Kindergarten is universally accepted in many different cultures. It is such a natural part of childhood that many people are surprised to learn it was invented in the nineteenth century by Friedrich Froebel.
For over fifty years kindergartens around the world were conducted on strict Froebelian principles, often by teachers trained by Froebel and sometimes in the German language. Kindergarten became a universal experience transcending language and culture. The unity of nature and the gentle unfolding of the child's awareness of the world were guiding principles of a system carefully constructed by Froebel to be experienced by children as play
The Kindergarten activities so popular with children were soon adapted by toy makers and incorporated into all levels on education. As Froebel's methods were shaping the future of education and inspiring the Art and Architecture of the twentieth century, the kindergarten was undergoing modification.
Many of the problems in education today occur because the basis for learning developed by Froebel's original system is not more widely available for children.
How do we develop the feeling of connection and community in children? The social environment of kindergarten encourages children to help and do their fair share; to begin develping social competance. If this process is disrupted by pampering, neglect, rejection, abuse or coercion, the result can be uncooperative children and adults who lack the skills to work as part of a team
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