著者
橋川 喜美代
出版者
鳴門教育大学
雑誌
鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)
巻号頁・発行日
vol.25, pp.38-50, 2010

The purpose of this paper is to research the roots of acceptance of the Pestalozzi?Fr?bel?Haus in the World's Columbian Exposition in Chicago, analyzing the free kindergarten movement in Calofornia. Elizabeth Peabody, a Boston intellectual and educator, set up her own kindergarten in Boston. In 1867 she traveled to Germany to study with the then most prominent female kindergarten founder in Germany, the Baroness von Marenholz?B?low. Peabody persuaded some German kindergartners, including Emma Marwedel, to come to America. Peabody was interested in the controversy between Marenholz?B?low and Schrader?Breymann who was founded Pestalozzi?Fr?bel?Haus. She sent two best?trained kindergartners to Berlin in order to make sure of the truth of the controversy. In 1880 the visitor to Berlin published a very favoable report in American Journal of Education. To this report publishers added a few extracts from a very attractive and instructive volume by Mary Lyschinska, entitled The Kindergarten Principle : Its Educational Value and Chief Applications. Emma Marwedel, who emigrated to America in 1870, moved from Washington, D.C., to California, where she established the state's first free kindergarten and kindergarten training school. In 1878 Siver Street Kindergarten was sponsered by Felix Adler, who had founded an organization, the Ethical Culture Society. The head teacher at Silver Street Kindergarten was Marwedel's student Kate Douglas Wiggin. In 1883, Wiggin to Peabody that Lyschinska's article had so closely resembled one that she had just written that she feared the suspicion of plagiarism. Wiggin intrested teaching methods by Schrader?Breymann like Peabody. In 1892 the International Kindergarten Union was organized by the American kindergartners. Sarah Cooper was elected the first President. Cooper was a woman of rare power and influence, who had been identified with every phase of philanthropic work, but whose great mission was revealed to her by a single morning's visit to the Siver Street kindergarten. In 1879 Cooper founded the Jackson Street Kindergarten Association, later to be renamed the Golden Gate Kindergarten Association. The International Kindergarten Union requested to sponsor the exhibit at the World's Columbian Expositon in Chicago of 1893. Annette Hammink?Schepel, former student of Schrader?Breymann, who supervised the exhibit at the World's Fair. The visibility and prestige of the Pestalozzi?Fr?bel?Haus were increased by the exhibit. By historically tracing the roots of acceptance of the Pestalozzi?Fr?bel?Haus in the World's Columbian Exposition in Chicago, we would have a better understanding of the free kindergarten movement in California.
著者
橋川 喜美代
出版者
鳴門教育大学
雑誌
鳴門教育大学研究紀要 鳴門教育大学 編 (ISSN:18807194)
巻号頁・発行日
vol.27, pp.12-24, 2012

The purpose of this paper is to clarify how the teachers understand the children's inner world and their way of expression, and share the world together, analyzing the practical reports in our time and in history by Te Whãriki and the learning story. The teachers recover the live body which can understand the children's inner world, from the stage of watching the children's play, to the stage of predicting their move. The teacher and the children share the place that they live, the relationship between two grow flexibility widely, and the form of education and care change. The change of their relationship created many results of learning in which children enjoyed the play. Te Whãriki and the learning story speak of the inter−subjective relation, are the scale of the results of the learning which it creates. By Te Whãriki and the learning story, the teacher understands the gap in environment of child care and education, and learning and growth of children, realize again the children life.