Where Did the Word Kindergarten Come From

The word kindergarten comes from the German word literally meaning "children's garden." The term was popularized in 1840 by Friedrich Froebel who envisioned a setting where children could thrive, develop and be nurtured. Much like an actual garden, Froebel wanted an environment in which children could tend to their budding, natural curiosity about the world and, in turn, be cultivated into playful, social, healthy individuals.

Froebel's Philosophy

Froebel believed in a school for young students to participate in discovery and "self-activity." Prior to this, students younger than 7 did not attend school; Froebel's kindergarten allowed children multiple opportunities to be active in games and dances, play quietly and creatively, as well as observe real plants in the natural world. His kindergarten was positioned on a large tract of land used as an actual garden.

Froebel's Kindergarten

One of the core ideas of the first kindergarten involved Froebel's use of fixed-form "gifts" and free-form "occupations." The gifts were essentially geometric shapes subdivided into smaller shapes and parts. Spheres could become a ball, blocks of wood could become houses --the only limit was the child's imagination. The "occupations" were manipulatives such as sticks, rings, or clay that could be rearranged into other objects by the children. These toys were designed to be both visually stimulating and have deeper symbolic meaning.

Early U.S. Kindergartens

The first kindergarten came to the U.S. with German immigrants Carl Schurz and Margarethe Meyer Schurz. Their school opened in 1856 in Watertown, Wis. The first completely English-speaking kindergarten appeared in Boston in 1860.

Kindergartens Today

U.S. kindergartens use many of the same activities and ideas as Froebel's. Balls and blocks, letters and games, as well as picture books and imaginative play centers are often the primary focus. Children are given the opportunity to explore their surroundings with children their own age while also practicing the alphabet, rhythm, simple songs and role playing.

Significance

"Children are like tiny flowers; they are varied and need care, but each is beautiful and alone and glorious when seen in the community of peers," Froebel said. His educational philosophies continue to guide our own kindergartens in the U.S. today.

References

• Definitions and Links to Froebel Research
• Scholarly examination of Froebel's work
• New Standard Encyclopedia, 1996.

Resources

• Scholastic article for Educators with Froebel biography
• More of Froebel's Kindergarten
• Froebel's Philosophy
• Froebel's Biograph and Timeline
• The History of Kindergarten