Friedrich Frebel Biography

He studied at the University of Berlin and Berlin, but because of material difficulties he left training and began to work, having tried several professions. The meeting with the follower of I. Pestalozzi, the director of the exemplary school of the city of Frankfurt, G. Gruner, determined the interest of Frebel in pedagogy. In gg. Schelling, I. Fichte, G. in the city of following the pedagogical principles of Pestalozzi, Frebel at his institute was engaged in physical exercises with children, accustomed them to agricultural work, and used visibility in training.

The theoretical development of its educational system by the Frebel was based on the principles of Pestalozzi pedagogy in conjunction with the postulates of German philosophy. From G. Frebel was accused of spreading harmful ideas. And although the specially appointed commission did not confirm these suspicions, most of the parents took the children from the institute, who in Frebel tried to open educational institutions in different places, but everywhere met resistance.

The Berne government invited Frebel to lead the orphanage in Burgdorf, founded by Pestalozzi, in which children of different ages were studied, including preschool children. Conducting experimental work with them, Frube determined the content and methods of raising preschool children. Frebel returned to Thuringia and founded an institution in Blankenburg near Kalygau, which in the city for the propaganda of his pedagogical theory and methodology of Frebel in the GG.

Of all these publications, after the death of the Frebel, his followers compiled the book "Pedagogy of the kindergarten" in Russia translated in the city of Sokolov under the name "Kindergarten". But Frebel continued to work on the training of "kindergartens" - educators. At the end of his life, he managed to open another kindergarten in Marental, but in Frebel, defending the principle of access for education for all children, supported a democratic approach to educational policy and came to the conclusion that it meets public needs in a higher level of population education, caused by the rapid industrial and scientific development of Germany.

He considered universal education as an alternative to traditional-elitist education. From the point of view of the fruit, the purpose of universal education is to enable each child to become a developed personality, and not to prepare children for a predetermined place in society from an early age or teach them any profession. According to the Frebel, the comprehensive development of the personality is possible only if the pedagogical process can “forge inextricable connections between thinking and action, knowledge and actions, knowledge and skill” and will give “both the body and the human mind is comprehensive, all -encompassing education in accordance with its inner nature”.

This means that one of the individual’s abilities cannot be neglected, genuine education knows no boundaries and represents a continuous process throughout life. The content of education should reflect the variety of human forces and abilities. The curriculum developed by the Frebel included all the main areas of the social and cultural life of that time: “art”, “natural science”, teaching “methods of using natural resources”, as well as “simple and more complex processing” of raw materials, “knowledge about natural substances and forces”, “natural history and history of mankind and individual countries”, “mathematics” and “language”.

Frebel sought to implement this vast educational program to life in his schools. The pedagogical views of the Frebel were built on the belief that a person’s capabilities are developing in the process of his activity and that in accordance with this, the pedagogical process should be based on “action, work and thinking”, and the entire system of education of the fruit, including preschool education, on the activities of children under the guidance of a teacher.

Frebel considered upbringing as a bilateral, which affects the student and teacher, the teacher, guided by pedagogical principles, affects the development of personality mainly with the help of many different types of activities, the process, leading both the student and the teacher to conscious efforts aimed at changing themselves. A real teacher is always able to simultaneously "give and perceive, unite and divide, prescribe and show patience, be strict and condescending, solid and flexible." Understanding by the Frebel of the value of activity for the formation of personality led him to the conclusion: types of activity game, study and labor are of particular importance for education.

Frebel showed many forms of their interaction, attracted attention to the need for their interaction in the pedagogical process. Frebel characterized the game as the "highest stage of children's development." He developed the theory of the game, collected and methodically commented on outdoor games.Frebel led diverse visual, labor classes in a certain, strictly regulated system, created the famous "gifts" - a manual for the development of construction skills in unity with the knowledge of the form, size, size, and the spaces of relations.

Closely connected the development of the child’s speech with his activity. In an effort to familiarize the child with the surrounding life, the milling, nevertheless, to a large extent limited his horizons, free work of the framework of his system, didactic materials, little related to living reality. This was one of the main reasons for the criticism of the Frebel system in different countries.

For the first time in the history of preschool pedagogy, Frebel gave an integral, methodically developed system of public preschool education equipped with practical benefits. With his labors, Frebel contributed to the allocation of preschool pedagogy in an independent field of knowledge. The Frebel system has become widespread in other countries, including in Russia, where since the 10th.

Literature: Shipeph E, Life of F. Frebel, M,, Gunter K. Litvin, M,, Schuffenhauer H. Frobel, V. Mchedlidze Source: Russian Pedagogical Encyclopedia: In 2 TT. The library fund has the following publications: to view the card, click on a small image below.