Abstract
The article describes the development of childcare against the social and political background of Germany in the 19th–early 20th centuries. Care embraces different social forms, in particular that of philanthropy, giving paramount significance to charity and assisstance, becomes associated with the reform movement, concentrated around humanistic ideas of the community. The origin and functioning of forms of institutional care, including Johann Wichern’s "rough houses", Hermann Lietz’s homes of learning, Eva-Marie Tiele-Winckler’s "children’s homes" have been analyzed where teachers were considered paragons of caregiving-related activities benefitting the child. Educational activities of the abovementioned institutions was designed to meet children’s needs, develop an active, creative, responsible, independent child who would be able to find its place in life and live in harmony with itself and the outer world.
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Schedule a callMore From: Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia
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