Froebel In Childhood Practice

This course is designed for professionals working with young children, for example in Early Learning and Childcare (ELC) or early Primary, and also those who support their professional development such as college and university lecturers, inspection agencies etc.

It considers the work of Friedrich Froebel (1782-1852), one of the most significant of the early years pioneers, and explores the relevance of the Froebelian approach for practice today.

The Froebel in Childhood Practice course considers how a contemporary analysis of Froebel’s work can provide practitioners with insights into how they can observe, support and extend children’s learning.

Participants will learn about the Froebelian approach which supports children to grow and develop at their own pace, nurtured by knowledgeable and supportive adults. Participants will be encouraged and challenged to consider how this knowledge can enhance their professional practice. 

We run courses for local authorities and two open courses each year.

The Edinburgh Froebel in Childhood Practice course is one of only two courses in the UK endorsed by the Froebel Trust.

Course content

• An introduction to Froebel’s historic heritage

• Froebel’s Principles: Practice today

• Play, anti-discrimination, diversity and equity

• Virtual visit to Cowgate Under 5s Centre

• Froebel and inclusive education

• Froebel and symbolic representation

• Play outdoors, adventure and challenge: A Froebelian perspective on the nursery garden today

Learning objectives

• To develop a critical understanding of Froebelian principles and compare them to contemporary research and policy on pedagogy, curriculum and assessment

• Demonstrate knowledge of a variety of contrasting academic writings on childhood including Scottish and International ideas

• Identify, analyse and synthesise opposing topical and historical representations of childhood

• To consider contemporary ideas concerning, social justice, diversity, anti-discrimination and equity in education

• To develop an embedded / located approach to policy, practice and material provision

• Critically consider concrete everyday settings (eg, your workplace) particularly in relation to social divisions, life experience, academic achievement and formalised approaches to child development