Life history insights into the early childhood and education experiences of Froebel trainee teachers 1952–1967

Abstract

Drawing on life-history interview data collected as part of a research project funded by the Froebel Trust, this paper explores the family backgrounds and educational experiences reported by nine women who attended Froebel College located in London in the United Kingdom (UK), in the 1950s and 1960s. Informed by Bourdieu’s theories of habitus and field and theories of identity, this paper explores any shared habitus and dispositions within the early childhood and family milieu reported by the participants. The paper also considers the women’s educational experiences and their stories of getting into Froebel College, reflecting on the commonality of family values and the secondary education pathways they reported. The findings show some striking resonances between Froebel’s educational ideals, in particular his belief in the mystical and transformative power of learning through play and engaging with nature, and the participants’ stories of their early childhood experiences.