"Autobiography of Friedrich Froebel" by Friedrich Fröbel (translated by Henry Keatley Moore, Emilie Michaelis). Published by Good Press. Good Press publishes a wide range of titles that encompasses every genre. From well-known classics & literary fiction and non-fiction to forgotten−or yet undiscovered gems−of world literature, we issue the books that need to be read. Each Good Press edition has been meticulously edited and formatted to boost readability for all e-readers and devices. Our goal is to produce eBooks that are user-friendly and accessible to everyone in a high-quality digital format.

Unparalleled account of two astute thinkers German Friedrich Froebel and American Frank Lloyd Wright about an intertwined connection between a captivating school-master and a tenacious master-architect. An in-depth examination of how children learn coupled with what Wright learned in Froebels Kindergarten and how he applied it at the drawing table. Appropriate for parents, caretakers and educators of children and young people up through college age; and academic scholars and avid practitioners who advocate for the preservation of Wrights legacy. Narrative transcends years of commonplace thinking and practices founded upon an unrivaled method that accurately led to patterns of lovely shapes and magnificent angles, the bedrock of Froebels historical kindergarten and Wrights timeless architecture.

History of Early Childhood Education presents a thorough and elegant description of the history of early childhood education in the United States. This book of original research is a concise compendium of historical literature, combining history with the prominent and influential theoretical background of the time. Covering historical threads that reach from ancient Greece and Rome to the early childhood education programs of today, this in-depth and well-written volume captures the deep tradition and the creative knowledge base of early care and education. History of Early Childhood Education is an essential resource for every early childhood education scholar, student, and educator.

Selected as an Outstanding Academic Title by Choice Magazine, January 2010 The Encyclopedia of Play: A Social History explores the concept of play in history and modern society in the United States and internationally. Its scope encompasses leisure and recreation activities of children as well as adults throughout the ages, from dice games in the Roman empire to video games today. As an academic social history, it includes the perspectives of several curricular disciplines, from sociology to child psychology, from lifestyle history to social epidemiology. This two-volume set will serve as a general, non-technical resource for students in education and human development, health and sports psychology, leisure and recreation studies and kinesiology, history, and other social sciences to understand the importance of play as it has developed globally throughout history and to appreciate the affects of play on child and adult development, particularly on health, creativity, and imagination.

The chapters in this book reflect on the major shifts in the views of early childhood thinkers and educators, who have contributed to contemporary theoretical frameworks pertaining to early childhood learning. The book also revisits and critically analyses the influence of developmental theories on early childhood education, starting in the 1890s with the work of G. Stanley Hall that established the close association of early childhood education and child development. Several chapters comprise critical examinations of the fundamental influence of thinkers such as Piaget, Vygotsky, Kohlberg, Adler, Pestalozzi, Froebel, and so on, on early childhood learning. The book also contends that these theoretical conceptions of child development have heavily influenced modern views of early childhood education. This book is a significant new contribution to early childhood learning, and will be a great resource for academics, researchers, and advanced students of Education, Public Policy, History of Education, Psychology, and Sociology. The chapters in this book were originally published as a special issue of the Early Child Development and Care.

The decades around 1900 were crucial in the evolution of modern medical and social sciences, and in the formation of various national health services systems. The modern fields of psychiatry and mental health care are located at the intersection of these spheres. There emerged concepts, practices, and institutions that marked responses to challenges posed by urbanization, industrialization, and the formation of the nation-state. These psychiatric responses were locally distinctive, and yet at the same time established influential models with an international impact. In spite of rising nationalism in Europe, the intellectual, institutional, and material resources that emerged in the various local and national contexts were rapidly observed to have had an impact beyond any national boundaries. In numerous ways, innovations were adopted and refashioned for the needs and purposes of new national and local systems. International Relations in Psychiatry: Britain, Germany, and the United States to World War II brings together hitherto separate approaches from the social, political, and cultural history of medicine and health care and argues that modern psychiatry developed in a constant, though not always continuous, transfer of ideas, perceptions, and experts across national borders. Contributors: John C. Burnham, Eric J. Engstrom, Rhodri Hayward, Mark Jackson, Pamela Michael, Hans Pols, Volker Roelcke, Heinz-Peter Schmiedebach, Mathew Thomson, Paul J. Weindling, Louise Westwood Volker Roelcke is professor and director at the Institute for the History of Medicine, Giessen University, Germany. Paul J. Weindling is professor in the history of medicine, Oxford Brookes University, UK. Louise Westwood is honorary research reader, University of Sussex, UK.

This selection of Friedrich Froebel's work, shows the development of his educational doctrines, which mostly deals with young children.

This book considers the origins of Froebelian early childhood education providing context to the development of his theories and ideas, critically examines the key themes of this philosophy of education and explores the relevance of Froebelian practice today. Tina Bruce reflects on central aspects of Froebelian philosophy of education: the importance of family, highly trained teachers, engagement with nature, mother songs, movement games, play and self-activity of the child, the whole child and the Froebelian concept of unity. In exploring each element Bruce considers the implications for Froebelian practice and research today, and addresses the views of critics and supporters, Each aspect is considered within an international context, drawing on research and practice from across the world. The final chapter gathers together the next steps for Froebelian early childhood education, providing navigational tools and suggestions for what needs to be addressed if Froebel is to remain useful to future practitioners, researchers and policy makers.