The aim of this project was to help practitioners and parents work together and enhance children’s opportunities to play through holistic practice.
Froebel’s pedagogy and principles underpinned this project, which acknowledged the importance and value of the relationship between children, family members and practitioners, and the role of play as a central, integrating element in children’s development and learning (Froebel, c1826, trans 1912).
The project sought to develop and implement a unique continuing professional development (CPD) model in early childhood education, founded on the Froebelian principles of the interrelated nature of the child’s growing relationships with others through play, addressing both practitioners and parents. The ultimate aim was to help practitioners and parents work together and enhance children’s opportunities to play through holistic practice.
In this project, play was viewed, from a Froebelian perspective, as the expression of a young child’s soul and a means for communication and learning (Froebel, c1826, trans 1912). Parent-child-practitioner play was regarded as a means for recognising the unity and connectedness of children with their families, communities, and settings/schools. The focus on the development, delivery and evaluation of this Froebelian CPD model was young children and families who were experiencing economic challenges.
At the core of the CPD were underpinning elements of Froebelian pedagogy, such as the power of play, the importance of knowledgeable and appropriately qualified staff, and the need for early years settings to be an integral part of the community, working in close partnership with parents and other skilled adults.
The study aspired to offer a CPD model which would facilitate effective practitioners-parents partnerships, promoting the value and relevance of Froebel’s pedagogy in today’s early years education.
Further details can also be found at: https://research.reading.ac.uk/inedutogether/