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Prior to the establishment of Froebel’s first Kindergarten, he observed that younger children under the required school going age were neglected from the educational system. This acted as a catalyst for Froebel, as his educational beliefs where those young children were in need of education from a pre-school level in order naturally develop harmoniously. With this standing, Froebel published his first book “The Education of Man”, in 1826. This chiefly dealt with the educational development of the child up to the age of seven. Froebel later went on to open his first institution for young children in 1837 in the German town of [[Bad Blankenburg]]. He named this his new school the “Play and Activity Institute”. It was through this institute that Froebel practiced his educational principles of ‘Gifts’ and “occupations’. In 1840, the “Play and Activity Institute’ changed its name and became the first “Kindergarten” which meant “Garden for Children”. | Prior to the establishment of Froebel’s first Kindergarten, he observed that younger children under the required school going age were neglected from the educational system. This acted as a catalyst for Froebel, as his educational beliefs where those young children were in need of education from a pre-school level in order naturally develop harmoniously. With this standing, Froebel published his first book “The Education of Man”, in 1826. This chiefly dealt with the educational development of the child up to the age of seven. Froebel later went on to open his first institution for young children in 1837 in the German town of [[Bad Blankenburg]]. He named this his new school the “Play and Activity Institute”. It was through this institute that Froebel practiced his educational principles of ‘Gifts’ and “occupations’. In 1840, the “Play and Activity Institute’ changed its name and became the first “Kindergarten” which meant “Garden for Children”. | ||
| − | By 1847, seven Kindergartens had been established in Germany proving that Froebel’s practice of early childhood education was being well received. As the news of kindergartens spread throughout Germany, Froebel saw the need to further spread his childhood education philosophy, and began training kindergarten teachers in 1849. It is through his training that two sisters, Bertha Meyer von Ronge and Margarethe Meyer Schurz, began their practices and brought the teachings of kindergartens to a more global scale. Ronge and Schurz, became the first global pioneers of the Kindergarten system. This began after their training when Ronge proceeded to open up new kindergartens in Germany. She later moved with her husband, radical clergyman Johannes Ronge, to [[England]] where she embarked on a campaign to spread kindergartens throughout Europe. It was in 1851 when Ronge, along with her husband, opened the first “England Infant Garden”, in Hampstead. Ronge’s younger sister, Schurz, worked at the Infant Garden before immigrating to the United States. Schurz used Froebel’s teachings to educate her own daughter and four other neighborhood children. Although she conducted her kindergarten teachings in German, her practices where liked by parents and she went on to open the first small scale Kindergarten in Watertown, | + | By 1847, seven Kindergartens had been established in Germany proving that Froebel’s practice of early childhood education was being well received. As the news of kindergartens spread throughout Germany, Froebel saw the need to further spread his childhood education philosophy, and began training kindergarten teachers in 1849. It is through his training that two sisters, Bertha Meyer von Ronge and Margarethe Meyer Schurz, began their practices and brought the teachings of kindergartens to a more global scale. Ronge and Schurz, became the first global pioneers of the Kindergarten system. This began after their training when Ronge proceeded to open up new kindergartens in Germany. She later moved with her husband, radical clergyman Johannes Ronge, to [[England]] where she embarked on a campaign to spread kindergartens throughout Europe. It was in 1851 when Ronge, along with her husband, opened the first “England Infant Garden”, in Hampstead. Ronge’s younger sister, Schurz, worked at the Infant Garden before immigrating to the United States. Schurz used Froebel’s teachings to educate her own daughter and four other neighborhood children. Although she conducted her kindergarten teachings in German, her practices where liked by parents and she went on to open the first small scale Kindergarten in Watertown, Wisconsin in 1856. A few years later in 1859, Elizabeth Peabody, after having visited with Schurz and being impressed with her practices of Froebel’s early childhood education, opened the first English speaking Kindergarten in Boston. Kindergartens continued to spread throughout the United Sates with the first successful public kindergarten being opened by Susan Blow, in St. Louis’ Des Peres School in 1873. |
| − | The first kindergarten in the [[United States]] was founded in [[Watertown, Dodge County, | + | The first kindergarten in the [[United States]] was founded in [[Watertown, Dodge County, ] by Margarethe (Margaretta) Meyer Schurz (wife of activist/statesman [[Carl Schurz]] ). [[Margaretta Schurz]]’s older sister [[Bertha Meyer von Rönge]] (wife of [[Johannes von Rönge]]) had been founding kindergarten's in Germany from 1849—the Meyer sisters were pioneers of the kindergarten movement in Germany and the United States, and in England, where they also founded the first three kindergartens in London (1851), Manchester (1859) and Leeds (1860). They followed the precepts of [[Friedrich Froebel]]. Margarethe Schurz initially taught five children in her home (including her own daughter Agatha) in Watertown, Wisconsin, but was so successful that she opened the her first kindergarten in America in 1856. Her kindergarten became publicly financed in 1873 (the first publicly financed kindergarten was established in St. Louis in the same year byBoth Bertha and Margarethe were students of Froebel and his wife Luise, and became two of their most prominent acolytes Louise Frankenberg tried to start a School of her own in Ohio in 1838. However, despite her dreams and her dedication, Miss Frankenberg's school did not succeed, as she had hoped. Her difficulty with speaking English was one problem. She may have had trouble explaining this new type of school. Even parents who understood may have been slow to accept this revolutionary approach to education. Whatever the reasons, Caroline was disheartened. She left the United States in 1840 and returned to Keilhau, Germany. For a period of six years, 1840–1846, she taught at Keilhau under Froebel's direction. It was in 1840 that Froebel had given the name of "Kindergarten" to his school for young children. She obtained a Kindergarten teaching position in Dresden in 1847. By 1852, she opened her own kindergarten in Bautzen. Perhaps Caroline was strengthened by her additional years with Froebel and her experiences as a Kindergartener. Somehow, she decided to return to the United States. In 1858 she was in Columbus, Ohio, again. Once more Miss Frankenberg set up a school. While her first school had all the elements of Froebel's educational program, this time it was established as a Kindergarten. The term was foreign to the local citizens. Her request for an ad in the newspaper was delayed when the staff encountered difficulty in translating the word "Kindergarten". |
(the first publicly financed kindergarten was established in St. Louis in the same year 1873 by [[Susan Blow]], who had been trained by a teacher who had been trained by Bertha), but was closed during WWI because it was a German-language kindergarten. While Schurz's first kindergarten was German-language, she also advocated the establishment of English-language kindergartens. The first English-language kindergarten in America was founded in 1859 in Boston by Elizabeth Peabody, who received her first exposure to a kindergarten from [[Margaretta Schurz]] in Watertown. | (the first publicly financed kindergarten was established in St. Louis in the same year 1873 by [[Susan Blow]], who had been trained by a teacher who had been trained by Bertha), but was closed during WWI because it was a German-language kindergarten. While Schurz's first kindergarten was German-language, she also advocated the establishment of English-language kindergartens. The first English-language kindergarten in America was founded in 1859 in Boston by Elizabeth Peabody, who received her first exposure to a kindergarten from [[Margaretta Schurz]] in Watertown. | ||
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Kindergarten (German for children's garden) is used in many parts of the world for the first stages of a child's classroom education. In some places kindergarten is part of the formal school system; in others it may refer to pre-school or daycare.
History
Friedrich Wilhelm August Froebel (1782-1852) was the German educationalist who founded the concept of the “Kindergarten system”. The son of a Lutheran pastor, Froebel was a lonely child due to a lack of time his parents could provide for him and as a result, he formed a youthful connection with nature. This connection, along with his strong Christian faith, formed the basis of his educational philosophy. Froebel believed that people are productive and creative and a fulfillment of this comes through “developing these in harmony with God and the world”. The “Farther of Kindergarten”, referred this philosophy onto children’s education as he believed that development through free self expression, creativity, social participation and motor expressions formed the basis for social stability and guidance from youth into adulthood. “Play” was viewed by Froebel as a natural mode for a child’s learning and this learning should be built upon with what he termed as “Gifts" and “occupations’ or “activities”. The “gifts” were a series of geometric objects which were used to “create” structures and pictures that would fall into three basic categories. The categories again reflected Froebel’s beliefs in nature and religion as they were the categories of ‘forms of nature or life”, “forms of knowledge or science” and “forms of beauty or art”. The main educational purpose behind play through these “gifts” was that it would enable children to learn about the underlying concepts which were represented by the objects. Froebel’s use of “occupations” or “activities” consisted of a series of structured activities which provided sensory experiences for children. Froebel maintained that children had a greater potential to learn more through role playing than through discussions. Prior to the establishment of Froebel’s first Kindergarten, he observed that younger children under the required school going age were neglected from the educational system. This acted as a catalyst for Froebel, as his educational beliefs where those young children were in need of education from a pre-school level in order naturally develop harmoniously. With this standing, Froebel published his first book “The Education of Man”, in 1826. This chiefly dealt with the educational development of the child up to the age of seven. Froebel later went on to open his first institution for young children in 1837 in the German town of Bad Blankenburg. He named this his new school the “Play and Activity Institute”. It was through this institute that Froebel practiced his educational principles of ‘Gifts’ and “occupations’. In 1840, the “Play and Activity Institute’ changed its name and became the first “Kindergarten” which meant “Garden for Children”.
By 1847, seven Kindergartens had been established in Germany proving that Froebel’s practice of early childhood education was being well received. As the news of kindergartens spread throughout Germany, Froebel saw the need to further spread his childhood education philosophy, and began training kindergarten teachers in 1849. It is through his training that two sisters, Bertha Meyer von Ronge and Margarethe Meyer Schurz, began their practices and brought the teachings of kindergartens to a more global scale. Ronge and Schurz, became the first global pioneers of the Kindergarten system. This began after their training when Ronge proceeded to open up new kindergartens in Germany. She later moved with her husband, radical clergyman Johannes Ronge, to England where she embarked on a campaign to spread kindergartens throughout Europe. It was in 1851 when Ronge, along with her husband, opened the first “England Infant Garden”, in Hampstead. Ronge’s younger sister, Schurz, worked at the Infant Garden before immigrating to the United States. Schurz used Froebel’s teachings to educate her own daughter and four other neighborhood children. Although she conducted her kindergarten teachings in German, her practices where liked by parents and she went on to open the first small scale Kindergarten in Watertown, Wisconsin in 1856. A few years later in 1859, Elizabeth Peabody, after having visited with Schurz and being impressed with her practices of Froebel’s early childhood education, opened the first English speaking Kindergarten in Boston. Kindergartens continued to spread throughout the United Sates with the first successful public kindergarten being opened by Susan Blow, in St. Louis’ Des Peres School in 1873.
The first kindergarten in the United States was founded in [[Watertown, Dodge County, ] by Margarethe (Margaretta) Meyer Schurz (wife of activist/statesman Carl Schurz ). Margaretta Schurz’s older sister Bertha Meyer von Rönge (wife of Johannes von Rönge) had been founding kindergarten's in Germany from 1849—the Meyer sisters were pioneers of the kindergarten movement in Germany and the United States, and in England, where they also founded the first three kindergartens in London (1851), Manchester (1859) and Leeds (1860). They followed the precepts of Friedrich Froebel. Margarethe Schurz initially taught five children in her home (including her own daughter Agatha) in Watertown, Wisconsin, but was so successful that she opened the her first kindergarten in America in 1856. Her kindergarten became publicly financed in 1873 (the first publicly financed kindergarten was established in St. Louis in the same year byBoth Bertha and Margarethe were students of Froebel and his wife Luise, and became two of their most prominent acolytes Louise Frankenberg tried to start a School of her own in Ohio in 1838. However, despite her dreams and her dedication, Miss Frankenberg's school did not succeed, as she had hoped. Her difficulty with speaking English was one problem. She may have had trouble explaining this new type of school. Even parents who understood may have been slow to accept this revolutionary approach to education. Whatever the reasons, Caroline was disheartened. She left the United States in 1840 and returned to Keilhau, Germany. For a period of six years, 1840–1846, she taught at Keilhau under Froebel's direction. It was in 1840 that Froebel had given the name of "Kindergarten" to his school for young children. She obtained a Kindergarten teaching position in Dresden in 1847. By 1852, she opened her own kindergarten in Bautzen. Perhaps Caroline was strengthened by her additional years with Froebel and her experiences as a Kindergartener. Somehow, she decided to return to the United States. In 1858 she was in Columbus, Ohio, again. Once more Miss Frankenberg set up a school. While her first school had all the elements of Froebel's educational program, this time it was established as a Kindergarten. The term was foreign to the local citizens. Her request for an ad in the newspaper was delayed when the staff encountered difficulty in translating the word "Kindergarten".
(the first publicly financed kindergarten was established in St. Louis in the same year 1873 by Susan Blow, who had been trained by a teacher who had been trained by Bertha), but was closed during WWI because it was a German-language kindergarten. While Schurz's first kindergarten was German-language, she also advocated the establishment of English-language kindergartens. The first English-language kindergarten in America was founded in 1859 in Boston by Elizabeth Peabody, who received her first exposure to a kindergarten from Margaretta Schurz in Watertown.
Kindergarten Activities
Children, usually aged 3–6 years old, attend kindergarten to learn to communicate, play, and interact with others appropriately. A teacher provides various manipulative materials and activities to motivate these children to learn the language and vocabulary of reading, mathematics, science, and computers, as well as that of music, art, and social behaviors. For children who previously have spent most of their time at home, kindergarten may serve the purpose of training them to be apart from their parents without anxiety. They usually get their first idea of friendship while they play and interact with other children on a regular basis. Kindergarten also allows parents (especially mothers) to go back to part-time or full-time employment.
After kindergarten, depending on the school, the children would advance to the next level which is usually referred to as first grade.
Many private businesses in the USA name their day-care businesses 'Kindergarten' or, misspelled, 'Kindergarden'.
Kindergarten may be half a day in length (either morning or afternoon) or may be a full day.
What Should Kindergarten Activities Include?
There seem to be many positive learning and social/behavioral benefits for children in kindergarten programs. At the same time, it is widely felt that what children are doing during the kindergarten day is more important than the length of the school day. Gullo (1990) and Olsen and Zigler (1989) warn educators and parents to resist the pressure to include more didactic academic instruction in all-day kindergarten programs. They contend that this type of instruction is inappropriate for young children.
Also, an all-day kindergarten program can provide children the opportunity to spend more time engaged in active, child-initiated, small-group activities. Teachers in all-day kindergarten classrooms often feel less stressed by time constraints and may have more time to get to know children and meet their needs.
Kindergarten Systems of Various Countries
Germany
Kindergartens (German plural Kindergärten) in Germany are not a part of the actual school system, as they are in the USA. The German translation of "pre-school", Vorschule, is used for educational efforts in the Kindergarten, which are handled differently in every German state. Kindergarten establishments (day-care) in Germany are normally for pre-school children between 3 and 6 years of age, and are often run by churches, city or town administrations. They are often in a Kita, a short form of Kindertagesstätte ("children's daycare centre"), which may also house a crêche (Kinderkrippe) for children under age 2 years and 9 months, and/or a Hort which is facilities for school-age children. Attendance is neither mandatory nor free of charge.
Bulgaria
In Bulgaria, the children go to kindergarten at the age of 3 and leave it at 6, to go to preschool class(1 year) and after that they go to primary school.
France
In France, the equivalent term to kindergarten, maternelle, designates also preschool. Welcoming children aged from 2 to 5, it is not compulsory yet almost 100% of children aged 3 to 5 attend it. It is regulated by the French department of education.
United Kingdom
The first year of school in England and Wales is called Reception, or to a lesser extent Year 0. Pre-school daycare (which is not part of the school system) is called Nursery School and there are also part time playgroups. Kindergarten is very occasionally used instead of nursery school, but this is mainly for marketing purposes. Kindergarten is not a commonly used term in Scotland, where Nursery School is also a form of pre-school daycare with structured activities and learning. The first year of classroom education in Scotland is called Primary 1.
India
In India, kindergarten is divided into two stages- lower kindergarten (LKG) and upper kindergarten (UKG). Typically, an LKG class would comprise of children 3 to 4 years of age, and the UKG class would comprise of children 4 to 5 years of age. After finishing upper kindergarten, a child enters Class 1 (or, Standard 1) of primary school. Often kindergarten is an integral part of regular schools. In most cases the kindergarten is run as a private school. Younger Children are also put into a special Toddler/Nursery group at the age of 2–2½. It is run as part of the kindergarten.
China
In China, the equivalent term to kindergarten, pronounced as you er yuan in Chinese. Children go there at the age of 4 (Before that, parents can put their children in the nursery for 2 years.) and leave it at 6. After that, they go to primary school.
Japan
Early childhood education begins at home, and there are numerous books and television shows aimed at helping mothers of preschool children to educate their children and to "parent" more effectively. Much of the home training is devoted to teaching manners, proper social behavior, and structured play, although verbal and number skills are also popular themes. Parents are strongly committed to early education and frequently enroll their children in preschools.
Preschool education provides the transition from home to formal school for most children. Children's lives at home are characterized by indulgence, and the largely nonacademic preschool experience helps children make the adjustment to the group-oriented life of school and, in turn, to life in society itself (see Japanese values).
Preschools (yochien 幼稚園), predominantly staffed by young female junior college graduates, are supervised by the Ministry of Education, but are not part of the official education system. The 58 percent of preschools that are private accounted for 77 percent of all children enrolled. In addition to preschools, a well-developed system of government-supervised day-care centers (hoikuen 保育園), supervised by the Ministry of Labor, is an important provider of preschool education. Together, these two kinds of institutions enroll well over 90 percent of all preschoolage children prior to their entrance into the formal system at first grade. The Ministry of Education's 1990 Course of Study for Preschools, which applies to both kinds of institutions, covers such areas as human relationships, environment, words (language), and expression.
Many native speakers of English are employed to teach this age group on a part time or full time basis, mostly without qualifications in child development or education.
Korea
In South Korea, children normally enter into kindergarten around the age of 5, and leave it just before 7, to go to primary school. Normally the kindergartens are graded on a three-tier basis. They are called "Yuchi won" (Korean: 유치원).
Singapore
Kindergartens in Singapore provide up to three years of pre-school programmes for children aged 3 to 6. The three-year programme, known as nursery, kindergarten 1 and kindergarten 2 prepares children for their first year in primary school education .
Australia/New Zealand
In the state of New South Wales the first year of primary school is called kindergarten. In Victoria, kindergarten is a form of, and used interchangeably with, pre-school. In Queensland kindergarten is usually an institution for children around the age of 4 and thus the precursor to preschool and primary education. Other states and territories may or may not follow either model. In New Zealand, kindergarten consists of the first 2 years before Primary School, from age 3 to 5.
United States and Canada
In the United States and Canada kindergartens are usually administered in an elementary school as part of the K-12 educational system. Children usually attend at ages 5–6. Kindergarten is considered the first year of formal education although the child may have gone to pre-school/nursery school. In Ontario and some parts of Wisconsin there are two grades of Kindergarten; Junior Kindergarten and Senior Kindergarten (JK and SK), although a child often only attends one of the two, not both. In Ontario, for example, Senior Kindergarten is a requirement while Junior Kindergarten is optional. Unlike in France, kindergarten is called la maternelle in Canadian French. After kindergarten a child moves to the first grade.
Mexico
In Mexico, Kindergarten is optional before the age of 5, it may be offered in either private schools or public schools, it is attended primarily by children not old enough to attend primary school (between ages 3 and 6). In public schools, it may be only one year. But in some private schools it may range between 2 or 4 grades, the latter including nursery, for children age 2. Recently the Secretariat of Public Education (Spanish: Secretaría de Educación Pública or SEP) promoted a new change in the educational system, which requires children to attend pre-school at the age of five.
Kindergartens in the Future
All day Kindergarten is becoming increasingly popular to helping close the achievement gap. School districts that have not yet moved to full day kindergartens are looking for funds to extend the school day. States are offering incentives for school districts, especially in the poorer districts. Benefits of full day Kindergarten include an easier transition into 1st Grade. According to an Education Week article teachers feel that students are exposed to more than they would in a two to three hour day. Students adjust well to the extended day. There are opponents who question the reason for full day Kindergarten. There are those who feel that all day kindergarten is not an effort to improve student achievement, but more of an effort to fulfill obligations of the No Child Left Behind Act. They feel that full day Kindergarten is a contributing factor for the teacher shortage.
ReferencesISBN links support NWE through referral fees
- Cryan, J. R., Sheehan, R., Wiechel, J., & Bandy-Hedden, I. G. (1992). Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after. EARLY CHILDHOOD RESEARCH QUARTERLY, 7(2),187-203. EJ 450 525.
- Elicker, J., & Mathur, S. (1997). What do they do all day? Comprehensive evaluation of a full-day kindergarten. Early CHILDHOOD RESEARCH QUARTERLY, 12(4), 459-480. EJ 563 073.
- Fusaro, J. A. (1997). The effect of full-day kindergarten on student achievement: A meta-analysis. CHILD STUDY JOURNAL, 27(4), 269-277. EJ 561 697.
- Greer-Smith, S. (1990). THE EFFECT OF A FULL-DAY KINDERGARTEN ON THE STUDENT'S ACADEMIC PERFORMANCE. Unpublished master's thesis, Dominican University, San Rafael, CA. ED 318 570.
- Gullo, D. F. (1990). The changing family context: Implications for the development of all-day kindergarten. YOUNG CHILDREN, 45(4), 35-39. EJ 409 110.
- Hough, D., & Bryde, S. (1996, April). THE EFFECTS OF FULL-DAY KINDERGARTEN ON STUDENT ACHIEVEMENT AND AFFECT. Paper presented at the annual conference of the American Educational Research Association, New York. ED 395 691.
- Housden, T., & Kam, R. (1992). FULL-DAY KINDERGARTEN: A SUMMARY OF THE RESEARCH. Carmichael, CA: San Juan Unified School District. ED 345 868.
- Karweit, N. (1992). The kindergarten experience. EDUCATIONAL LEADERSHIP, 49(6), 82-86. EJ 441 182.
- Koopmans, M. (1991). A STUDY OF THE LONGITUDINAL EFFECTS OF ALL-DAY KINDERGARTEN ATTENDANCE ON ACHIEVEMENT. Newark, NJ: Newark Board of Education. ED 336 494.
- Morrow, L. M., Strickland, D. S., & Woo, D. G. (1998). LITERACY INSTRUCTION IN HALF- AND WHOLE-DAY KINDERGARTEN. Newark, DE: International Reading Association. ED 436 756.
- Olsen, D., & Zigler, E. (1989). An assessment of the all-day kindergarten movement. EARLY CHILDHOOD RESEARCH QUARTERLY, 4(2), 167-186. EJ 394 085.
- Puleo, V. T. (1988). A review and critique of research on full-day kindergarten. ELEMENTARY SCHOOL JOURNAL, 88(4), 427-439. EJ 367 934.
- Towers, J. M. (1991). Attitudes toward the all-day, everyday kindergarten. CHILDREN TODAY, 20(1), 25-28. EJ 431 720.
- West, J., Denton, K., & Germino-Hausken, E. (2000). AMERICA'S KINDERGARTNERS [Online]. Washington, DC: National Center for Educational Statistics. Available: http://nces.ed.gov/pubs2000/2000070.pdf.
- McGill-Franzen, A. (2006). KINDERGARTEN LITERACY: MATCHING ASSESSMENT AND INSTRUCTION IN KINDERGARTEN. New York: Scholastic. http://www.amazon.com/gp/product/043980034X/ref=cm_rv_thx_view/102-6567366-1020952?%5Fencoding=UTF8&v=glance&n=283155
External links
- Preparing for Kindergarten
- Recent Research on All-Day Kindergarten
- The Shifting Kindergarten Curriculum
- Readiness for Kindergarten
- Full-Day Kindergarten Programs
- Escalating Kindergarten Curriculum
- He Has a Summer Birthday: The Kindergarten Entrance Age Dilemma
- Kindersite Project - Researching in to the use of technology within Kindergartens with Kindergarten appropriate Internet content
- Friedrich Froebel Museum at Bad Blankenburg
- Froebel College, Roehampton University
- Studying the Creation of Kindergarten
- Free educational pictures to color and print.
- Japan
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