Abstract

This research used a life history interviewing approach to understand what was specific about child centred Froebelian training in the 1950s and 1960s at Froebel College. It explored how we can develop and nurture teachers committed to Froebelian ideals and values for teaching and early years education in the future. In meeting these aims, the project data explored the possibilities and challenges associated with taking a Froebelian pedagogic approach in early years settings. The research interrogated the educational experiences of a small cohort of students who attended Froebel College in the 1950s and 1960s to consider how these experiences impacted on their pedagogical beliefs, perspectives and practices.