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Friedrich Wilhelm August Fröbel or Froebel (German: [ˈfʁiːdʁɪç ˈvɪlhɛlm ˈʔaʊɡʊst ˈfʁøːbl̩] ⓘ; 21 April 1782 – 21 June 1852) was a German pedagogue, a student of Johann Heinrich Pestalozzi, who laid the foundation for modern education based on the recognition that children have unique needs and capabilities.
The Froebel gifts (German: Fröbelgaben) are educational play materials for young children, originally designed by Friedrich Fröbel for the first kindergarten at Bad Blankenburg. Playing with Froebel gifts, singing, dancing, and growing plants were each important aspects of this child-centered approach to education.
When Peabody opened her kindergarten in 1860, the practice of providing formal schooling for children younger than six was largely confined to Germany. [citation needed] She had a particular interest in the educational methods of Friedrich Fröbel, [4] particularly after meeting one of his students, Margarethe Schurz, in 1859.
Margarethe Meyer brought Fröbel's ideas to America. She spent two years in New York then went west. She employed Fröbel's philosophy while caring for her daughter, Agathe Schurz, and four neighborhood children in Wisconsin, leading them in games, songs and group activities channeling their energy and preparing them for primary school.
Margarethe Schurz (née Meyer) was born in Hamburg, Germany, and at age sixteen listened to a series of lectures from the German educator Friedrich Fröbel. [3] In that time and place, young children were often viewed as little beasts to be tamed so that they could become productive workers.
Smith began publishing for children in 1887, with her first volume of children's music entitled Songs for Little Children, Part 1. [9] She was a proponent and follower of the teaching philosophy of Friedrich Fröbel. Smith incorporated Fröbel's ideas that childhood is a universal experience in which children learn by imitation, using their ...
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Smith and Wiggin co-authored and co-edited a series of children's books. Both sisters were active in the kindergarten movement that was developing at the turn of the twentieth century, and wrote repeatedly on the subject. They were admirers of Friedrich Fröbel and promoted his theories on early childhood education.