Добрый вечер составить 5 типов вопросов к тексту of the kindergarten.” Froebel believed in the innate goodness andcapacities of children, and saw God’s image in them. He believedthat education should be based on children’s interests and theiractive involvement, and that teachers need to understand children’sdevelopment by directly observing their actions. He describedstages of development that are similar to those Piaget articulated inthe 20th century. He saw infancy (birth to 3 years) as focused on the family and the infant’srelationship with the mother. He wrote Mother Play and Nursery Songs to assist mothers intheir interactions with very young children – something most mothers today take for granted.Froebel’s second stage (ages 3 to 7), for which he developed his kindergarten materials, wasthe focus of most of his work. The third stage (ages 7 to 10) focused on more formal schoolinstruction.Froebel’s metaphor of the children’s garden was more than poetry. He strongly believedthat children’s learning is a process of unfolding fromwithin. He also believed that learning would occur onthe child’s own timetable and not until the child wasready. Froebel’s kindergarten emphasized children’sfree play, singing, and movement. The materials hedeveloped, which were called Froebel’s occupationsand gifts, were used to guide and structure children’splay. As a result, Froebel’s view of “free” play wasnot as free as some interpret today.The role of the teacher in Froebel’skindergarten was to be like a gardener. Teachers were to observe, nurture, and help but notinterfere with the natural growth of the child. They needed to be aware of children’sdevelopment, however, so they could provide a new challenge as children engaged with thegifts and occupations.14Froebel’s Gifts and Occupations were materials for children to manipulate in specificways. The first gift was a box of six wooden balls in the colors of the spectrum – red, orange, yellow, green, blue, and violet – plus corresponding strings. Each child could use thesematerials in many creative ways, but Froebel and his teachers identified more than 100 gamesto play with this one gift and accompanying songs and rhymes. Another gift was a cube thatcould be divided into eight smaller cubes and put back together to form a whole. Childrencould play many games with this gift, but it also promoted basic math concepts related tonumber and geometry. Froebel also invented parquetry blocks – a set of flat, colored, woodenshapes that could be put together to form various designs. Other gifts included sticks and ringsmade of wire and natural materials such as seeds and pebbles. The same or similar materialsare prevalent in early childhood classrooms today where children use them in creative ways, and also to learn mathematics and science. In contrast to the gifts, occupations were plannedexperiences designed to train children’s eye-hand coordination and mental activity.The occupations included activities such as drawing on grid paper, lacing paper strips, weaving mats, folding and cutting paper into designs, constructing with sticks, or makingmodels from cardboard. Froebel believed that the use of the gifts and occupations engagedchildren in symbolically representing objects and events in the real world – such as creating amodel or drawing a picture of a building. The importance of representation, which Froebelpresaged, is now supported by research.