Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/16885
Title: Finding a place for Froebel’s theories: early years practitioners’ understanding and enactment of learning through play
Authors: Smedley, S
Hoskins, K
Keywords: Froebel;early years practitioners;play;theory;early years education and training;young children
Issue Date: 2018
Publisher: Taylor & Francis
Citation: Early Child Development and Care
Abstract: This paper is part of a wider research project, exploring the possibilities to protect and extend Froebelian principles in practice and analyses interview data from thirty-three early years practitioners to investigate their understanding and en-actment of learning through play in relation to the theories of Friedrich Froebel (1782-1852). Analysis of the data sheds light on the practitioners’ professional priorities, referencing the centrality of play, respect for children’s ideas, and risk and safety. Even though many of the practitioners’ principles resonate with Froebel’s ideas, the majority of the practitioners do not theorise their practice as Froebelian, neither do they perceive theory and practice as interrelated. This pa-per argues for policy-driven early years’ training with a focus on Froebel’s theo-ries, to create confident practitioners and advocates, who appreciate the origins of their practice and can provide rich learning experiences.
URI: https://bura.brunel.ac.uk/handle/2438/16885
DOI: https://doi.org/10.1080/03004430.2018.1525706
ISSN: 0300-4430
Appears in Collections:Dept of Education Embargoed Research Papers

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