Compare and Contrast the Froebelian and Montessori Methods of Early Childhood Education.

Friedrich Froebel and Maria Montessori were both advocates of early childhood education. They not only felt that children should not be treated as miniature adults but should be allowed to play. This was a different way of thinking during the period of industrialization; when children in many nations were expected to work in factories as labors. Both of these education theorists believed in the early introduction to the conceptual framework of education, which was not only used as developmental tool but also used to protect the rights of children. Froebel and Montessori both felt that children had an innate intelligence or “germinal potentialities that determine his or her adult development” (Gutek, 1995, p. 272). They also agreed on the stages of early childhood development but disagreed on the application of the pedagogy associated with the stages.

Froebel designed his instructional methods around games, plays, songs, and occupations in order to stimulate interest. Montessori on the other hand, “rejected the Froebelian practice of using fairy tales, fables, and fantasy to stimulate the child’s imagination” (Gutek, 1995, p. 275) She felt that it would be more effective using science to stimulate a child’s imagination. Montessori referred to these teachable moments as a time when children are at their greatest potential for learning or “sensitive moment.” Froebelian’s have in turn criticized Montessori educational practices as being rigid and lacking socialization. Despite their criticisms both of these educational theorist put the children’s best interests first and laid the foundation for early childhood education.

References:

Gutek, G. L. (1995). A history of the Western educational experience. Prospect Heights, IL: Waveland Press, Inc.