His name for his new program was Kindergarten: Kinder for 'human', and garden for 'nature', translating as both garden of children and garden for children. As Polito (1995) posits, Froebel more than any other educational philosopher, saw "how nature's domain invited the child to uncover its secrets." Flower person Kallista Kindergarten. Froebel's belief that children should be learning outdoors through contact with nature is strongly evident in many later programs. Montessori philosophy, stated in Rome (c 1907), which included the concept of inside/outside rooms, asserted "there must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature" (Lillard, 2005). Mary Montessori also followed Froebel's emphasis on the adlt working with the child. She stated "being outside is not enough in itself for young children. Practitioners need to be trained for an outdoor environment, which requires a different approach altogether, which different teaching and learning strategies" (Joyce, 2012b).
- Historical Events in Early Childhood Education
- John Amos Comenius
- John Locke
- Johann Heinrich Pestalozzi
- Friedrich Wilhelm Froebel
- Elizabeth Peabody
- John Dewey
- National Defense Education Act 1958
- The Civil Rights Act of 1964
- The Economic Opportunity Act of 1964
- Elementary Secondary Education Act of 1965
- No Child Left Behind
- The Individuals with Disabilities Education Act