THEORY & PHILOSOPHY:

JOHN DEWEY & FRIEDRICH FROEBEL

KAC3023 EARLY CHILDHOOD CURRICULUM

PREPARED BY:
MASAYU DZAINUDIN, PhD
 01 02
JOHN FREDRICH
DEWEY FROEBEL
Theory, Philosophy & Theory, Philosophy &
Approach Approach
“Education is not an affair of ‘telling’ and being told,
but an active and constructive process.”
—JOHN DEWEY
 01.

JOHN DEWEY
Learn by doing
THE OVERVIEW
 DEWEY’S THEORY

Education should be based

Children learn by doing on real-life situations

A. B.

C. D.
Foster the experiment and Children characterised by
independent thinking curiosity, which similar to
scientists.
 Aspect of theory Dewey’s Pedagogic Creed

True education comes through the stimulation of the child’s powers

Importance of social interaction
by the demands of the social situations in which he finds himself.

Need to develop the curriculum from The child’s own instinct and powers furnish the material and give
children’s interests the starting point for all education

As long as people are alive they are I believe that education… is a process of living and not preparation
learning for future living

The value and culture of family and The school life should grow gradually out for of the home life… it is
community should be reflected in the the business of the school to deepen and extend the child’s sense of
life of the school values bound up in his home

Teachers are not just teaching

children as individuals – they are I believe that the teacher is engaged, not simply in the training of
helping children to live in society and individuals, but in the formation of a proper social life.
shaping society as a whole
EXPERIENTIAL LEARNING
ROLE OF TEACHER FOR DEWEY

Have good general knowledge

Know your children well

Feel the sense of wanting to continue the

learning

Observe children and plan from what they

learn of them
“Play is the highest expression of human development
in childhood for it alone is the free expression of what
is in a child’s soul.”
—FRIEDRICH FROEBEL
 02.

FRIEDRICH FROEBEL
Play is a child’s work
THE OVERVIEW
FROEBEL’S THEORY

1.
Play is fostered enjoyment,
emotional well-being and a
fundamental source of benefit
for children development 2.
Children should be allowed to be
children, enjoying the things that
children enjoy without having to be
3. concerned for what comes next.

Kindergarten is an institution for the

‘cultivation of family life, and the
forming of national life and even of
all humanity.’ (Singer, 1992).
 GIFTS & OCCUPATIONS
A set of playthings or structured materials, which consisted of:

Gift 1
A box of six small soft woollen
balls or spheres
Gifts 4-6 Gift 2
Each of these was cut from an
A wooden cube, cylinder and
eight-inch cube which was
sphere
divided in different ways, into
cubes, half cubes, cuboids,
triangles and prisms
Gift 3
A two-inch cube divided into
eight one-inch wooden cubes
ROLE OF TEACHER FOR FROEBEL

Should not teach by rote

Encourage children’s self-expression

through play

Should ‘begin where the learner is’ (child’s

interest)

Involve parents with children’s learning

development
FROEBEL’S KINDERGARTEN
 “Education begins the moment we see children as innately
wise and capable beings. Only then can we play along in their
world.”

Vince Gowmon
THANKS!
Do you have any questions?

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