The Froebel Philosophy stresss that:
Play Drives Learning: Play meets the biological need to discover how things work. Froebel education believes that play is purposeful and not idle, and that meaning is created through hands-on play activities.
Children can only learn what they are ready for: Children develop differently and should be allowed to learn at their own developmental pace.
The teacher should serve as a guide: Teachers should not be viewed as the keepers of knowledge, but instead as guides who can help lead a child to understanding.
The classroom should be a prepared environment: Although Froebel classrooms may look like they are designed for free play, they are actually very carefully prepared, presenting children with the tools and materials that are optimal for their level of development.
Movement is imperative for young learners: Froebel classrooms are alive with finger plays, songs, and all forms of movement.
F
roebel's gifts may at first seem like play toys for children, but what made them important in the development of contemporary art education practices was the symbolism behind them. In contemporary art classrooms, it is easy to focus on the skills to manipulate art materials and less on why we make art in the first place. One of Froebel's foundational premises in his symbols was the unity of the universe, unity in humans, nature, and God.
Self-activity or play was defined in Froebel''s methods through the development of the self-active impulse in the child. Froebel felt that through exploration of nature and the world around them, children will develop interests and a willingness to explore their god given gifts.