In his view, everything in the universe is infinitely developing, and human life and education are also "things that grow, develop and live forever for a long time" and "things that constantly advance from one stage to another". Therefore, he opposed to regard human life and education as "fixed and static things".
Froebel also emphasized that education must adapt to nature and conform to children's nature. Advocating children's education, teaching and training should also adapt to children's interests and aspirations, and be based on children's personal abilities, rather than being imposed by external factors.
In his view, "all arbitrary, indicative, absolute and intervening training, education and teaching will inevitably play a destructive, obstructive and destructive role". Advocating development and adapting to nature is an important content of Froebel's educational thought, and it is also the basis of his preschool education theory.
Froebel attaches great importance to preschool education. He pointed out that kindergarten is a very important stage in the development of life, and even thought that the whole future life of people "is rooted in this life stage".
If a child is damaged at this age, "he must pay the greatest hardships and efforts to grow into a strong person". Formally based on this understanding, he attaches importance to the family education of preschool children, especially the role of mothers in early education.
However, he agrees that family education alone is not enough, and special children's education institutions should be established to help families better carry out preschool education. Therefore, in Froebel's view, the main body of preschool education is family education, and kindergarten is only a continuation and expansion of family education, and it is a "supplement" rather than a "substitute" for family education.
The kindergarten founded by Floppel adopts a half-day system, which exactly reflects his idea. Froebel expounded the tasks of kindergartens.
He believes that the main task of kindergarten is to organize various appropriate games and activities, so that children can gain perceptual knowledge in nature and life, strengthen their system, train their senses, promote the development of their awakening hearts, and prepare them for entering primary school and future life. In addition, kindergartens also have the task of training early childhood educators and popularizing early childhood education experience.
Floppel devoted his second half of his life to kindergarten curriculum development, and established a kindergarten curriculum system including games and ballads, kindness games, manual work, sports games, natural studies, singing, performance and storytelling. Froebel attaches importance to the value of games in preschool education.
In his view, play is the spontaneous expression of children's inner essence outward, and it is the purest spiritual product of people in the early stage of development. It gives children joy, freedom, satisfaction, etc., and can also cultivate children's willpower and self-sacrifice spirit.
Moreover, it is in games that children can best show their creativity and initiative. Therefore, he suggested that a public playground for children should be established in every village, which is of positive significance for enriching community life, cultivating the consciousness and feelings of * * *, developing the laws and requirements of social * * *, inspiring and cultivating citizens' morality and quality, and developing the national virtues of society.
The so-called "gifts" are active toys designed and manufactured by Floppel for children to play games and other activities. One * * * has eight sets, which means that they are a gift from God. As a symbol of nature, the educational value of Floppel's mission is that it is an important tool to help children understand nature and its laws step by step from easy E 799 BE5BAA6E997AEE94E78988E69D8331333613313 to difficult, from simple to complex.
In the history of education, Floppel first proposed that manual work should be listed as a school curriculum. By 1866, the manual education rate was advanced in Finnish school curriculum, and Froebel's thought became a reality.
Froebel has made great contributions to the development of preschool education and preschool education theory. His educational thoughts have profoundly influenced the preschool education in Europe and America, as well as Japan and other countries.
In the late Qing Dynasty, Froebel's educational thought began to be introduced into China, which also had a great influence on the practice and theory of preschool education in China.