmatism and pedagogical innovation that collectively provide insight into the transformation of Froebel’s ideas on early education into a global phenomenon. Across global contexts, each chapter presents a case study of the ideas scattering abroad, illustrative of the movement of ideas, curricula and pedagogical change; in effect taking the kindergarten beyond the geographies and pedagogies of its German beginnings and borders. Chapters draw on historical examples of Froebelian education from The Netherlands, New Zealand, Japan, Sweden, the UK and the USA.In the journal History of Education in 2006, Froebelian history scholar Professor Kevin J. Brehony (1948-2013) lamented the ‘relative neglect’ of the history of early years education at the same time there was a heightened global social and political interest in educating the young child. In this book, an international team of contributors respond to Brehony’s suggestion that historical perspectives can play a role in current debates and suggest ways historical narratives might inform policies and practices in twenty-first century early childhood education, care settings and contexts. Reconnecting past lessons and insights with present and future concerns for early education, young children and their place in society, this important collection also includes an historical timeline charting the spread of Froebelian education ideas and kindergartens across the world.

Produktinformation

Utgivningsdatum2016-11-03
Mått156 x 234 x 17 mm
Vikt477 g
FormatInbunden
SpråkEngelska
SerieBloomsbury 3PL
Antal sidor224
FörlagBloomsbury Publishing PLC
ISBN9781474254458

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List of IllustrationsNotes on ContributorsKevin J. Brehony 1948-2013 Rosemary DeemPreface, Helen May and Kristen Nawrotzki1. Tracking Kindergarten as a Travelling Idea, Larry Prochner2. Working at Play or Playing at Work? A Froebelian Paradox Re-examined, Kevin J. BrehonyPart I: International Movement of Ideas: Froebelian Education in Time and Place3. Happiness, Play, and Bourgeois Morality: The Early Years of Froebel Schooling in the Netherlands, 1858-1904, Nelleke Bakker4. Froebelian Teachers Abroad: Implementing a Modern Infant Education System in Colonial Wellington, New Zealand, 1906–1925, Kerry Bethell5. In the Name of Froebel: Fundraising for Kindergartens in Sweden, 1890-1945, Johannes Westberg6. ‘Such Marvelous Training’: Grand Rapids, Michigan as a Kindergartening Centre, 1870-1905, Kristen D. NawrotzkiPart II: Curricular and Pedagogical Change: Froebelians Beyond the Kindergarten7. Kindergarten at the Dewey School, University of Chicago, 1898–1903, Larry Prochner and Anna Kirova8. Guiding Creativity: English Froebelian Educators and Plays for Children, 1892-1939, Amy Palmer9. Freeing the Child: Froebelians and the Transformation of Learning Through Play, Self-Activity and Project Work in English Junior School Classrooms, 1920-1952, Jane ReadPart III:Radical by Tradition: Long-Term Perspectives on Kindergarten Education10. ‘Come, Let Us Live With Our Children’: Undokai, The Children’s Play Festival at a Froebelian Kindergarten in Japan, 1889-2015, Yukiyo Nashida and Fusa Abe11. Relocation, Continuity and Change: Dunedin Kindergartens, New Zealand, 1890s-2010s, Helen MaySelected ReferencesIndex

This book honours the contribution of Professor Kevin Brehony (1948-2013), an internationally respected Froebelian scholar, through taking up some of the challenges he explored in which historical perspectives can play a role in current debates, informing policies and practices globally. This is achieved through the dialogic spaces created by the authors which interrogate the internal challenges of Froebelian early childhood education as well as the ways in which Froebelians have engaged with the world beyond that framework at different points in history. It makes an exciting read because it has so much to say that is important for policy and practice in early childhood education globally today.