Propuesta Pedagógica y Educativa de Friedrich Fröbel | Pedagogía MX

#Pedagogy #Education #Fröbel Pedagogía MX is a channel created to share and disseminate pedagogical knowledge in an audiovisual format. On this channel, you'll find content such as biographies of educators, theories, postulates, educational models, educational news, and more. Join this channel:    / @pedagogíamx-u1z   Subscribe to Pedagogía MX. Email: [email protected] Facebook:   / totalpedagogiamx-pedagogía-2027536500810890   Facebook Group:   / 254305575674400   Instagram: https://www.instagram.com/pedagogiamx... Spotify Podcast: https://open.spotify.com/show/14z0nik... Pedagogía MX:    / @pedagogíamx-u1z   FRIEDRICH FROBEL For Froebel, education begins at the beginning. Childhood, and it is here that he emphasizes the importance of play for children, because through it they are introduced to the world of culture, society, and creativity. Education should take place in an environment of love and freedom. He considered "action, play, and work" to be fundamental actions of education. He was the first teacher to emphasize "toys." He developed materials he named GIFTS, and was convinced that with them, children could become the managers of their education. He worked with Pestalozzi and, although influenced by him, was completely independent and critical in establishing his educational principles. Principles of the Fróbel Method: • Education is based on the natural evolution of a child's activities. • Children should not be introduced to any new subject until they are ready for it. • True development comes from spontaneous activities. • In a child's early education, toys are a fundamental tool. • The student must be treated according to his dignity as a child of God and within a climate of understanding and freedom. • The teacher is obliged to respect the student in all his integrity. • The educator must manifest himself as an experienced guide and faithful friend who, with a flexible but firm hand, guides the student. He is not only a guide, but also an active subject of education: he gives and receives guidance, but allows freedom, even when proposing the activity. • The teacher must understand the different stages of human development to carry out his task successfully: stages of development: infancy, childhood, puberty, youth, and maturity. • Curricula must be based on the child's life stages. • The task of education is to help human beings know themselves and live in peace with nature and in union with God. This is what he called "an integral education." Pestalozzi, unlike other authors, part of his education was based on religion. • His proposal also encompasses the link between the maternal role of women and childhood as a natural characteristic. Froebel said that play was a means of preparation for work. By working, human beings would earn a living and acquire knowledge of God and a likeness to Him. Therefore, play was important but secondary to work, since the goal he pursued was education through work and for work. By working with simple materials, children can focus on different objects and acquire a diverse experience, realizing the properties of things by building and configuring objects alongside other children. This fosters social learning. In 1837, Froebel opened the first nursery, where children were considered small plants in a garden where the teacher was the gardener; hence the name Kindergarten. The kindergarten was presented as an institutional alternative for holistic development. The participation of women, their education, and their support represented the central element for achieving these goals. Kindergarten provides the optimal environment for the comprehensive development and fulfillment of the physical, mental, and spiritual faculties of the human person. Kindergarten allows for the implementation of an educational approach based on the early and comprehensive development of human life and meets the needs of children through a school that stimulates spontaneous activity through games and activities. Fröbel was a proponent of genetic development: according to him, there is an evolution between the following stages: infancy, childhood, puberty, youth, and maturity. All these stages are equally important, and he saw the elements that graduated and gave continuity to this development. Finally, the education of children is carried out through three types of processes: Action. Play. Work. Education is the process by which a person develops the full potential of the human being in complete and harmonious functioning in relation to nature and society.