ENUMERATION

A. CHILD CENTERED EDUCATION

1. (4) Great Philosophers

2. (10) Essential Characteristics Of A Child- Centered Education
3. (3) What The Teacher Must Do To Make Teaching Effective?
4. (12) Educational Concepts Based On The Nature Of The Child
5. (3) Development Of Interest And Need
6. (3) Process Of Spontaneous Development

B. FRIEDRICH FROEBEL

1. (3) Froebel’s Philosophy Of Early Childhood Education Was Filled With What?
2. (4) Combination That Influenced Froebel's Formation Of A Philosophy Of Early Childhood Education.
3. (2) Influences On Froebel
4. (5) Works Of Frobel
5. (2) Laws Of Froebel's Philosophical Foundations
6. (3) Things Froebel Gave To Children
7. (7) Froebel's Kindergarten Goals
8. (4) Elements Of Froebel’s Pedagogy
9. (5) Principles Of Froebel’s Method
10. (10) The Pedagogy Involve In Froebel's Method
11. (6) Characteristics Of Environment Of Froebel's Method
12. (4) Basic Components Of Froebel’s Theory Of Education
13. (5) Elements Of Froebel's Kindergarten
14. (3) Distinct Ways To Play With Gifts
15. (6) Instinctive Activities Of The Child
16. (2) Meanings Of Gifts
17. (2) Rules When It Came To Playing With The Gifts.
18. (2) Tendencies In The Child
19. (3) Aspects introduced by the first gift
20. (4) Building Gifts
21. (11) Froebel Gifts
22. (11) Froebel Occupations
23. (4) Kinds Of Drawing
24. (5) Miscellaneous Occupations
25. (4) Essential Points Of Contrast Between Gifts And Occupations
26. (10) Women Pioneers Of Froebel Education
27. (3) Notable architects and artists educated with the Froebel Gifts.
28. (2) Strengths of Froebel's Method
29. (3) Criticisms on Froebel's Method
30. (3) The Three H's in Froebel's Method
 IDENTIFICATION

A. CHILD CENTERED EDUCATION

1. Finds the chief value of education in the child.

2. Is based upon the experiences of the child.
3. Must direct and guide the learner at his own rate of space or according to his ability to learn.
4. Is selected and organized according to the psychological principles of learning that stresses child
interests
5. Is based on the educational concept that the child is the centre of the educative process.
6. The first writer to insist that education shall be based upon the nature of the child.
7. The child’s original nature or what he inherits is the capital with which education must work
8. Recognizes the nature of the child as the first principle of all education
9. Believed that the process of education should gravitate around the child.
10. The first principle of all education
11. Emphasized the importance of the nature of the child and that the child must be thought of in
relation to the subject-matter
12. Is the product of his own peculiar heredity and environment
13. Is a measure of current performance which can be improved by good teaching.
14. He stated further that the nature of the child rather than the logical order of the subject-matter
should determine the nature of teaching
15. Are more inclined to help children actualize their potential
16. The nucleus of the whole system
17. Ensures that each and every child acquires the minimum level of competencies in all the subjects
18. Behaves as he does because he is a human being with needs and motives
19. Highly modifiable
20. Takes the view that the child must be considered as a member of the group
21. The innate tendencies become avoidable as a drive to teaching or stimulates to learning
22. Insight into the child’s nature and sympathy with the child’s life are really essential to efficient and
successful teaching.
23. It is the function of the school to provide the necessary conditions and opportunities by which these
innate tendencies can be developed and applied.
24. The center of education
25. The fundamental right of every child
26. Have crucial roles to play in the process of producing changes in children’s behaviour
27. Is not a fixed quantity
28. Is an active organism who must be stimulated
29. Must work with the whole child who grows as a whole
30. Is effective when it is based on the psychology of learning
31. Must understand the distinctive growth patterns and developmental characteristics of each learner
and their effect upon his behaviour
32. Is continuous in all areas of mental and physical activities.
33. Must be the centre of educative process.
34. Must be made the basis of the formulation of the immediate and ultimate aims of education.
35. Should not expect the learner to achieve equally in all school subjects and activities
B. FRIEDRICH FROEBEL

1. The founding father of Kindergarten

2. Who was the father of Friedrich Froebel?
3. When was Froebel born?
4. Place where Froebel was born
5. Froebel's age when his mother die
6. Believed in providing education for all children – both girls and boys – not just those from richer
families.
7. He suggested that Froebel should become a teacher.
8. The first wife of Froebel
9. The second wife of Froebel
10. Froebel's maternal uncle
11. The place where Froebel studied architecture
12. To recognize that each child’s personality is sacred.”
13. The school Froebel studied languages and science
14. What does Froebel studied with Professor Christian Samuel Weiss at University of Berlin
15. All creatures and all ideas was part of a grand, ordered, and systematic universe.
16. A 17th century Silesian mystic.
17. Begin at the point and travel the same road in an opposite direction, until they reach the solid.
18. Considered by many to be ‘the father of modern education
19. Papers are first folded and then cut according to fancy
20. Believed in offering all children the opportunity of a good education
21. The Prussian Minister of Education that accused Froebel of undermining traditional values by
spreading atheism and socialism
22. When does Froebel died?
23. Touch only certain phases of being
24. Play is the real engine of learning
25. Final resting place of Froebel
26. Predominantly corresponds with the feelings or heart
27. It is union which produces lasting formation of matter.
28. Is applicable of both, the spiritual as well as the physical world in the same way.
29. Performed by means of paper which are made into a great variety of figures
30. Children were to learn that they were members of a great, universal, spiritual community.
31. Children’s growth and development was essentially based on what doctrine?
32. Predominantly corresponds to thought and intellect
33. There is investigation, combination, rearrangement of certain definite material, but no change in its
form
34. The material is modified, reshaped, and transformed.
35. For him all things of the world have originated from God
36. A very pleasing occupation
37. Is operating in the whole Universe
38. Was to be an agent who cooperated with God and nature in facilitating children’s growth and
development
39. Was similar to a religious vocation.
40. Gifts enlist the whole being of the child.“
41. The destiny of nations lies far more in the hands of women, the mothers, than in the possessors of
power, or those of innovators who for the most part do not understand themselves
42. Observers of child life, games, play, and activities
43. It provides a universal language which all may understand
44. He strongly advised teachers to have a strong philosophical foundation from their instruction.
45. Referred to the kindergarten’s physical setting and layout.
46. Commonly classed as one so called minor occupations.
47. Referred to the sequencing of activities children would experience
48. One of the first occupations for young children
49. He believed the human race could be viewed both in its racial, ethnic, and linguistic diversity and as
a unity
50. Each individual human being repeated the general epoch in his or her own growth and development
51. Was designed to encourage children to play and interact with each other under the guidance of a
loving teacher
52. Symbolically viewed as an extension of a flourishing garden
53. Intended to stimulate children to bring the fundamental concept they suggested into mental
consciousness
54. Using their imagination to dream up brand new worlds
55. Each child could learn at their own pace
56. Learning how to interact with other people
57. Getting to know more of what their bodies could do on a regular basis.
58. Was an object given to a child to play with “to understand the concepts of shape, dimension, size,
and their relationships”
59. To create something they find in their life
60. Were items “to externalize the concepts existing within their minds
61. To develop their sense of proportion, equivalence and order.
62. Objects that represented what Froebel defined as fundamental forms
63. To create beauty
64. The results obtained are transitory
65. Closely connected with pricking
66. Allowing children to continue their construction and play concepts
67. To reinforce the learning process.
68. Each successive gift in the series must not only be implicit in, but demanded by, its predecessor, so
the child is led to discover the Unity in all things.
69. Create geometric shapes through their play efforts that can teach basic mathematics.
70. Allow children to embrace their curiosity
71. A symbol of unity
72. Meet two very strongly marked tendencies in the child
73. The ideal first teachers of humanity.
74. Manifoldness of form
75. Allowing children to build something that is important to them
76. The child has an intimation in the cube of the unity which lies at the foundation of all manifoldness,
and from which the latter proceeds
77. The “children’s delight.”
78. The results obtained are permanent
79. Ascend from solid through divided solid, plane, divided plane, and line, to the point
80. This gift enables the child to represent the surface and solid points
81. Allows children to further explore their building and construction skills with larger objects
82. Designed to help children represent the different things that were in their life
83. Allowing children to create design
84. Reflect knowledge of circular entities
85. The child can reconstruct the set of gifts
86. Facilitate the elements of drawing
 87. The child can reconstruct the set of gifts
88. This would be a beautiful place for our institution. Marienthal, the vale of the Mary's, whom we wish
to bring up as the mothers of humanity, as the first Mary brought up the Savior of the World
89. Combining of points into lines and hence into figure
90. The most ancient of the manufacturing arts
91. The pictures, verses, rhymes and music should give the child an idea of an inner world, that is from
the outer to the inner
92. We must cultivate women, who are the educators of the human race, else the new generation
cannot accomplish its task
93. Were a fundamental part of a child's education
94. His main contribution was the inclusion of Curvilinear Gift he called 5b
95. Emphasize the need to encourage children to grow
96. Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious
when seen in the community of peers.
97. The real engine of learning
98. This is where the first training institute for kindergarten teachers was established
99. One of the key educators in the kindergarten movement.
100. She developed a training centre for women teachers.
101. Are not mystical, but rather simple tools to stimulate symbolic meaning.
102. Founded the first three kindergartens in London
103. The first U.S. Commissioner of Education, popularized Froebel's philosophy in his Common School
Journal.
104. Educated women from many different countries including, the first Swedish Kindergarten teachers.
105. A dedicated proponent of Froebel’s work
106. She started the first free kindergarten in San Francisco
107. She combined theoretical training with hands-on experience
108. Wanted children to see the interconnectedness of all creation
109. Founded the American Froebel Union
110. Founded a training school for kindergarten teachers in Chicago.
111. Her efforts helped to lift the ban of Kindergarten
112. He made a significant event in making the kindergarten part of the public school system.
113. She founded the Chicago Kindergarten Club
114. She became a great advocate of Froebel’s methods.
115. She opened a small kindergarten, the first in the United States.
116. Developed his geodesic dome as a child in the Kindergarten
117. Opened the kindergarten in Des Peres School in Carondelet
118. She studied with Friedrich Froebel and others at Froebel's School in Keilhau
119. Was a pioneer of Froebel education in the United States
120. Was an American educator and author of children's stories
121. Was an activist in the causes of childhood education, women's education and religious freedom.
122. She opened America’s first English speaking kindergarten in Boston
123. Was largely responsible for Frobel's kindergarten concept gaining a foothold in England.
124. A notable architect and artist educated with the Froebel Gifts.
125. He incorporated the kindergarten into the St. Louis, Missouri, public school system
126. She was The Cradle of America's Kindergarten in Columbus, Ohio
127. She made St. Louis a center of kindergarten activity
128. A model kindergarten class opened by Maria Kraus- Boelte
129. Used Gifts & Occupations in creating the new language of modern art
130. Was the first major toymaker to produce the Gifts & Occupation materials in the United States
131. She published scholarly work on the educational principles of Friedrich Fröbel
132. Come, let us live for our children
133. Provided a milieu in which children could develop freely and naturally.
134. Were part of the system, including songs, games and occupations.
135. Were the raw materials children could use in drawing and building activities that allow them too
concretize their ideas.
136. Is the heart of Froebel’s system.
137. Construct their understanding of the world through direct experiences.
138. Are creative beings who can visualize new ways of living.
139. Teaching children to read . . . Froebel believed would produce habits of mind positively injurious . . .
Destroying the mind's elasticity and originality
140. Play is the highest expression of human development in childhood, for it alone is the free expression
of what is in the child’s soul