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a.1.Pertaining to, or derived from, Friedrich Froebel, or the kindergarten system of education, which he organized.
Webster's Revised Unabridged Dictionary, published 1913 by G. & C. Merriam Co.
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(59) Marjorie was not the most conscientious student but she embraced the college's commitments to a universal model of childhood and the Froebelian ideal of learning through play.
The Froebelian principle of identifying the child with the world around him by means of story and song is a good one.
A significant consequence of the ban was that Marenholtz was forced to go to considerable lengths to highlight the difference between Froebelian ideas and political sedition--and in this way she greatly reshaped the system of pedagogy that she had inherited from Froebel.
The dilemma of scripted instruction: Comparing teacher autonomy, fidelity, and resistance in the Froebelian kindergarten, Montessori, direct instruction, and success for all.
She explains his life and ideas; his approach to play and learning, which involves concepts like imagination, creativity, learning through self-activity, and making connections; the Froebelian environment for learning; resources and how they are used; block play and how it can be developed; his ideas on nature and outdoor play and why they are fundamental to children's learning; how he used movement, song, rhythm, and rhyme; and adult roles and relationships.
Froebelian kindergarten, which means children's garden in German, was intended to follow children's nature and development through self-activity.
Pollman is a proponent of the Froebelian curriculum, which aims to challenge students in the area of spatial literacy.
The Chicago "branch" of the Kindergarten Movement was deeply rooted in the German-bred, "true" Froebelian methods and philosophy of the kindergarten.
She discusses in turn, therefore, women from the Latitudinarian and bluestockings circles of the mid eighteenth century onwards through the Whigs, Rational Dissenters, Unitarians, Radicals, Lunar Society and Clapham sect and Evangelicals of the late eighteenth to early nineteenth century, to the political economists, social interventionists, radical humanitarians and Froebelian missionaries and educators of the mid nineteenth century.
Alongside, there developed more educationally-oriented services for children from 2 or 3 years of age, either school-based or (especially where there was a strong Froebelian influence)l in kindergartens separate from school.