To compare Friedrich Froebel and Maria Montessori Education System Assignment Sample

Title

A Comparative Analysis of Federich Froebel and Maria Montessori’s Education: Principles and Practices

Abstract 

The present essay is associated with comparison of key education principles and practices of Federich Froebel’s with Maria Montessori’s Education by considering one of the topics as Freedom and guidance in teaching and learning. In this it is learned that when children are offered opportunities to freely play with necessary guidance that they are more independent, autonomous and able to find creative ideas, solutions and quickly learn new things. The reason, I am interested in the area of understanding freedom and guidance contribute in learning and teaching as being a children I like to learn freely while playing and enjoying. 

Introduction 

Federich Froebel’s was German educators that have firstly found out the word as kindergarten movement, on the other hand, other philosophers have emphasised school for young children. It started its own first kindergarten in 1837 and developed in many areas of Europe, United States and Canada by 1900. Maria Montessori has specified that the true educational method is the activity of children as well as teachers to direct children in different activities (Saracho and Evans, 2022).

Furthermore, Federich Froebel has specified that wisdom is quite essential for self-discipline as children that are offered limited freedom are able to learn in a controlled environment and in the best way (Giardiello, 2022). Its approach promotes holistic development among the children since their childhood education through emphasising on the way children play, learn and act while fostering children’s emotional, physical and intellectual growth. 

In the present essay the view of Federich Froebel’s is compared with Maria Montessori’s related to education by considering the topic of Freedom and guidance in teaching and learning. The main purpose is to identify the key education principles and practices that were much better in improving skills, knowledge and abilities of children. 

Main discussion 

Key principles and practices of Federich Froebel’s education concerning freedom and guidance in teaching and learning

In the perspective of Federich, Froebel’s freedom means that the children should be helped in thinking for themselves, making significant choices, and resolving their issues in an optimum way. Similarly, they should pursue their own interest and talent as all these will finally allow them to understand their uniqueness and flourish in a supportive community. For example: in the kindergartens made by Federich Froebel, the children are offered opportunities to freely play, participate, move, create, explore, and learn at their own pace (Skrzypczak, 2022). 

In contrast to it, Federich Froebel’s have specified that freedom need not to be given to the children rather they through engagement in different activities could achieve the same. This implies that children must be motivated and influenced to quickly learn new things or use advanced tools as it will result in developing a sense of autonomy (McNair and Powell, 2021). Similarly, as per its principles, the children could make use of their freedom within the framework of responsibilities, resources, and natural environment only. 

1. Guidance through play: The best method through which a child could learn is while playing as it leads to the development of innovative and creative skills among them. While playing, the children try to differentiate ideas that could be utilized to solve different problems. In this process, the teachers as well as the parents of children play an active role as facilitators to guide children in the way they need to play (Teichert and Helbig, 2022). For example: the below image specified how well-planned block areas have contributed to offering necessary freedom to the child to make use of its creative and innovative skills to perform the task. Such as: 

Hence, proper support, guidance and assistance provided to children contribute to their engagement. 

1. Structure freedom: As per the key principles and practices of Federich Froebel, the children must be provided with opportunities to freely engage in playing and other activities but within a structured environment. For example: its kindergarten is being designed in such a way that children can actively engage themselves in learning and holistic development through openly and freely expressing their feelings, ideas, and playing (Ferguson, 2022).  Apart from all these principles and practices, it is being observed that Federich Froebel justified that the teacher needs to play an active role as facilitator rather than dictating the learning. It implies, that it should be engaged in observing the children and accordingly guide them related to what, when, and how tasks must be done. 
2. Holistic development: Federich Froebel also specified that the children’s development must be done holistically, that is, they should grow in social, emotional, intellectual, and physical aspects through engaging in playing activities. Similarly, it has been specified that during playing, children usually interact with peers and others to improve their communication, self-awareness and curiosity (Watts, 2022). Likewise, there are several activities like building blocks, arts, and others in which children need to play with others and use their innovative and creative skills which promote their overall development. Likewise, figure 2 illustrates that although the child is struggling laying efforts to learn and improve their knowledge related to the way plants could be grown. 

1. Encouraged self-discipline: Apart from this, Federich Froebel has specified that Freedom and guidance in teaching and learning contribute to offering children to freely express themselves in forms of music, arts, and other forms. In short, self-expression is one of the best techniques of child development and allows children to effectively represent their views and learn and develop their skills and knowledge (Bertolino and Filippa, 2021). 
2. Children should be engaged with nature: As per Federich Froebel, individuals need to understand and experience nature. Children through having real-life experience can understand interrelationships exist between living things. In short, they will be able to develop key questions associated with climate change, sustainability, and the environment and find more creative solutions related to the way the external environment can be protected. 
3. Unity and connectedness: Children are individuals whose thoughts, feelings, actions as well as ideas are interrelated with each other which implies they should have a deeper understanding of themselves, nature, and the wider world. Similarly, young children generally learn through making use of a holistic approach that is, connecting things (Winkler, 2023). 
4. Autonomous learner: It is observed by Federich Froebel that every child has a unique way or method of learning and performing any task. However, the best way in which children generally learn is by engaging themselves in different activities and becoming aware of their learning through getting proper guidance from teachers (Wasmuth, 2022). Hence, these types of educators respect children for putting their efforts and skills to learn and grow.

Hence, in the education process, adults play an active role in guiding the children concerning what, when and how tasks must be done or they should be engaged in the playing and learning process. Similarly, the author argued that playing is not just entertainment but it is more purposeful as well as entertainment activities that influence children to develop their problem-solving, social interaction as well as creative skills to more extent. In contrast to the above, Froebel has rejected the traditional method of teacher-led education as it views children as passive learners (Howlett, 2023). 

But, as per the present scenario, children are more passive learners, that is, they are more engaged in different activities, inquiry, and other processes. Froebel also specified that the earliest year of a child’s life is more significant and formative as it leads to more development rather than other stages. In short, children learn through participating in different activities, playing games, and others at an early stage only. 

Key principles and practices of Maria Montessori’s education concerning freedom and guidance in teaching and learning

On the other hand, Maria Montessori has specified that the education system strives to promote the natural curiosity of the children rather than teaching them through making use of key facts, theories, and other key aspects. In this, each child should be actively engaged in improving their knowledge, respecting other opinions and beliefs, and be engaged in the process of learning together (Harrises, 2022). Similarly, it emphasizes independence, respecting children, and offering freedom with limits to the children so that they can grow and improve their learning to a significant extent. Thereby, the key principles and practices stated by Maria Montessori are illustrated in more detail as follows:

1. 1. Focused on promoting education among children in a prepared environment: According to Maria Montessori, children are engaged in the learning process through playing and learning in an already prepared environment. As it has more chances of fostering self-directed learning, more explorations and independence. It specified that in such types of classrooms, the materials are being organised in a systematic manner so that the children could easily access them and learn new things (McKenzie and Zascavage, 2021). Similarly, it emphasises that the children need to give options to select key activities as per their development needs and interest so that they could be more engaged in the same. 

• Child centred education: Maria Montessori’s also specified that teaching and education must be offered to children according to their individuality, preferences and autonomy. In short, a better environment must be created for the children so that they could be encountered to learn at their own pace, by using their innovative and creative ideas (Howlett, 2023). The author specified that the children learn more when they have high interest in the subject area of the study as compared to less interest. Hence, through offering education to children as per their preferences, abilities and skills lead in more proper learning and development rather than offering any environment. 

1. Provide more practical experience to children: It is found that Maria Montessori’s in contrast to Federich Froebel’s perspective have said that the children should focus on developing practical life skills through engaging in different activities. Likewise: children need to be engaged in cleaning, taking care of the environment, their health and others and cooking foods (Quarfood, 2023). Through participating in all these key activities, the children are able to become independent and develop their skills to more extent. 
2. Learning from peer ones: As per Maria Montessori’s, the children could learn from their peer and colleagues by interacting with them and learning about the way they actually performed different task. Likewise, younger children learn from older ones through watching the they are performing any task or asking question to get answers. Similarly, older children learn from youth by repeatedly performing the task or activities in similar manner. 

Thereby, it is learned that Maria Montessori’s practice and principles are based on three key main aspects likewise: self-directed activity, collaborative play and hand on hand learning. As it involves children to make creative choices in the learning process which is generally guided by the teachers related to what, how they have to learn. 

Froebelian approaches or education practices associated with freedom with guidance 

Froebel specified that the adults must make rich provision associated with the way children need to learn and improve their knowledge through guiding them in the playing and interaction process. It has opened several possible opportunities for the children by making them self-disciplined and autonomous (Sillanpää et. al. 2022). It involves offering opportunities and encouraging adults to actively take part in the process of learning and improving children’s knowledge. Such as:

1. Help children to make choices: Through offering freedom and guidance to children while learning, teachers and adults could offer necessary support to the child in selecting a range of options. Likewise, helping children in selecting specific resources that they could use to play a game or perform a task in an optimum way (Prachárová, 2020). This contributes to offering them learning related to the way games must be played and tasks are being performed. 
2. Support children in overcoming challenges: Froebel’s approach contributes in supporting children in effectively finding key solutions to the issues and challenges through making use of real tools. In short, the parents and teacher guide children to safely make use of the different tools so that no harm can be caused to them and others while using several tools and methods in the context of learning (Bhat, 2021). 
3. Children think for themselves: Froebel’s approach is to respect the view, ideas and belief of all the children on an equal basis through actively listening to their ideas and supporting them to think more creatively (McNair and Powell, 2021). Likewise: use of sentences like “it is an interesting idea and what made you think like these” contribute to gaining the trust and confidence of a child. 
4. Children developed self-discipline: Furthermore, it is being identified that Froebel’s has illustrated that the children by engaging in different activities and playing games are able to understand the key consequence of their actions as well as feeling on others. On the basis of which they tried to improve themselves, learn new techniques to perform tasks and many more (Sillanpää et. al. 2022). 
5. Other opportunities: Through freedom and guidance, the children are able to freely be encouraged to move outdoors and indoors and engaged in other activities to strengthen their skills and abilities. 

Differences in Friedrich Froebel’s and Montessori’s perspective related to education

From the above understanding of the key practices and principles of both Federich Froebel and Maria Montessori’s, the key differences exist in their philosophies, are:

1. Freedom and guidance in learning and teaching: According to Froebel’s philosophies, structured freedom must be offered to the children so that they could learn and strengthen their skills, knowledge and abilities. This implies, the children must be encouraged to make use of their innovative and creative skills while playing through offering proper guidance from the teacher as well as adults (Bertolino and Filippa, 2021). However, Montessori’s philosophy is that freedom needs to be offered to the children in a more prepared environment in which the children have opportunities to select their activities as per their interest and needs. 
2. Children could learn while playing: Both Froebel’s and Montessori’s have given importance to the role of playing in improving the learning and skills of children to maximum extent (Albisetti, 2020). But as per Froebel’s approach, the play must be structured in kindergarten, while Maria Montessori’s specified that children are allowed to play in a prepared environment only. 
3. Age group: Froebel’s has developed education practice and principles for children on the basis of age but Maria Montessori’s on mixed age group so that both types of peer learning and social development can be promoted. 
4. Children generally learn through material and activities: Furthermore, Froebel’s has justified that the children learn through making use of symbolic material like patterns as well as geometry. However, Maria Montessori’s on making use of sensorial learning material and engaged in practical activities like cooking, cleaning and many more while improving skills and learning.
5. Role being played by teacher and parents of the child: In the learning process, as per Froebel’s teacher and adults played roles as effectively supporting, assisting and helping children in learning and growing its skills, knowledge and abilities to more extent (Skrzypczak, 2022). However, Maria Montessori’s states that the teacher acts as guiding the children related to the way they need to learn while playing games. 

Similarities between perspective of Federich Froebel’s and Montessori’s

But, despite so many differences in philosophies and practices of both, the common thing between them is they focused on developing children to find out more creative, innovative and different ideas through getting access to freedom through teaching and learning process.  So, the key similarities between their practices and principles are:

1. Promote learning by reviewing previous experience: They both specify, child generally learn from their experience, that is, through active engagement in the environment and reviewing their previous experience. For examples: there are some of the students that are engaged in arts activities or building blocks that contribute to learning a lot (Narayanappa, 2022). Likewise, creative, innovative, problem solving skills and abilities to more extent. 
2. Ensure respect to children: Furthermore, both Federich Froebel’s and Montessori’s have valued respect must be provided to every child as each of them have unique capabilities, skills and approach to learn and grow. In short, the child’s growth must be in terms of social, emotional, intellectual and physical (Friedman, 2023). Similarly, they have specified that children learn throughout their life as it is integrated in different activities from playing, art and others. 
3. Emphasis on unfolding of child self-expression: Both Federich Froebel’s and Montessori’s have lay focused on child self-activity and self-expression in an atmosphere where they are provided freedom to openly share their view, find innovative solutions and many more. In both the schools, children’s individuality as well as children are being respected (Giardiello, 2022). In these schools, the children are encouraged to effectively self-express their point of view related to different aspects which leads to improving their skills and abilities to a greater extent. 

The way topic of Freedom and guidance in teaching and learning is associated with current practice

In current educational practices also, there are many of the teachers that offer freedom and guidance to the children while they are teaching and learning. For example: teacher guide children related to the different types of tools, resources and machines could be utilised to complete particular tasks or activities. This contributes in providing them safety and security in using these tools in optimum way and learning in the classroom (Shirakawa and Saracho, 2022). Similarly, the children need to follow the rules, regulations and procedures made by the teachers while learning and teaching in the classroom so that there are no chances of mistakes and they have enough freedom to think of innovative and creative ideas to resolve their problems. For example: the girl is provided with guidance of the teacher to complete the wooden work, such as:

Apart from this, in the current competitive environment or modern education, it is necessary for children to engage in different activities to explore things, learn new skills and improve their abilities. So, the Federich Froebel in its freedom and guidance to children has specified that children are generally investigative learners, curious as they are being engaged in self-activities since birth. They generally learn things by playing games, engaging in different activities and answering questions to understand the world around them (Ahlquist and Gynther, 2020). At the same time, the author argued that the children should not only own self activity but must be aware about their learning styles to have a deeper understanding and reflective way.

Thereby, the key features of Federich Froebel’s approaches is to guide and offer necessary freedom to the children in effectively reflecting and developing self-awareness abilities in themselves.  

In many of the school and educational institutes, the children are offered opportunities to reflect on their previous experience and learn, take guidance from teachers related to the way tasks must be done and get necessary freedom to suggest new and creative ideas. So, in current practices, the children are provided with opportunities for self-direction exploration, a more supportive environment as well as learning in a more structured manner (Scarpini, 2020). At the same time, many of the schools are organising activities and games for the children to teach and learn. This is also justified by the Froebel approach that children learn through playing in a more natural way as they are exploring the outer world and could make sense of it, in the best way. 

Conclusion 

It is being determined through the above comparison that as per the Federich Froebel’s education principle, the children learn through playing and getting guidance from adults or their parents. Maria Montessori has the perspective that education can be provided to children through proper instruction and training, however both know the importance of self-activity in education and learning. This implies, both philosophers have unique Education System Assignment Sample approaches related to education, learning and teaching must be provided to children for their overall growth and development. Apart from this, Federich Froebel justified that freedom does not only mean removing key barriers but making optimum use of available opportunities and engaging in different practices. Hence, it clarified that the children’s freedom must be protected by the parents so that they could learn and grow in a safe and secure environment. Education System Assignment Sample

Furthermore, it can be suggested that in the current scenario, with development in technologies, teachers need to be offered necessary guidance and support through use of these electronic devices as children will be able to quickly learn and improve their skills. Similarly, they must be offered sufficient freedom to play and engage in different activities so that they could make optimum use of their abilities to learn and get educated. Finally, it can be concluded that although the education system has changed a lot, the key practices and principles provided by Federich Froebel’s are still followed in many schools by teachers. 

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