Frederick Froebel, a nineteenth century educator saw children as active, curious, creative learners. He considered that children learn best through self-activity, rich first-hand experience, problem-solving, play and talk. He believed they thrive when they are emotionally secure, joyful and in close relationships with others. He also believed that children should experience nature ‘in all its aspects – form, energy, substance, sound and colour’.
(Froebel in Lilley 1967:148).
| What does the outdoors offer and why is it important to young children? The Froebelian approach |
Play outdoors offers:
-Helen Tovey, Froebel Trust |
| Real-life examples of children developing their knowledge, skills and understanding in the outdoors |
| Opportunities for curiosity and enquiry; The garden provides endless opportunities for children’s curiosity, investigation and puzzling questions.
These are a few examples of children’s questions:
Next steps: Froebel believed that simple, open-ended materials help children to represent their ideas, feelings and experiences. They allow children to explore different areas of meaning. Froebel called these ‘forms of knowledge’, ‘forms of life’ and ‘forms of beauty’. So, any one representation may include aspects of knowledge such as scientific or mathematical understanding, aspects of the child’s own life, and aesthetic aspects such as pattern, shape or symmetry. |
| Extending play and learning outdoors through adult interactions The Froebelian approach |
Froebelian educators emphasise the importance of:
-Helen Tovey, Froebel Trust |
