Compare and Contrast the Work and Ideas of Three Early Years Educators/ Curricular Approaches.

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COMPARE AND CONTRAST THE WORK AND IDEAS OF THREE EARLY YEARS EDUCATORS/ CURRICULAR APPROACHES.

Throughout educational history, various early years educational pioneers have had a significant influence on the way children are educated today. Prior to the 18th century children were regarded as, tiny replicas of adults and no provisions were made for their education. Fortunately, educational pioneers work and ideas, slowly changed attitudes over time, to recognise the importance of play in a child’s development.

Friedrich Froebel, Maria Montessori and Rudolph Steiner, are all referred to as educational pioneers. Each one of them cared for children as much as they educated them, in addition, they all believed in integrated early year’s provision.

Firstly, I will outline the main ideas of each educators work, ideas, and resources. I will then move on to compare and contrast their theories before concluding.

Friedrich Froebel (1782-1852) was born in Germany in 1782.

As an idealist, he believed that every child at birth possessed their full educational potential. In addition, an appropriate educational environment was necessary to encourage the child to grow and develop to their full potential.

The Education of Man (1826), written by Friedrich Froebel had a profound effect on the approach to early childhood education. Froebel urged educators to respect the sanctity of child development through this statement:

“We grant space and time to young plants and animals because we know that, in accordance with the laws that live in them, they will develop properly and grow well. Young animals and plants are given rest and arbitrary interference with their growth is avoided, because it is known that the opposite practice  would disturb their pure unfolding and sound development; but the young human being is looked upon as a piece of wax or a lump of clay which man can mould into what he pleases,” (www. Geocities.com).

Froebel’s deep connection with nature influenced him for his entire life, and was the basis of his theory. Through his observations of children, he learned how important it was for children to have real experiences, which involved them being physically active. These ideas lead him to being the founder of the first Kindergarten in 1840, He stated:

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        “My school shall be called Kindergarten – the garden of children,”

        ().

 The children in attendance were aged between 3 years and 7 years. They were given the opportunity to learn through exploratory play, particularly with natural materials.   He believed children can learn outdoors as well as indoors and they should be able to move around freely, to explore natural science in their natural world. In addition, he focussed on positive relationships between the children’s home, their school and the wider community, and considered parents to be the main educators of their children.

Froebel, encouraged ...

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