The Froebel Approach
In many ways, the modern kindergarten (in early childhood rather than primary school) owes its existence to German educator Friedrich Froebel whose ideas still shape modern education today. In 1837, when few others were engaged in educating pre-school aged children, Froebel encouraged children to learn through 'play and activity' and 'the nurturing of creativity from a young age, helping them develop and grow.
Froebel was the first to recognise 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.
As parents, we all want our children to grow up with a love for learning and a strong foundation to their education. The Froebel approach promotes holistic development and creativity in early childhood education, favouring play-based learning over more formal early education.
This learning philosophy emphasises the importance of play, nature, and hands-on experiences while supporting children's development, including a child's physical coordination, cognitive development and emotional growth. Here are the key principles.
Play is the natural way
At the heart of the Froebel approach is the belief that play is the natural way through which children explore and make sense of the world. This is often called Froebel's play theory, the idea that play is not entertainment, but the main way young children learn.
Froebel described play as "the free expression of what is in a child's soul," capturing his view that play reveals a child's inner world rather than simply filling their time.
Play allows children to develop problem solving skills through creative play, as well as building their creativity and critical thinking. Through play, children engage in self- directed learning and construct their own understanding of concepts, exploring their own interests at their own pace. Froebel's approach balances this kind of free play and imaginative play with more structured play through his gifts and occupations, described below, so that play remains central to the learning process throughout the day.
Gifts and occupations
Froebel introduced the concept of "gifts" and "occupations", a set of educational materials to support children's learning and development.
Gifts refer to simple objects, such as wooden blocks, balls, cylinders and cubes, which encourage children to explore, manipulate and construct. Froebel saw particular value in block play: as children stack, balance and arrange blocks, they explore spatial relationships and early mathematical concepts like shape, size and symmetry, central to a child's development, often through symbolic play where a stack of blocks becomes a tower, a bridge or a house.
Occupations, on the other hand, introduce more complex concepts through hands-on practice with skills like clay work, woodwork, lacing, weaving, drawing, and cutting. These materials and activities allow children uninterrupted periods of play where they construct their own meaning of how things work, supporting independent learning, and are designed to excite children's imagination, fine motor skills, and spatial awareness. You'll often see Froebel's gifts and occupations still in use in an early years classroom today, from wooden block corners to nature tables.
Nature is the learning environment
Froebel believed that nature provides an ideal environment for children to develop their senses, curiosity, and appreciation for the natural environment around them. This nature-based learning is a core part of outdoor play and outdoor learning in a Froebel-inspired setting.
Outdoor play, such as gardening, a simple nature walk, being with plants and animals, as well as exploring natural materials, is essential to the Froebel approach and helps connect children with the world around them. Connecting with nature not only enhances children's understanding of science and builds early environmental awareness but promotes their physical well-being and emotional connection with the natural world.
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Respect
The Froebel approach recognises the uniqueness of each child and values their individual interests, talents, and developmental stages, so that children progress at their own pace. Educators endeavour to create a nurturing and inclusive environment, reflecting a child centred approach where children can freely express themselves and pursue their own learning paths.
By respecting and supporting individual differences, the Froebel approach aims to foster a sense of belonging, self-confidence, and deep-rooted motivation in each child. This grounding often supports children's emotional well being and lays a foundation for lifelong learning.
The Froebel Trust, a not for profit organisation in the UK committed to keeping Froebel's philosophies alive, summarises the key Froebellian principles education and care providers of children aged zero-eight need to keep in mind to maximise 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.
Finding the right approach for your child
Understanding the Froebel approach is most useful when you take it into a centre tour and start asking questions. Look for open-ended materials, real outdoor space and educators who can explain how they follow children's interests. Care for Kids lets you search and compare services in your area, see their program descriptions, and arrange visits so you can judge how a centre puts these ideas to work for your child.
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FAQs
What is the Froebel approach in simple terms?
The Froebel approach is an early childhood education philosophy that treats play as the primary way young children learn. It emphasises self-directed play, hands-on materials and time in nature, with educators following the child's interests rather than directing every activity.
Who created the Froebel method and when?
German educator Friedrich Froebel created it in the 1800s. He opened his first kindergarten in Bad Blankenburg, Germany, in 1837 and coined the term "kindergarten" in 1840.
What are Froebel's "gifts" and "occupations"?
Gifts are simple, open-ended materials such as wooden blocks, balls and sticks that children can use in many ways. Occupations are structured skill-building activities like clay work, weaving, drawing and cutting that develop fine motor skills and concentration.
What skills does the Froebel approach help children develop?
Through block play, gifts and occupations, children build fine motor skills and begin to explore mathematical concepts like shape and spatial relationships. Open-ended, self directed play also helps children develop social skills, cognitive skills, problem-solving and critical thinking skills, and independent thinking, as they negotiate and create alongside their peers.
How is the Froebel approach different from Montessori?
Both are child-centred and play-based, but they differ in emphasis. Froebel's influence reached many later reformers, including Maria Montessori, though she went on to develop her own distinct materials and methods. Froebel places strong weight on imaginative play, creativity and connection with nature, while Montessori uses specifically designed self-correcting materials and a more defined sequence of activities. Many modern services blend ideas from both.
Is the Froebel approach used in Australian childcare?
Not usually by name, but its principles are widely reflected in Australian early learning. The play-based, child-led focus of the Early Years Learning Framework shares strong common ground with Froebel's philosophy, so many services apply his ideas without using the label. This is sometimes described as Froebelian practice, even where a service doesn't use Froebel's name directly.
References and further reading
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