Skip to content Skip to navigation

Plays with Lines

teaser_lines_1140px.jpg

How Language Builds Learning Bridges

So that each child can develop optimally, the child according to Fröbel should be accompanied with sensitivity. This means that the teacher, in line with child-centered education, does not intervene too much or too little in the child's learning process. The teachers provide the children exactly the right amount of support by closely monitoring the children in free play and in the process of self-education. At the same time, they accompany the children with language: They speak with them about their discoveries, feelings, and findings. By listening closely, they notice where the interests of the children lie, which materials they make available, and which content they are able to make the subject of discussion.

Stimulating, encouraging, and empowering in a way suitable for children means building a dialog with each other

In particular, teachers develop a good instinct for when situations for learning opportunities arise. In doing so, aesthetics, language, and mathematics are always closed linked to one another. The teachers also explain topics or demonstrate techniques such as braiding. At the same time, they provide only a few stimuli, so that the children themselves can gain new knowledge. They encounter the children again and again with equanimity, optimism, and appreciation. A togetherness develops that is characterized by trust. This is the ideal basis for successfully building (communicative) competencies from an early age.

From the Line to the Surface

Weaving following Fröbel with language support

froebel_lines_01.png

You begin with easy, repeating weaving movements, which can be increased in difficulty, culminating in independent weaving. According to Fröbel, this encourages children to become self-acting and to develop their whole creative potential. The focus is on the exemplary and on counting, as becomes clear from the language support by the teacher:

Thread one down, one up... (simple pattern)

Thread three up, three down... alternating with

Thread one up, one down... (complex pattern)

These are just examples for counting verses repeated over and over again (“Always up and down”). Through playful use of these verses, children are introduced to arithmetic and develop an initial idea of symmetry and shapes. As a result of having to skip one, two, or three weaving rows, children also learn to keep to fixed structures and rhythms. Weaving à la Fröbel fosters in children basic mathematical knowledge as well as language expression by the constant repetition of the language support.