The Routledge International Handbook of Froebel and Early Childhood Practice Re-articulating Research and Policy

A major influence on the education of young children since the late nineteenth century, the philosophical and practical tenets of Frobelian early childhood education require urgent re-articulation in light of current debate and developments in research and policy. This seminal Handbook responds to this need, drawing together a unique and valuable body of literature, research and case studies to make explicit the specific features of Froebelian education and provide key impulses for future research and practice in this area. Chapters present the sometimes divergent perspectives of leading educationalists, and so offer a uniquely comprehensive overview of Froebelian approaches and their interaction with contemporary policies and insights. The Handbook explores five significant areas of scholarship and practice: PartI examines the original Froebelian principles and practices in early childhood education in different parts of the world. PartII presents case studies, development projects and practitioner publications exploring Froebelian approaches to early childhood education. PartIII details research studies which document, debate and evaluate Froebelian approaches. PartIV considers how Froebelian approaches might be sustained and adapted for use in various cultural contexts across the world. PartV offers a re-articulation of research and policy. An essential resource for in-service and future practitioners, researchers and policy-makers involved in early childhood education, this key text will promote discussion, aid analysis and further the practical application of Frobelian principles.

Acknowledgements Notes on editors and contributors Introduction PartI An examination of the original Froebelian principles and practices in early childhood education in different parts of the world Chapter 1 Friedrich Froebel, his life and ideas. Helen Tovey Chapter 2 Tracing Froebel’s legacy: The spread of the movement across Europe and beyond and his influence on education. Jane Read Chapter 3 The life of the Froebel Archive:a story. Kornelia Cepok Chapter 4 Connectedness in Froebel’s philosophy: women, parents, community and unity. Louie Werth Chapter 5 Froebel’s contributions to early childhood pedagogy. Louie Werth Chapter 6 ‘Social and conceptual spaces –Froebelian geographies’: project for the Froebel Archive collection located at the University of Roehampton.Valeria Scacchi Chapter 7 The psychoanalytic kindergarten project in Soviet Russia 1921–1930.Yordanka Valkanova Chapter 8 The transfer, translation and transformation of Froebelian theory and practice: Annie L. Howe and her Glory Kindergarten and Teacher Training College in Kobe Japan 1889–1929.Yukiyo Nishida Chapter 9 Froebel is dead; long live Froebel! the National Froebel Foundation and English education. Kirsten Nawrotzki Chapter 10 Working with the10 principles of early childhood practice: revaluing stories and imagination for children’s biliteracy learning in South Africa. Carole Bloch Chapter 11 Advocacy and collaboration in the kindergarten movement of Aotearoa New Zealand: some Froebelian legacies. Clare Wells and Helen May PartII Case studies, development projects and practitioner publications exploring Froebelian approaches to early childhood education. Chapter 12 Elinor Goldschmied (1910–2009): Let the past inform the present! Jacqui Cousins: Chapter 13 The Froebel Blockplay Project: reflections from a practitioner researcher twenty five years on. Deborah Albon Chapter 14 Froebelian work in South Africa. Tina Bruce and Stella Louis Chapter 15: The Froebel Trust Kolkata project. Sara Holroyd, Thelma Miller, Felicity Thomas with Jill Leyberg, Kate Razzall and Asim Dutta Chapter 16 The educational meaning of ‘wander’ in nature according to the development of early childhood. Yumiko Taoko Chapter 17 Developing creativity in children’s musical improvisations. David Hargreaves Chapter 18 A story of Froebel’s global reach. Anne Meade with Geoff Fugle and Colleen McCaul Chapter 19 A case study at Cowgate Under 5's Centre. Lynn McNair Chapter 20 Case study: another time, another place: developing Social Studies in nursery school. Jane Whinnett PartIII Research studies documenting, debating and evaluating Froebelian approaches Chapter 21 Ownership and autonomy in early learning: A brief review of the Froebel Fellowship 2002–15. David Hargreaves, Sue Robson, Sue Greenfield and Hiroko Fumoto. Chapter 22 Caring for babies and children under three: the contribution of Froebelian principles. Peter Elfer and Sacha Powell Chapter 23 Mother’s Songs in daycare for babies. Sacha Powell and Kathy Goouch Chapter 24 Living with Children: A Froebelian Appoach to working with Families and Communities. Suzanne Quinn and Sue Greenfield Chapter 25 The Well-Being of babies, children under three and staff leaders in Daycare. Peter Elfer Chapter 26 Transnational travelling teachers. Kerry Bethall. Chapter 27 The experiences and pedagogical beliefs , perspectives and practices of students at Froebel College. Kate Hoskins and Sue Smedley Chapter 28 Using teacher narratives in early childhood teacher training: history, identity and reflective practice. Kristen Nawrotzki Chapter 29 How dotwenty-first century teacher trainees connect their practice to Froebel’s pedagogic principles? A case study of early childhood specialists at the University of Roehampton Froebel College 2011–2015. Suzanne Quinn with Lucy Parker Froebel Teachers PartIV Sustaining and handing on the Froebelian approach to early childhood education in ways fit for purpose in a variety of cultural contexts across the world Chapter 30 The Froebel Colleges. Compiled by Tina Bruce with contributions from Louie Werth and Anne Louise de Buriane Chapter 31 The Froebel Educational Institute: Influential tutors and Froebelian PhD graduates. Compiled by Tina Bruce with contributions from Kevin Brehony, Louie Werth and Suzanne Flannery Quinn Chapter 32 Schools with a strong Froebelian influence. Compiled by Tina Bruce with contributions from Mark Hunter and Debby Hunter. Chapter 33 The Froebel Networking tradition and kitchen seminars. Mark Hunter and Tina Bruce. Chapter 34 Communities of Froebelian practice: Strawberry runners and the Edinburgh Froebel Network: Maureen Baker, Stella Brown, Tina Bruce, Catriona Gill, Chris McCormick, Lynn McNair and jane Whinnett Chapter 35 Froebelian conferences and course and Early Childhood Research Centre (ECRC), University of Roehampton. Tina Bruce with Jane Read and Helen Tovey Chapter 36 Froebelian work at Canterbury Christ Church University. Tina Bruce with Yordanka Valkanova. Chapter 37 The International Froebel Society. Tina Bruce Chapter 38 From gutter to sand pile: discourses of space and place in interventions in working class children’s play. Jane Read Chapter 39 A Froebelian journey: from Froebel to Froebel. (A reflecting on the Froebel Travelling Tutors pilot course). Jane Dyke PartV Re-articulating research and policy Chapter 40 Froebelian chimings with the legally framed early childhood curriculum documents of Great Britain: England, Scotland and Wales. Jenny Spratt with Brenda Spencer, Lynn McNair, Jane Whinnett, Jane Waters and Jennifer Leigh Clements. Chapter 41 Froebelian influences on early childhood education and care government policy documents in England. Tina Bruce with contributionsfrom Lesley Abbott and Ann Langston. Chapter 42 Re-articulating research and policy Tina Bruce and Sacha Powell. Appendix 1 References

Tina Bruce, Peter Elfer and Sacha Powell with Louie Werth. Tina Bruce CBE is Honorary Professor of Early Childhood Education at the University of Roehampton, UK. She was co-founding Director of the Centre for Early Childhood Studies at the Froebel College, Trustee of the Froebel Trust and Chair of the Archive Committee and Co-ordinator for the Ministerial Advisory Committee on Early Childhood Education. Tina is Vice President of Early Education and is on the Executive Committee of the International Froebel Society. Peter Elfer is Principal Lecturer in Early Childhood Studies at the University of Roehampton, UK. He is also a Trustee of the Froebel Trust, a Vice President of Early Education and Chair of the Froebel Trust Research committee. Sacha Powell is Professor of Early Childhood Care and Education at Canterbury Christ Church University, UK. She is a visiting scholar at the Education University of Hong Kong (2018), Chair of TACTYC and a member of the Froebel Trust’s Research Committee. Louie Werth is Associate Lecturer in Childhood Studies at Canterbury Christ Church University, UK.