ABSTRACT
The founder and creator of kindergartens (1837) was Friedrich Froebel (1782–1852), who came to the view that play was deeply educative if supported and encouraged by adults. Play transforms from being part of childhood into work that inspires, is worthwhile and is conscientiously performed (Brehony 2016). He therefore built play into his kindergarten curriculum, at first in prescribed, adult-led ways, but as his observation skills of children at play developed he became shocked at the way practitioners interpreted the adult role. He came to trust the children more, and to realise the importance of quality in training for kindergarten teachers. This led to a more open and flexible approach to the play of children. He extended this thinking to babies and toddlers. His last work was published in 1844 with the now obsolete and misleading title ‘Mother Songs’ which were in fact for parents and grandparents, as well as older siblings, who he realised appreciate support in understanding the importance of play for tiny children, and in developing emergent play in the home context. In this chapter a Froebelian approach to play is reflected on, and just as Froebel became unsettled and troubled enough to change the assemblage (Osgood 2016: 160) of his own thinking on play, two further assemblages are presented following his setting an example in having the courage to do this in the light of new evidence through his observations and discussions with close colleagues.
