Literaturnachweis - Detailanzeige
| Autor/in | Hewes, Dorothy W. |
|---|---|
| Titel | Compensatory Early Childhood Education: Froebelian Origins and Outcomes. |
| Quelle | (1985), (31 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Curriculum; Developmental Psychology; Early Childhood Education; Educational Development; Educational History; Educational Practices; Immigrants; Kindergarten; Outcomes of Education; Poverty; Primary Education; Religious Factors |
| Abstract | Froebelian kindergartens, popular in the United States during the late 1800's, were widely accepted as an effective way to assimilate immigrant children and their parents into the mainstream of the nation's culture. This paper focuses on the immigration patterns that led to an emphasis upon the educational system of Froebel, upon the effectiveness of the kindergarten programs, and upon the importance of nineteenth-century charity kindergartens in determining the development of early childhood education and developmental psychology. It is argued that the long-term results of the charity kindergartens were more favorable for the benefactors than for the recipients, but that the curriculum as it was initiated was humanistic, child-centered, and appropriate within the "zeitgeist" of Victorian America. (Author/RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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