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Enacting Froebelian principles in practice

This work will address the Froebel Trust’s key aim of developing new thinking on Froebelian practitioner training and training techniques by exploring early years practitioners’ understanding of Froebel’s key principles, including, but not limited to, learning through play and starting where the child is, rather than where the child ‘should’ be. In addressing the aims and objectives, the project intends to impute what practitioners perceive is distinctive about Froebel’s approach to early years education to enable the identification of potential gaps in early years training and development, which could be subsequently protected through policy interventions in both the early years curriculum and early years teacher education, training and development.

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The Froebel Trust