Didactic and Curriculum in ECEC from a Froebelian Standpoint

Autor/in	Johansson, Jan-Erik
Titel	Didactic and Curriculum in ECEC from a Froebelian Standpoint
Quelle	In: Global Education Review, 9 (2022) 2, S.67-82 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Early Childhood Education; Child Care; Video Technology; Child Development; Play; Learning Processes; Course Content; Teaching Methods; Educational Theories; Educational Philosophy; Developmental Stages; School Readiness; Preschool Curriculum; Teacher Student Relationship; Preschool Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Spiel; Learning process; Lernprozess; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Readiness for school; School ability; Schulreife; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	How can we use Friedrich Froebel's play theory in order to analyze ECEC, Early Childhood Education and Care? Wolfgang Klafki builds his theory of categorical "Bildung" on Froebel's play theory, which presupposes the interaction between child, adult and content, as in the didactic triangle. Froebel's play theory was lost in the hands of his followers Bertha von Marenholtz-Bülow and Henriette Schrader-Breymann. Developmental theories such as the cultural level theory and the recapitulation theory had a strong influence. One result was a child-centered laissez-faire pedagogy, waiting for the child to mature enough to be able to start school. With Klafki and his perspective on Froebel, it is possible to ask a set of questions in order to describe and analyze contemporary ECEC programs: (i) What are the didactic relations between child, adult and content, as in the didactic triangle? (ii) What is the content and how is it selected and organized? (iii) What kind of play and learning is intended? (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01