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Montessori And Froebel: A Comparative Study
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Autor: people 16 November 2011
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Montessori and Froebel: A Comparative Study
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Montessori and Froebel-A Comparative Study
Maria Montessori and Friedrich Froebel are two of the most important and influential educational pioneers who developed their kindergarten educational methods that most influential during the childhood programs and also established as it today both in practically and theoretically.
In this paper we are going to critically evaluate and compare these two educational pioneers, their works as well as their ideas. Madame Montessori name was introduced in public by an American magazine through her very interesting articles and also created a widespread interest in her educational methods for minor and young children, while Friedrich Froebel had founded his passion in childhood education and also was the founder of first kindergarten in 1840 (Tornar, 2001).
This article is written merely to start a discussion with regard to the possible combination of Montessori and Froebelian materials and methods. In this paper not any definite conclusions can be reached yet, for several reasons:
1. Mme. Montessori herself feels that her system is not thoroughly worked out;
2. there are few schools even among those called by her name which have accepted the most fundamental principle of the Dottoressa's teaching, the right of the child to liberty;
3. It takes the sifting of time and the judgment of many minds to discover the truly permanent in any system.
Critical Analysis: Montessori and Froebel
We can easily believe that Froebel would be in hearty sympathy with the physical and social training as advocated by Mme. Montessori, but where in her system the physical education would merely make provision for the exercise of the muscles and through these influence the human side of the child, Froebel would see a more direct spiritual effect in the experience itself(Pendleton, 2002).
In the social education there would probably be the same difference. The Montessori training, by having the children do necessary things together, is fundamental but would lack the exercise of the imagination which would be given by the social game of Froebel. In the game the child would see in epitome the forms and results of social co-operation and so have these ideas brought to consciousness with much more distinctness. Muscle exercise is developing and lessons in serving our neighbors are ethical, but these can be given th ...
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