The Council of the Froebel Educational Institute
Elements of a Froebelian Education for Children 0-7 years
Recent individual research projects
Friedrich
Froebel (1782-1852), the great German educator, is famous pre-eminently for
his radical insight that the first learning experiences of the very young are
of crucial importance in influencing not only their later educational achievements
but also the health and development of society as a whole. He devised a set
of principles and practices which would form part of an interactive educational
process to take place in institutions which in 1840 he named ‘kindergarten’.
In August 1851, the Prussian government ordered the closure of all kindergartens,
fearing that their encouragement of the free development of children’s
faculties was a contributory factor to the radical democratic movement which
had recently threatened to topple the government. The result was that many
committed kindergarten teachers took their enthusiasm and methods abroad, many
coming to England, where the first kindergarten was established in Tavistock
Place, central London, soon afterwards. Then, in 1874, the Froebel Society
for the promotion of the Kindergarten System was formed, in
Kensington.
A strong proponent of the Froebel system of education was Julia Salis Schwabe
(1819-1896), widow of a Manchester industrialist, Unitarian and educational
benefactor. She had discovered Froebel’s philosophy during her travels
in the German states, and had come to see it as the key to social progress.
In 1884 she introduced Claude Montefiore (1858-1938), son of a friend of hers,
to the Froebel Society, and he became Secretary almost immediately. Another
Manchester industrialist and friend of Julia Salis Schwabe who also became
closely associated with the Froebel movement in England was William Mather
(1838-1920).
Having established a successful kindergarten and school in Naples, Mrs Salis
Schwabe proposed the establishment of a training college with a ‘demonstration
school’ in England. As a result, the Froebel Educational Institute
was inaugurated in October 1892 at a meeting in the Westminster Palace
Hotel. William Mather became the first Chairman, followed in 1920 by Claude
Montefiore. The first Principal was Madame Michaelis (1834-1904), who had worked
in kindergartens abroad and had jointly founded the Croydon Kindergarten in
1875. As Patroness, Mrs Salis Schwabe secured the services of Her Imperial
Majesty the Dowager Empress Frederick (1840-1901), the eldest child of Queen
Victoria.
After building delays, the college and school finally opened, in Colet Gardens, Talgarth Road, West Kensington, on 20th September 1894, and the Grand Opening by the Empress Frederick took place on 5th March 1895. The financial deficits were met by Claude Montefiore and Mrs Salis Schwabe.
In January 1922 Froebel College, in need of more space and for student accommodation, moved to its current location in Grove House, Roehampton Lane, London SW15, where it remains today.
In 1975 it federated with three other local colleges to become Roehampton Institute of Higher Education, and since August 2004 it has been an integral part of Roehampton University, which now holds the property on a 999-year lease.
The Archive of historical and educational material owned by the Froebel Educational Institute is housed in the Learning Resources Centre of Roehampton University, on the campus adjacent to Froebel College. The Archive collection was started by Joachim Liebschner, who was a lecturer at Froebel College between 1964 and 1981, when he retired from full-time teaching. In the course of his researches in the 1960s and 1970s for his books on Froebel and the Froebel Movement (see Further Reading), he was permitted by the communist authorities to travel extensively in the (then) East Germany, where he discovered a number of artefacts relating to Froebel. He brought them back and collected many books and documents of historical value, which, together with those held by the College library, were put together to form the nucleus of the Archive.
In 1997-99, funded by grants from the Manpower Services Commission and from the Trustees of the National Froebel Foundation, the Archive was formally established ‘as an information centre, a teaching resource, and a research resource’, and a professional archivist was appointed.
It is expected that the separate NFF Archive, housed in Templeton, will during 2007 be integrated with the FEI archive to form a uniquely comprehensive resource for students and teachers, named the Froebel Archive. Information about the collection may be sought through the link above, or enquiries may be made direct to the archivist (through the link above).
The school, no longer a 'demonstration school', and, having moved in 1946 to its current location in Clarence Lane, Roehampton SW15, is a successful independent school taking pupils from 3-18 called Ibstock Place School. However, it still maintains a kindergarten section for the youngest children.
Since 1980, the Froebel Educational Institute has also had an active Research Committee, which each year distributes funds in support of research into educational issues.
The legacy of the original Froebel Society today is the National Froebel Foundation, which promotes Froebelian values through various small grants in various ways, and it supports the International Froebel Society which arranges a biennial international conference to promote Froebelian principles and practice.
For a fuller account of the life of Friedrich Froebel, see Friedrich Froebel: his Life, Times & Significance, by Peter Weston (Roehampton Institute London, 2nd Edn, 2000, £3.00 + £0.50 p&p), and for the history of the Froebel Educational Institute see the same author’s The Froebel Educational Institute: the Origins and History of the College (University of Surrey Roehampton, 2002, £7.99 + £1.30 p&p). They may be obtained from the contact details above, from the College, http://www.roehampton.ac.uk/froebel/publications.asp or from online booksellers.
The Froebel Education Institute is managed by a Council, comprising educationists and lay members. The 2006-07 membership is as follows:
William Macintyre (Chair)
Margaret Carter-Pegg
John Constantine
Dudley Couper (Deputy Chair)
Professor Maurice Craft
Guy Fisher (Treasurer)
Michael Gibbins
Margaret Harrop
Terry Knight
Michael Watts
Dr Peter Weston
Anna Sylvester-Johnson (by invitation)
Brigadier Rupert van der Horst (Secretary)
1. Principles which include
• recognition of the uniqueness of each child's capacity and potential
• an holistic view of each child's development
• an ecological view of humankind in the natural world
• recognition of the integrity of childhood in its own right
• recognition of the child as part of a family and a community
2. A pedagogy which involves
• knowledgeable and appropriately qualified early childhood professionals
• skilled and informed observation of children, to support effective development,
learning and teaching
• awareness that education relates to all capabilities of each child: imaginative,
creative, symbolic, linguistic, mathematical, musical, aesthetic, scientific,
physical, social, moral, cultural and spiritual
• parents/carers and educators working in harmony and partnership
• first hand experience, play, talk and reflection
• activities and experiences that have sense, purpose and meaning to the
child, and involve joy, wonder, concentration, unity and satisfaction
• an holistic approach to learning which recognises children as active,
feeling and thinking human beings, seeing patterns and making connections
• encouragement rather than punishment
• individual and collaborative activity and play
• an approach to learning which develops children's autonomy and self confidence
3. An environment which
• is physically safe but intellectually challenging, promoting curiosity,
enquiry, sensory stimulation and aesthetic awareness
• demonstrates the unity of indoors and outdoors, of the cultural and the
natural
• allows free access to a rich range of materials that promote open-ended
opportunities for play, representation and creativity
• entails the nursery being an integral part of the community it serves,
working in close partnership with parents and other skilled adults
• is educative rather than merely amusing or occupying
• promotes interdependence as well as independence, community as well as
individuality and responsibility as well as freedom.
The
Froebel Research committee has recently approved a new Research Strategy for
the five years, September 2006 to August 2011. Its overall objective is
To promote and support research in early childhood and early years education with a view to ensuring that Froebelian principles and practice are monitored, developed and refreshed in the light of new knowledge and changing social and cultural contexts.
To that end it determines
1. That the FEI Research Committee should consider research proposals under
two broad heads:
(i) applied research, which will have implications for developing and validating
or changing, where appropriate, pedagogic understanding and practice and/or
government policy in relation to children 0-7;
(ii) pure research, which may, for example, include aspects of the history
of the Froebel movement here or abroad.
BUT that priority, and the majority of funding, in any year should be given
to applied research, or to pure research which is directly concerned with children
0-7, and so could indirectly influence pedagogic practice.
2. That a minimum of two 3-year bursaries be offered to persons who would be required to register as full-time PhD students at Roehampton University, and who would be supervised by appropriately qualified staff at Roehampton University.
3. That applications for smaller research grants of one or two years duration also be invited, particularly from practitioners in early years education, and that it be a condition of an award of grant that specific targeted outcomes be agreed, and the results be published where possible and disseminated, where appropriate, among scholars and practitioners.
It also agrees that partnerships in research be established with staff in universities or other institutions in the UK or abroad with Froebelian credentials, with a view to promoting and developing innovative pedagogic practice.
Dr Peter Weston (Chair), former Principal of Froebel College; Trustee of the National Froebel Foundation; President of the International Froebel Society
Professor Kevin Brehony, Froebel Professor of Early Childhood Studies, Roehampton University, http://www.roehampton.ac.uk/staff/Kevin%20J.Brehony/index.asp
Mrs Rita Brown, former Governor of Froebel College
Professor Tina Bruce, Visiting Professor of Early Childhood Studies, Roehampton University; Early Childhood Consultant
Margaret Carter-Pegg, Chair of the Froebel Archive Advisory Committee
Professor Maurice Craft, former Dean of Education and Pro Vice-Chancellor, University of Nottingham
Peter Elfer, Senior Lecturer in Early Childhood Studies, Roehampton University
Professor David Hargreaves, Froebel Research Fellow; Director of the Centre for International Research on Creativity and Learning in Education [CIRCLE], Roehampton University, http://www.roehampton.ac.uk/staff/davidhargreaves/
Margaret Harrop, former Chair of Governors of Froebel College
William Macintyre, Chair of Council of the Froebel Educational Institute
Alan Montefiore, Emeritus Fellow of Balliol College, Oxford; President of the Forum for European Philosophy; Joint President of the Wiener Library; former Chair of Council of the Froebel Educational Institute
Dr Neil Taylor, Dean of Research and Dean of the Graduate School, Roehampton University, http://www.roehampton.ac.uk/jobs/employees/ntaylor.asp
Professor Graham Welch, Professor of Music Education and Head of the School of Arts & Humanities, University of London Institute of Education, http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4591&4591_0=4934
Vacancy
Brigadier Rupert van der Horst, Secretary
THE INCORPORATED
FROEBEL EDUCATIONAL INSTITUTE
Secretary Brigadier Rupert van der Horst
Registered Office
“TEMPLETON”,
118 Priory Lane
London, SW15 5JW
United Kingdom
Telephone: +44 (0) 20 8878 7546
Facsimile: +44 (0) 20 8876 2753
Email: office@ifei.co.uk
REGISTERED CHARITY No. 312930 R
COMPANY LIMITED BY GUARANTEE
REGISTERED IN LONDON No. 67941
1. Two PhD bursary awards for 2006-2009 have already been made. These are, respectively, to study ‘transitions’ (home to school, kindergarten to school, etc.), and to investigate the appropriateness of Froebelian principles and practices in different cultural contexts (English and Spanish in particular).
2. The Froebel Research Committee now invites applications for Small Grants (up to £5,000) for pilot studies relating to any aspect of the education of children 0-7 years. These grants are for the academic year 2006-07, and should relate in some way to the ‘Elements of a Froebelian Education for Children 0-7 years’. It is expected that each grant will result in a publication, preferably in a refereed journal, and that they might lead to more substantial research projects in due course. The deadline for submission is FRIDAY 15th SEPTEMBER, 2006. For details on how to apply see Grants.
3. The Childcare Bill. The Froebel Research Committee received a very useful critical evaluation of the provisions of the Childcare Bill (which is due to become law in the UK in autumn 2006) in the context of post-war UK legislation, from Peter Elfer, a Senior Lecturer at Roehampton University. It is called From Poor Law to Partnership, from Welfare State to Family State?
The
Froebel Research Committee is a panel of research specialists and informed
lay members who seek to encourage research by awarding Small Grants for pilot
studies and PhD bursaries for research. It tries to be generous in appreciating
the creativity and ingenuity of proposals and helpful in its advice to researchers.
It does expect that all funded projects should be of sufficient substance and
quality to result in publication, preferably in refereed journal(s) and/or
book form.
Froebel’s principles and ideas have been developed and adapted many times since he died, but now, as we enter an age of globalised economies and pervasive electronic media, it is important that Froebelian practices are kept under research scrutiny and subject to development within the general principles which he established. Any area within the outline statement of ‘Elements of a Froebelian education for children 0-7 years' would merit consideration as the starting point for a pilot study or the development of a PhD research proposal.
Successful Small Grant applicants will be required to keep in regular touch with a nominated member of the Research Committee to discuss progress and, where possible, participate in the appropriate research centre at the University. Successful PhD bursary applicants will be required to be full-time students at Roehampton University and to attend regularly for supervision and to participate in the appropriate research centre at the University.
Grants for PhD applicants for 2006-09 have already been made, but applications for Small Grants (of up to £5,000 each) for pilot studies are now being invited. The closing date for receipt of applications is FRIDAY 15th SEPTEMBER 2006.
Please submit your application either by email, using this form, or by letter, to the Company Secretary at: office@ifei.co.uk or 'Templeton', 118 Priory Lane, London SW15 5JW or tel. 020 8878 7546. Academic queries or requests for advice should be addressed to: Professor Kevin Brehony at k.brehony@roehampton.ac.uk.
The Froebel Research Committee requires as a condition of the award of Small Grants or other financial support, that the recipients make interim presentations and updates to the Committee. A copy of subsequent publication(s), and acknowledgement of the Committee’s financial support is also expected.
Analyses of results of two large projects: (i) the Early Childhood Education Society of Korea’s project investigating the conflicting expectations that parents and teachers bring to nursery and kindergarten education and, (ii) the British Council sponsored exchange of British and American ITE teachers.
Archival research into: (i) the expropriation of Froebel kindergartens by the German National Socialist Party and, (ii) the pioneering of Froebel education in Korea, Taiwan and Japan.
Comparative investigation into: (i) the effects of the Foundation Curriculum in child-centred nurseries and classrooms and, (ii) the variation and its consequences in carer/child relationships in Day Nurseries.
Critical review of: (i) illustrated stories in children’s books, with special reference to the Depression Years in America and (ii) half a century of children’s educational television programming from 1950 to the millennium.
Practica project: building a multi-media, multi-lingual, multi-ethnic library for deaf children and their families.
Froebel Research Fellowship (jointly funded with NFF), 2002-2008 [outcomes]
Please Note that under its previous funding policy, the Froebel Research Committee was prepared to fund a wider range of topics related to education than is permitted under its 2006-11 Research Strategy. These included:
Contemporary juvenile reading habits: an appraisal. Accompanied by Roehampton Institute Children's literature survey 1993
The linguistic experiences of a young cochlear implant recipient in the classroom
Group work and computers: the effects of type of task on children's performance
Froebel Music play project
Report on research to explore the contribution of CD-ROM to information retrieval skills of children up to the age of 8, with particular reference to the teaching of history
Cataloguing the Froebel Journal in the International Archive
Study of professional and developmental needs of deputy headteachers
School-based Victimisation for Gay Adults
Use of IPR and MAX to Study Bullying in Italy and UK
Insecure Attachment Study
Primary School Use of Computers
Children's Friendships and Learning
Froebelian Developments in the Republic of Korea
Froebelian Education in Melbourne and the State of Victoria
Future of Art Design
An outline history of Froebelian organisation in Britain
Work on Isaacs archives at Brunel and London Universities
Research on Taiwan Froebel history at SOAS (in Mandarin and Japanese texts)
Fostering Respect and Understanding
Paper on children's author and illustrator Catherine Brighton and book on children's historical fiction
Assessing children working on computer-based activities:eliciting process evidence
Creativity in Children's Musical Learning and Development
Two year research project on 'Home-School Relations in South Korea'
Children's musical learning and development
'The Window in the Corner' a researched book on 50 years of Children's Television
Influence of Isaacs in the Froebel movement, primary education debates of the 1960s and the 'academisation' of the Colleges of Education
Identification, organisation, and evaluation of a Parents' Loan Library for deaf children in their Early Years
Transcribing data in a research contract to compare high quality ITE in British and American primary schools
Froebel Research Fellowship,'The voice of the child: ownership and autonomy in early learning'
Present paper on 'The Introduction of Froebelian Methods into the Education of the Feeble-Minded' at 2000 IASSID World Congress Conference on Spirituality
The Froebel Research Committee has recently approved an outline statement, ‘Elements of a Froebelian Education’, which it keeps under review. Any application for a research grant which addresses and interrogates any of these ‘elements’ or their implications for practice, would be welcome. Please use the online application form here.
“I will certainly be encouraging others to attend,
particularly from my own team” L.M. 2005
“The teaching and knowledge we received from Jane and Tina was second to
none” J.L. 2005
“ Wonderful experience – very life affirming” S.L. 2005
“I am now in the process of telling everyone it is the best course I have
ever been on, it just felt so right” L.M. 2005
“ A good balance of class, group and individual support” J.W. 2005
The Froebel Certificate and the Froebel Graduate Certificate in Early Childhood Studies have been designed to provide a programme of study for a diverse range of practitioners working across the early years sector who wish to obtain a qualification which draws strongly on the work of Froebel and on other historical perspectives in the context of current debates and practice.
After its successful inauguration in 2005 we are now pleased to present the programme again in July 2006.
The Programme
The programme is designed to provide a flexible framework of study and course delivery with taught core courses at both HE1 and HE3 together with a range of additional options, depending on individual experience and requirements. The programme aims to give participants the opportunity to increase their knowledge of key aspects of current theory and practice and to understand how these relate to historical models.
The overall objective of the programme is to foster the development of reflective
practitioners and to ensure that participants gain a sound foundation for their
practice which will enable them to act as confident and articulate advocates
for children and for the high quality settings to which every young child has
a right. They will gain a good understanding of effective strategies for promoting
the holistic development of young children in a range of settings. The skills
associated with operating within multi-agency, collaborative partnerships will
also be identified, together with an exploration of attitudes towards appropriate
settings for young children.
Participants will gain an awareness of relevant current research, together
with the opportunity to access the archival resources of the Froebel Archive
for Childhood Studies.
Course delivery
The course will include tutor presentations, workshops, seminars and guided discussions drawing on students' practical experience and preparation for sessions. Examples of practice will be disseminated through video and other visual evidence and exploration of learning materials. Significant emphasis will be placed on the sharing of experience and the encouragement of articulate debate to encourage students to use newly-acquired knowledge to further professional practice.
These are both 30 credit qualifications taught at HE1 and HE3 respectively.
Both courses comprise a compulsory 15 credit taught element intended to increase
knowledge of how historical models underpin key aspects of current theory
and practice in early years services.
Pre-requisites:
Froebel Certificate in Early Childhood Studies at HE1 level: none
Froebel Certificate in Early Childhood Studies at HE3 level: evidence
of prior study / experience
Assessment: Assessment is by completion of a reflective diary
(3,500 words) in the form of a personal log completed throughout the course.
To complete the Certificate applicants must complete either a 15 credit Individual
Study or a 15 credit APEL or APL portfolio.
The 60 credit HE3 Graduate Certificate has two compulsory 15 credits taught
modules:
Module One: Historical Background to Early Childhood Studies
Module Two: Froebel Today
Pre-requisites: Evidence of prior study/experience
Assessment: Assessment is by completion of a portfolio (3,500 words) for each module in the form of a personal log completed throughout the course.
To complete the Graduate Certificate applicants can choose either a 30 credit Development Project or a 30 credit APEL portfolio.
Development Project
Students taking the Graduate Certificate have the opportunity of undertaking
a 30 credit Development Project. The Project seeks to provide a framework
within which the critically reflective practitioner can plan, implement and
evaluate a professionally based project based on action research with a view
to changing and developing practice. The in depth study will employ action
research methodology underpinned by relevant theoretical investigation which
takes into account both current and historical perspectives.
Assessment: Assessment is by completion of a report of 6000 words approximately.
APEL
Subject to attendance at an APEL Workshop and the submission of the required
portfolio, suitable candidates may obtain 30 credits to complete the Graduate
Certificate.
Programme Co-ordinators/Course tutors
Jane Read is the Programme Co-ordinator and will teach the historical elements
of the programme. She will advise participants on archival reading and research.
Professor Tina Bruce will cover contemporary issues.
How much will it cost? £750
Please note that this does not include accommodation. Accommodation may be
available if booked by March 31st 2006 on payment of a non-refundable deposit.
Dates: The Certificate/Graduate Certificate will be taught
as an intensive residential course on the Froebel College Campus from the 17th
to 27th July 2006.
Action research and APEL workshops will run during the fortnight and visits
will be arranged.
For an application form and enquiries about accommodation please contact Pelagia
Pais on 020 8392 3698 or email: p.pais@roehampton.ac.uk
For queries regarding the course please contact Jane Read on j.read@roehampton.ac.uk.
http://www.roehampton.ac.uk/froebel/froebelarchive/index.html
The following books and journals will be of interest in relation to Froebelian principles and practice in early years education:
Athey, Chris. Extending
Thought in Young Children: a Parent-Teacher Partnership. Paul Chapman Publishing,
1991.
[ISBN 1 85396 118 3]
Bruce, Tina. Time
to Play in Early Childhood Education. Hodder Arnold, 1991.
[ISBN 0 340 53878 3]
Bruce, Tina, Anne Findlay, Jane Read, and Mary Scarborough. Recurring
Themes in Education. Paul Chapman Publishing, 1995.
[ISBN 1 85396 264 3]
Bruce, Tina. Developing
Learning in Early Childhood – 0-8 Years. Paul Chapman Publishing,
2003.
[ISBN 0 7619 474 2]
Bruce, Tina. Early
Childhood Education. 3rd ed. Hodder Arnold, 2005.
[ISBN 0 340 88972 1]
Bruce, Tina, and Carolyn Meggitt. Early Childhood Education. 3rd ed. Hodder
Arnold, 2006.
[ISBN 0 340 92539 6]
Gura, Pat, and Tina Bruce, eds. Exploring
Learning: Young Children and Blockplay. Paul Chapman Publishing, 1992.
[ISBN 1 85396 171 X]
Liebschner, Joachim. A
Child’s Work: Freedom and Guidance in Froebel’s Educational Theory
and Practice. 2nd ed. Cambridge: Lutterworth Press, 2001.
[ISBN 0 7188 2835 6]
Stranack, David. Schools
at War: The Story of Education, Evacuation and Endurance in the Second World
War. Phillimore & Co Ltd, 2005.
[ISBN 1 86077 338 9]
Early Childhood Practice: the Journal for Multi-Professional Partnerships. (Est. 1999)
History of Education (Special Issue – Guest Editor Kevin J Brehony): ‘Early Years Education: some Froebelian Contributions’. 35.2 (March 2006).