What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives

Abstract

ABSTRACT In Scotland, the work of Friedrich Froebel (1782–1852) has captured the interest of practitioners, policy makers and academics. Indeed, the National Guidance, Realising the Ambition: Being Me suggests that Froebelian practice is an appropriate way to be with young children. Practitioners who train on Froebelian courses, and subsequently implement Froebelian principles, call themselves ‘Froebelian’ practitioners. Being a Froebelian practitioner can be a complex endeavour. This study explores what it means to be a Froebelian practitioner. It employs online semi-structured interviews with early years practitioners (n = 14) working across diverse early learning and childcare settings in Scotland. As a result of the thematic analysis, practitioners’ conceptualisations of a Froebelian identity were found to revolve around four interrelated themes: (i) self-conception, (ii) soul-searching, (iii) advocacy, and (iv) different paths and positionings. Although each theme was approached differently by practitioners in terms of their identification with Froebelian principles, they collectively contribute to an overarching concept of a Froebelian identity within the Scottish early learning and childcare context. The study suggests raising of critical questions about the relevance of Froebelian thinking on the issues around early learning and childcare today and the proliferation of reflective practice among practitioners to create alternatives and meaningful experiences for children.