DEVELOPMENTAL THEORIES SNFECE 2021

Child development theories focus on explaining how children change and grow over the course
of childhood. Such theories center on various aspects of development including social,
emotional, and cognitive growth.

The study of human development is a rich and varied subject. We all have personal experience
with development, but it is sometimes difficult to understand how and why people grow, learn,
and act as they do.

Why do children behave in certain ways? Is their behavior related to their age, family
relationships, or individual temperaments? Developmental psychologists strive to answer such
questions as well as to understand, explain, and predict behaviors that occur throughout the
lifespan.

In order to understand human development, a number of different theories of child development

have arisen to explain various aspects of human growth.

Some of the major theories of child development are known as grand theories; they attempt to
describe every aspect of development, often using a stage approach. Others are known as mini-
theories; they instead focus only on a fairly limited aspect of development such as cognitive or
social growth.

Maria Montessori was born in Italy in 1870. In her work at the University of Rome's psychiatric
clinic, Dr. Montessori developed an interest in the treatment of children and for several years
wrote and spoke on their behalf. At age twenty-eight, she became the director of a school for
mentally-disabled children. After two years under her guidance, these children, who formerly
had been considered uneducable, took a school examination along with normal children and
passed successfully. Educators called Dr. Montessori a miracle worker. What was her response?
If mentally disabled children could be brought to the level of normal children, Dr. Montessori
wanted to study the potential of "normal" children. She went back to school to study
anthropology and psychology and finally, in 1907, was asked to take charge of fifty children
from the dirty, desolate streets of the San Lorenz slum in the city of Rome.

Multi-aged Grouping, based on Periods of Development: Children are grouped in three or six-

year spans and have the same teacher for this period. The first group is called the "Nido" and
consists of children in necessary daycare for working parents. This is age 0-1, or "until walking".
The second group is known as the "Infant Community" and is from around one year to age 2-3.
The third group is the "casa dei bambini" and is from 2.5-6 or 3-6, depending on the training of
the teacher. The forth group is from 6-12, a larger age span because the children for this 6 years
exhibit the same tendencies and learning habits. The emotional and physical growth is steady and
the intellectual work strong. The 6 year old learns from and is inspired by children much older,
and the teaching is done by older to younger as well as younger to older. This large age span
helps to avoid the tendency of some teachers to over-schedule and over-direct students who need
ever more freedom of time-planning and research. Sometimes this age group is divided into 6-9
ad 9-12, but this is a new development and still questioned by many. The next group is the 12-15
which is, at least in the West, a more emotional time with less ability to focus on intellectual
work. Dr. Montessori called this time the Erdkinder CHildren, and proposed a farm school with
real work close to the earth. The high school years are, as in traditional schools, a time of much
more intellectual work, but with a different kind of child who has been through years of critical
thinking, caring for the earth and other people, and independent research.

The 3-Hour Work Period: Aft every age, a minimum of one 3-hour work period per day,
uninterrupted by required attendance at group activities of any kind is required for the
Montessori method of education to produce the results for which it is famous.

The Human Tendencies: The practical application of the Montessori method is based on human

tendencies— to explore, move, share with a group, to be independent and make decisions, create
order, develop self-control, abstract ideas from experience, use the creative imagination, work
hard, repeat, concentrate, and perfect one's efforts

The Process of Learning: There are three stages of learning: 

 (Stage 1) introduction to a concept by means of a lecture, lesson, something read in a
book, etc.
 (Stage 2) processing the information, developing an understanding of the concept through
work, experimentation, creation.
 (Stage 3) "knowing", to possessing an understanding of, demonstrated by the ability to
pass a test with confidence, to teach another, or to express with ease.
Indirect Preparation: The steps of learning any concept are analyzed by the adult and are
systematically offered to the child. A child is always learning something that is indirectly
preparing him to learn something else, making education a joyful discovery instead of drudgery.

The Prepared Environment: Since the child learns to glean information from many sources,

instead of being handed it by the teacher, it is the role of the teacher to prepare and continue to
adapt the environment, to link the child to it through well-thought-out lessons, and to facilitate
the child's exploration and creativity. The Prepared Environment is essential to the success of
Montessori. There must be just the right amount of educational materials to allow for the work of
the child. However, one thing that has become very obvious in our materialistic society in the
west, is that TOO MUCH is worse than TOO LITTLE. The basic collection of didactic materials
(such as that approved by the materials committee of AMI, The Association Montessori
International) has been thoroughly tested over many years and has been shown to engage the
children as much today as it has, as much in the USA as in other countries. Therefore, it is very
important to only supplement these materials with essential books and materials that are chosen
only by an experienced teacher. The Michael Olaf Company is a well-known source for these
tested supplementary books and materials. Instead of constantly adding to their collection of
products offered, they continually refine and reduce their list, based on feedback from master
teachers and Montessori teacher trainers. 

Observation: Scientific observations of the child's development are constantly carried out and
recorded by the teacher. These observations are made on the level of concentration of each child,
the introduction to and mastery of each piece of material, the social development, physical
health, etc. on.
Work Centers: The environment is arranged according to subject area, and children are always
free to move around the room, and to continue to work on a piece of material with no time limit.

Teaching Method: There are no text books, and seldom will two or more children be studying
the same thing at the same time. Children learn directly from the environment, and from other
children—rather than from the teacher. The teacher is trained to teach one child at a time, with a
few small groups and almost no lessons given to the whole class. She is facile in the basic
lessons of math, language, the arts and sciences, and in guiding a child's research and
exploration, capitalizing on interests and excitement about a subject. Large groups occur only in
the beginning of a new class, or in the beginning of the school year, and are phased out as the
children gain independence. The child is scientifically observed, observations recorded and
studied by the teacher. Children learn from what they are studying individually, but also from the
amazing variety of work that is going on around them during the day.

Class Size: The most successful 3-6 or 6-12 classes are of 30-35 children to one teacher, with
one non-teaching assistant, this number reached gradually over 1-3 years. This provides the most
variety of personalities, learning styles, and work being done at one time. This class size is
possible because the children learn from each other and stay with the same teacher for three to
six years. This size help to create much independent work, and peer teaching, and eliminates the
possibility of too much teacher-centered, teacher-directed work.

Basic Lessons: A well-trained Montessori teacher spends a lot of time during training practicing
the many basic lessons with materials in all areas. She/he must pass difficult written and oral
exams on these lessons in order to be certified. She is trained to recognize a child's readiness—
according to age, ability, and interest—for a specific lesson, and is prepared to guide individual
progress. Although the teacher plans lessons for each child for each day, she will bow to the
interests of a child following a passion.

Areas of Study Linked: All subjects are interwoven; history, art, music, math, astronomy,
biology, geology, physics, and chemistry are not isolated from each other and a child studies
them in any order he chooses, moving through all in a unique way for each child. At any one
time in a day all subjects—math, language, science, history, geography, art, music, etc.—are
being studied, at all levels.

The Schedule: There is at least one 3-hour period of uninterrupted, work time each day, not
broken up by required group lessons or lessons by specialists. Adults and children respect
concentration and do not interrupt someone who is busy at a task. Groups form spontaneously
but not on a predictable schedule. Specialists are available at times but no child is asked to
interrupt a self-initiated project to attend these lessons.

Assessment: There are no grades, or other forms of reward or punishment, subtle or overt.

Assessment is by portfolio and the teacher's observation and record keeping. The real test of
whether or not the system is working lies in the accomplishment and behavior of the children,
their happiness, maturity, kindness, and love of learning, concentration, and work.
Requirements for Age 3-6: There are no academic requirements for this age, but children are
exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond
what is often thought usual for a child of this age.

Requirements for Ages 6-18: Requirements for ages 6-18: There are no curriculum

requirements except those set by the state, or college entrance requirements, for specific grades
and these take a minimum amount of time. Students of K-12+ age design 1-2 week contracts
with the teacher to balance their work, and learn time management skills. The work of the 6-12
class includes subjects usually not introduced until high school.

Learning Styles: All intelligences and styles of learning—musical, bodily-kinesthetic, spatial,

interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-
mathematical—are nurtured and respected.

Character Education: Opportunities for the valorization of the personality is considered at least

as important as academic education. Children are given the opportunity to take care of
themselves, each other, and the environment—gardening, cooking, building, moving gracefully,
speaking politely, doing social work in the community, etc.

The Results of learning in this way: In looking at the results one must be sure they are judging
a class run by a fully trained teacher. Using Montessori without this training will not have the
same results. When the environment meets all of the needs of children they become, without any
manipulation by the adult, physically healthy, mentally and psychologically fulfilled, extremely
well-educated, and brimming over with joy and kindness toward each other. 

Erik Erikson recognized the basic notions of Freudian theory, but believed that Freud
misjudged some important dimensions of human development. Erikson said that humans develop
throughout their life span, while Freud said that our personality is shaped by the age of five.
Erikson developed eight psychosocial stages that humans encounter throughout their life. The
stages are Trust vs. Mistrust, Autonomy vs. Shame & Doubt, Initiative vs. Guilt, Industry vs.
Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs. Stagnation, and
Integrity vs. Despair.

Erikson developed the view that each person experiences a set of "conflicts" that need to be
resolved during each of eight stages of development, the first three stages spanning early
childhood. These "conflicts" arise from demands made on a child by his parents or by society in
general. As each conflict is resolved, the individual becomes ready to grapple with the next
stage. When conflicts are unresolved, they remain issues for the individual to struggle with later
in life.

First Three Stages of Psychosocial Development

Stage 1: Trust versus mistrust (birth to 1 year of age). During this time, the infant struggles to
develop trust in the world. Erikson felt that children learn to trust when teachers are nurturing,
responsive, and reliable.
Stage 2: Autonomy versus shame and doubt (18 months to 3 years). This stage is characterized
by the child's increasing desire to discover. Teachers help children by understanding the child's
needs for both independence and dependence. Erikson believed that, if this fails to occur, a child
will experience feelings of shame and doubt.

Stage 3: Initiative versus guilt (3 to 6 years old). At this time, the child is eager to master new
skills, use language to ask questions, and interact with other peers. At the same time, the child
still relies on the comfort and security provided by teachers. If a child's developing sense of
initiative is neglected or ignored, Erikson stressed that the child's misguided energy could result
in verbal or physical aggression.

Although Erikson died without ever resolving the question central to his own identity, his
contributions to the understanding of how people form their own identities are a great resource
for all professionals and parents alike.

Jean Piaget's stage theory describes the cognitive development of children. Cognitive
development involves changes in cognitive process and abilities. In Piaget's view, early cognitive
development involves processes based upon actions and later progresses into changes in mental
operations.

Key Concepts of Piaget

Schemas - A schema describes both the mental and physical actions involved in understanding
and knowing. Schemas are categories of knowledge that help us to interpret and understand the
world.
 In Piaget's view, a schema includes both a category of knowledge and the process of
obtaining that knowledge. As experiences happen, this new information is used to
modify, add to, or change previously existing schemas.

For example, a child may have a schema about a type of animal, such as a dog. If the child's sole
experience has been with small dogs, a child might believe that all dogs are small, furry, and
have four legs. Suppose then that the child encounters a very large dog. The child will take in
this new information, modifying the previously existing schema to include this new information.
Assimilation - The process of taking in new information into our previously existing
schema's is known as assimilation. The process is somewhat subjective, because we tend to
modify experience or information somewhat to fit in with our preexisting beliefs. In the example
above, seeing a dog and labeling it "dog" is an example of assimilating the animal into the child's
dog schema.
Accommodation - Another part of adaptation involves changing or altering our existing
schemas in light of new information, a process known as accommodation. Accommodation
involves altering existing schemas, or ideas, as a result of new information or new experiences.
New schemas may also be developed during this process.
Equilibration - Piaget believed that all children try to strike a balance between
assimilation and accommodation, which is achieved through a mechanism Piaget called
equilibration. As children progress through the stages of cognitive development, it is important
to maintain a balance between applying previous knowledge (assimilation) and changing
behavior to account for new knowledge (accommodation). Equilibration helps explain how
children are able to move from one stage of thought into the next.
4 Stages of Development:

1. Sensorimotor: (birth to about age 2)

During this stage, the child learns about himself and his environment through motor and reflex
actions. Thought derives from sensation and movement. The child learns that he is separate from
his environment and that aspects of his environment -- his parents or favorite toy -- continue to
exist even though they may be outside the reach of his senses. Teaching for a child in this stage
should be geared to the sensorimotor system. You can modify behavior by using the senses: a
frown, a stern or soothing voice -- all serve as appropriate techniques.

2. Preoperational: (begins about the time the child starts to talk to about age 7)
Applying his new knowledge of language, the child begins to use symbols to represent objects.
Early in this stage he also personifies objects. He is now better able to think about things and
events that aren't immediately present. Oriented to the present, the child has difficulty
conceptualizing time. His thinking is influenced by fantasy -- the way he'd like things to be --
and he assumes that others see situations from his viewpoint. He takes in information and then
changes it in his mind to fit his ideas. Teaching must take into account the child's vivid fantasies
and undeveloped sense of time. Using neutral words, body outlines and equipment a child can
touch gives him an active role in learning.

3. Concrete: (about first grade to early adolescence)

During this stage, accommodation increases. The child develops an ability to think abstractly and
to make rational judgements about concrete or observable phenomena, which in the past he
needed to manipulate physically to understand. In teaching this child, giving him the opportunity
to ask questions and to explain things back to you allows him to mentally manipulate
information.

4. Formal Operations: (adolescence)
This stage brings cognition to its final form. This person no longer requires concrete objects to
make rational judgements. At his point, he is capable of hypothetical and deductive reasoning.
Teaching for the adolescent may be wide-ranging because he'll be able to consider many
possibilities from several perspectives.

Lev Vygotsky's theories stress the fundamental role of social interaction in the development of
cognition, as he believed strongly that community plays a central role in the process of "making
meaning."

More Knowledgeable Other

The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who
has a better understanding or a higher ability level than the learner, with respect to a particular
task, process, or concept.  Although the implication is that the MKO is a teacher or an older
adult, this is not necessarily the case.  Many times, a child's peers or an adult's children may be
the individuals with more knowledge or experience. (For example, who is more likely to know
more about the newest teen-age music groups, how to win at the most recent Playstation game,
or how to correctly perform the newest dance craze - a child or their parents?)

In fact, the MKO need not be a person at all. Some companies, to support employees in their
learning process, are now using electronic performance support systems.  Electronic tutors have
also been used in educational settings to facilitate and guide students through the learning
process.  The key to MKOs is that they must have (or be programmed with) more knowledge
about the topic being learned than the learner does.

Zone of Proximal Development

The concept of the More Knowledgeable Other is integrally related to an important principle of
Vygotsky's work, the Zone of Proximal Development.  This is an important concept that relates
to the difference between what a child can achieve independently and what a child can achieve
with guidance and encouragement from a skilled partner.

Vygotsky sees the Zone of Proximal Development as the area where the most sensitive
instruction or guidance should be given - allowing the child to develop skills they will then use
on their own - developing higher mental functions.

Vygotsky also views interaction with peers as an effective way of developing skills and
strategies.  He suggests that teachers use cooperative learning exercises where less competent
children develop with help from more skillful peers - within the zone of proximal development

Howard Gardner, on the theory of multiple intelligences: The idea of multiple intelligences

comes out of psychology. It’s a theory that was developed to document the fact that human
beings have very different kinds of intellectual strengths and that these strengths are very, very
important in how kids learn and how people represent things in their minds, and then how people
use them in order to show what it is that they’ve understood.

If we all had exactly the same kind of mind and there was only one kind of intelligence, then we
could teach everybody the same thing in the same way and assess them in the same way and that
would be fair. But once we realize that people have very different kinds of minds, different kinds
of strengths—some people are good in thinking spatially, some in thinking language, others are
very logical, other people need to be hands-on and explore actively and try things out—then
education, which treats everybody the same way, is actually the most unfair education. Because
it picks out one kind of mind, which I call the law professor mind—somebody who’s very
linguistic and logical—and says, “If you think like that, great; if you don’t think like that, there’s
no room on the train for you.”

Big Thinkers: Howard Gardner on Multiple Intelligences April 2009

Gardner posited that in order for a cognitive capacity to qualify as an independent “intelligence”
(rather than as a subskill or a combination of other kinds of intelligence), it must meet eight
specific criteria. First, it must be possible to thoroughly symbolize that capacity by using a
specific notation that conveys its essential meaning. Second, neurological evidence must exist
that some area of the brain is specialized to control that particular capacity. Third, case studies
must exist that show that some subgroups of people (such as child prodigies) exhibit an elevated
mastery of a given intelligence. Fourth, the intelligence must have some evolutionary relevance
through history and across cultures. Fifth, the capacity must have a unique developmental history
for each individual, reflecting each person’s different level of mastery of it. Sixth, the
intelligence must be measurable in psychometric studies that are reflective of differing levels of
mastery across intelligences. Seventh, the intelligence must have some definite set of core
operations that are indicative of its use. Last, the proposed intelligence must be already plausible
on the basis of existing means of measuring intelligence.

Gardner’s original theoretical model included seven separate intelligences, with an eighth added
in 1999:

1. linguistic
2. musical
3. logical-mathematical
4. spatial
5. bodily-kinesthetic
6. interpersonal
7. intrapersonal
8. naturalistic

These eight intelligences can be grouped into the language-related, person-related, or object-
related. The linguistic and musical intelligences are said to be language-related, since they
engage both auditory and oral functions, which Gardner argued were central to the development
of verbal and rhythmic skill. Linguistic (or verbal-linguistic) intelligence, manifested both orally
and in writing, is the ability to use words and language effectively. Those who possess a high
degree of verbal-linguistic intelligence have an ability to manipulate sentential syntax and
structure, easily acquire foreign languages, and typically make use of a large vocabulary.
Musical intelligence includes the ability to perceive and express variations in rhythm, pitch, and
melody; the ability to compose and perform music; and the capacity to appreciate music and to
distinguish subtleties in its form. It is similar to linguistic intelligence in its structure and origin,
and it employs many of the same auditory and oral resources. Musical intelligence has ties to
areas of the brain that control other intelligences as well, such as is found in the performer who
has a keen bodily-kinesthetic intelligence or the composer who is adept at applying logical-
mathematical intelligence toward the manipulation of ratios, patterns, and scales of music.

Person-related intelligences include both interpersonal and intrapersonal cognitive capacities.

Intrapersonal intelligence is identified with self-knowledge, self-understanding, and the ability to
discern one’s strengths and weaknesses as a means of guiding one’s actions. Interpersonal
intelligence is manifested in the ability to understand, perceive, and appreciate the feelings and
moods of others. Those with high interpersonal intelligence are able to get along well with
others, work cooperatively, communicate effectively, empathize with others, and motivate
others.
The four object-related intelligences—logical-mathematical, bodily-kinesthetic, naturalistic, and
spatial—are stimulated and engaged by the concrete objects one encounters and the experiences
one has. Those objects include physical features of the environment such as plants and animals,
concrete things, and abstractions or numbers that are used to organize the environment. Those
who exhibit high degrees of logical-mathematical intelligence are able to easily perceive
patterns, follow series of commands, solve mathematical calculations, generate categories and
classifications, and apply those skills to everyday use. Bodily-kinesthetic intelligence is
manifested in physical development, athletic ability, manual dexterity, and understanding of
physical wellness. It includes the ability to perform certain valuable functions, such as those of
the surgeon or mechanic, as well as the ability to express ideas and feelings as artisans and
performers. Spatial intelligence, according to Gardner, is manifested in at least three ways: (1)
the ability to perceive an object in the spatial realm accurately, (2) the ability to represent one’s
ideas in a two- or three-dimensional form, and (3) the ability to maneuver an object through
space by imagining it rotated or by seeing it from various perspectives. Though spatial
intelligence may be highly visual, its visual component refers more directly to one’s ability to
create mental representations of reality.

Naturalistic intelligence is a later addition to Gardner’s theoretical model and is not as widely
accepted as the other seven. It includes the ability to recognize plants, animals, and other parts of
the natural environment as well as to see patterns and organizational structures found in nature.
Most notably, research remains inconclusive as to whether the naturalistic intelligence fulfills the
criterion of being able to be isolated in neurophysiology. In 1999 Gardner also considered
whether a ninth intelligence, existential, exists.
For teachers, one strong implication of Gardner’s theory is that children are likely to have
different preferred ways of learning. For example, whilst one child may prefer a verbal
explanation, another may prefer ‘hands-on’ (kinesthetic) learning, while yet another may prefer
to follow pictures or diagrams.

Gardner’s theory of multiple intelligences also helps to explain why people are more suited to
certain careers, and quite unsuited to others. 

Critics of Gardner’s work suggest his theory does not help to unravel the relationship between
concepts such as intelligences, abilities and talents. Furthermore, Gardner’s mode of circular
argument has also been criticized: high musical ability = being good at music; being good at
music = having high musical ability.

American psychologist, Urie Bronfenbrenner, examined how multiple environments contribute

to a child's play and influence how they will grow and develop. He focused on five
environmental systems during the first five years of a child's life, also known as ecological
systems, which include:

a. Microsystem: immediate environment - the child's family influences children's

play.

b. Mesosystem: connections - the relationships and interactions between the

educator and family influence children's play.
 c. Exosystem: indirect environment - policies in early childhood influence children's
play.

d. Macrosystem: social and cultural values - a child's community, culture and beliefs
influence children's play.

e. Chronosystem: changes over time - the environment and timing of events

influence children's play.

American sociologist, Mildred Parten, examined and classified play from a social behaviour
perspective. She identified that children’s play progresses through the following six stages:

Solitary Play
Children play independently and alone during play experiences and activities. There is a limited
amount or no interaction with other children or materials that another child may be playing with,
usually more common in younger children, aged 2 to 3.

Parallel Play
Also known as adjacent play, children still play independently but begin to place themselves
either beside or across from other peers, possibly mimicking their actions.

Associative Play
Children begin to share play materials and participate in similar activities of others around them,
although are more interested in the person playing than coordinating their activities.

Cooperative Play
Children participate in group play, collaborating with one another and work toward a common
goal. For example, creating a building with blocks and each child takes on different roles to build
it. Cooperative play emerges in the early preschool years.

Unoccupied Behaviour
Children are not engaged in play and might observe absentmindedly in one spot or wander
around play areas without a purpose. They may also follow others while engaged in their own
behaviour and do random repetitive movements such as climbing on and off a chair.

Onlooker Play
Children observe other children or adults in play but do not become involved themselves.
However, the child sits or stands within speaking distance and may use this strategy to make
suggestions, ask questions, learn about materials or determine how they may participate in a play
experience; all without actually entering the play themselves.

In many ways, the modern kindergarten (in early childhood rather than primary school) owes its
existence to German educator Friedrich Froebel. In 1837, when few others were engaged in
educating pre-school aged children, Froebel created a program for young children based on 'play
and activity' and 'the nurturing of creativity' to help children develop and grow. 
Froebel was the first to recognize that children experience significant brain development in their
first three years of life and his kindergartens (children's gardens) were based on the philosophy
that humans are essentially creative beings that need to be given the opportunity to experience,
learn and develop on their own terms and in their own timeframe. 

"Children are like tiny flowers; they are varied and need care, but each is beautiful alone and
glorious when seen in a community of peers," is a famous quote which captures Froebel's views. 
Froebel's approach, methods and thinking influenced and inspired many of the more well known
early childhood education advocates including Maria Montessori and Rudolf Steiner. 
Froebel believed that young children possess unique capabilities and needs, and that adults
should serve as the "gardeners" of children's potential. Froebel asserted that young children learn
best in settings that provide a stimulating and prepared environment where they can explore and
learn from their own experiences and perspectives. 

Because Froebel believed that a child's education begins in infancy he saw mothers as the best
first teachers and women as the most appropriate teachers for his kindergartens. As such, Froebel
kindergartens offered women a career option outside the home in a time when there weren’t
many options available. 

Key Features of the Froebel approach to education

Froebel education stresses that parents are the first educators for children, and that there should
be close links between home and school. The main goal of a Froebel education is to teach the
whole child in all developmental areas: socially, academically, emotionally, physically and
spiritually. 

There are four main components of the Froebellian Approach: motor expression, social
participation, free self-expression and creativity. 

The Froebel Approach stresses that:

1. Play Drives Learning

Play meets the biological need to discover how things work. Froebel education believes
that play is purposeful and not idle, and that meaning is created through hands-on play
activities.
2. Children can only learn what they are ready for
Children develop differently and should be allowed to learn at their own developmental
pace.
3. The teacher should serve as a guide
Teachers should not be viewed as the keepers of knowledge, but instead as guides who
can help lead a child to understanding.
4. The classroom should be a prepared environment
Although Froebellian classrooms may look like they are designed for free play, they are
very carefully prepared, presenting children with the tools and materials that are optimal
for their level of development.
 5. Movement is imperative for young learners
Froebellian classrooms are alive with finger plays, songs, and all forms of movement.

A unique component of a Froebel classroom is the use of the materials referred to as the Froebel
Gifts and Occupations. 

The Gifts are a series of sets specially designed materials with a fixed form, which provide
hands-on explorations of solids, surfaces, lines, rings and points. The sets are comprised of
blocks and balls which can be manipulated and stacked in open ended play to help children
explore principles of movement, math, and construction. 

The Occupations are a set of activities designed to provide further hands-on explorations and
practice with skills like clay work, woodwork, lacing, weaving, drawing, and cutting. Again,
these materials are designed to allow children uninterrupted periods of play where they construct
their own meaning of how things work.  Another inherent aspect of the Froebellian approach is
the study and appreciation of plants and nature. Froebel thought it was important for children to
grow up with an understanding of the importance of the natural environment and can experience
nature in its many forms. 

The Froebel Trust, a not for profit organization in the UK committed to keeping Froebel's
philosophies alive, summarizes the key Froebellian principles education and care providers of
children aged zero-eight need to keep in mind to maximize development and wellbeing:

 The integrity of childhood in its own right

 The relationship of every child to family, community and to nature, culture and society
 The uniqueness of every child's capacity and potential
 The holistic nature and development of every child
 The role of play and creativity as central integrating elements in development and
learning
 The right of children to protection from harm or abuse and to the promotion of their
overall wellbeing.