Being and Becoming a Froebelian Community of Evidenced Practice

1. Auflage 2026
ISBN: 978-1-041-08311-5
Verlag: Routledge

Buch, Englisch, 194 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 464 g

Reihe: Towards an Ethical Praxis in Early Childhood

This seminal text offers an innovative, Froebelian-inspired and evidenced approach to teacher professional development that will promote ethical practice. Providing a timely interpretation and application of Froebelian principles, theories and pedagogic actions as showcased by early childhood settings in England and New Zealand, the expert author team promote a radical shift in approach, which will better support the early childhood workforce through the promotion of Froebelian communities of practice.

Split into three parts, the book will provide a contemporary account of Froebelian principles and practices, an overview of the global challenges that face young children and the educators that work with them, an illustrative and reflective narrative of the practice evidence that has emerged from three Froebelian research projects and demonstrations of how the application of the Froebelian Reflection with Guidance framework has inspired and developed the work of educators within this project. The title will be invaluable reading for all those involved in early childhood research and practice, whether in initial training, advanced professional development, practice development and improvement and innovative research programmes.

Zielgruppe

Academic, Professional Practice & Development, and Professional Reference

Autoren/Hrsg.

Pascal, Christine

Bertram, Tony

Cave, Sally

Bennett, Sue

Bruce, Tina

Denham, Anne

Lyndon, Helen

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Foreword

Tony Bertram and Chris Pascal

Acknowledgements

Froebel Partnership

Part One: Roots, Connections and Guiding Principles

Chapter 1: The Froebelian Partnership: Its Historical and Philosophical Roots and Community of Practice

Tony Bertram and Christine Pascal

Chapter 2: Froebelian Principles and Practices: Past, Present and Future

Tina Bruce and Sally Cave

Chapter 3: Our Froebelian Praxeological Approach to Professional Development

Christine Pascal and Tony Bertram

Part Two: Evidencing Our Practice

Chapter 4: Engaging With Nature

Christine Pascal and Anne Denham

Chapter 5: The Relevance of Froebel’s Gifts and Occupations Today

Helen Lyndon and Sally Cave

Chapter 6: Exploring the Layers of Play

Sally Cave and Tina Bruce

Part Three: Froebelian Pedagogic Transformations and Transferences

Chapter 7: Portraits of Practice Within a Holistic Approach

Sue Bennett and Helen Lyndon

Chapter 8: Final Reflections: Applications and Aspirations

Christine Pascal and Tony Bertram

Über Autor(innen)

Professor Christine Pascal OBE is Director of the Centre for Research in Early Childhood, President and Co-founder of the European Early Childhood Education Research Association and a co-leader of the Froebel Partnership.

Professor Tony Bertram is Director of the Centre for Research in Early Childhood, President and Co-founder of the European Early Childhood Education Research Association and a co-leader of the Froebel Partnership.

Sally Cave is the headteacher of Guildford Nursery School and Family Centre, UK. She is leading the development of Froebelian practice and pedagogy for children, families and staff.

Sue Bennett has been headteacher of two maintained nursery schools and is now the joint co-ordinator of the Birmingham Early Years Networks, UK.

Tina Bruce CBE is Honorary Professor (University of Roehampton, UK). She is a Froebelian teacher, training early childhood teachers and educators, consultant, researcher and author.

Anne Denham (Te Rarawa) has worked as a teacher, headteacher, specialist teacher, advisor and consultant in both New Zealand and the United Kingdom.

Dr Helen Lyndon trained as a primary school teacher and is now a Principal Research Fellow at CREC.