INT. J. OF EARLY CHILDHOOD, 1984, 16, 1

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The History of Early Childhood Education Submitted by Jens Sigsgaard on behalf of the Danish National Committee of OMEP Summary The Standing International Conference for the History of Education, held a conference in September 1982 in Budapest at the Eotvos Lorand University on the subject: The History of Pre-School Education and its Relation to the History in General.

Professor Dr. Otto Vag (an old friend of OMEP) was in charge of the arrangement. There were about 150 participants from twenty-five countries, of which the majority were historians by profession, but there were also several experts from pre-school administration, and the like. The participants of the Conference had in advance submitted about 70 papers which were photocopied and collected in two volumes totalling 680 pages. These papers formed the basis of the discussions in six working groups. Only two plenary sessions were held. The material in these books will be of the greatest significance for future research. It was the first time that an international assembly of experts dealt with the subject Early Childhood Education in a historical context and on a global basis. J ens Sigsgaard, Denmark, who is a founder of OMEP, took part in the Conference and gave an explanation of the fact that at the same time as Friedrich Froebel established the first kindergarten in Germany in 1840, there were also plans in Denmark for the establishment of similar institutions, despite the fact that no one in Denmark had any knowledge of Friedrich Froebel's ideas.

Dr N.B. Kramp in 1842 published a booklet entitled: 'On the Institution of Elysia or Asylums for Wealthy Folk's Children'. He planned to open what he called an Elysium for children between the age of two and eight, and he bought a house for the project, but unfortunately he died, and the whole idea collapsed. Later (in 1854)a well-known Danish school teacher, Soeren Soerensen, planned a project entitled 'Playing and Preparatory Schools, or the first training of small children until the age of eight', but he did not succeed. Neither Kramp nor Soerensen were familiar with Froebel's kindergarten ideas, and it is interesting to notice that similar ideas emerged simultaneously at different places.

AT an international conference in London in 1979 a group of interested historians founded the International Standing Conference for the History of Education, and since then, annual conferences have been held: Warsaw (1980), Paris (1981), and in September 1982at the Eotvos Lorand University in Budapest. The subject was: The history of Pre-School Education and its Relation to the History of Education in general.

2. The pre-school child in the society in historical context: the relation of pre-school education to the development of family, of environment, of society; changes in the socialization of pre-school children; the history of children's literature for pre-school children; press, broadcasting, film-making, television for pre-school education and about pre-school education; the relation of educational movements to pre-school education; the relation of social movements to pre-school education; etc.

The three main topics were: 1. The history of public/institutional/pre-school education: the origin and development of public pre-school education; the development of the network of pre-school institutions; changes in the aims and functions of public pre-school institutions; the teachers and the teacher's training for public pre-school education; official regulations of pre-school education; organizers and maintainers of pre-school institutions; pre-school education and primary education; pre-school education and school system; comparative analysis of the development of public pre-school education; etc.

3. The history of the theories of pre-school education: the problem of pre-school education in the history of educational theories; important educators about pre-school education; special methodologies of pre-school education; differences between the theories of pre-school education and school education; publications in the field of pre-school education; textbooks for pre-school education; educational research in the field of pre-school education; historiography of the history of pre-school education; etc.

(continued on page 34)

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INT. J. OF EARLY CHILDHOOD, 1984, 16, 1

Resume

Resumen

Le Congres Permanent Internationale sur I'Histoire de l'Education tint conference en septembre 1982 a

EI Congreso Permanente Internacional de la Historia de la Educaci6n tuvo en septiembre 1982 a la Univer-

l'universite Eotvos Lorand de Budapest au sujet: I'Histoire de l'Education Prescolaire par Rapport A I'Histoire en Generale,

sidad Eotvos Lorand de Budapest una conferencia cuyo asunto fue: La Historia de la Educacion Preescolar y su relacion con la Historia en General.

Le Professeur Dr Otto Vag (vieil ami de I'OMEP) en fut l'organisateur. Environ 150participants de 25 pays y assisterent, dont la majorite etaient historiens de profession, mais dont plusieurs etaient des experts de I'administration prescolaire etc.

Fue el Profesor Dr Otto Vag (antiguo socio de la OMEP) que la organize. Hubo unos 150 participantes viniendo de 25 paises y la mayoria fueron historiador es de profesion pero tambien hubo varios expertos de la administracion pre-escolar etc.

Les participants a la conference avaient soumis a l'avance environ 70 papiers qui furent photocopies et rassembles en deux volumes comprenant 680 pages. Ces papiers formerent la base de discussion en six ateliers. On ne tint que deux seances plenieres. Le materiel contenu dans ces livres aura une enorme importance pour la recherche a l'avenir.

Los participantes en la conferencia habian sometido por adelante unos 70 articulos que luego fueron fotocopiados y reunidos en dos tom os de 680 paginas en total. Estos articulos fueron la base de las discusiones de seis grupos de gente trabajando. No hubo mas que dos sesiones plenarias. La materia en estos libros tendra una gran significacion para la investigacion futura.

Ce fut la premiere fois qu'une assemblee internationale d'experts eut traite le sujet de l'Education de la Premiere Enfance dans un contexte historique et sur une base globale. Jens Sigsgaard (Danemark), l'un des fondateurs de l'OMEP, participa a la conference et expliqua qu'au moment ou Friedrich Froebel etablit Ie premier jardin d'enfants en 1840 en Allemagne, il exista aussi au Danemark des projets pour de parsils etablissements malgre Ie fait que personne au Danemark ne connaissait les idees de Froebel. En 1842Dr N. B. Krarup publia un livret intitule: «Sur 1'Etablissement d 'Elysia ou d' Asiles pour les enfants des Gens Riches». II eut I'intention d'ouvrir ce qu'il appela un Elysium pour des enfants de 2 a 8 ans et acheta une maison ace propos mais malheureusement il mourut et Ie projet seffondra. Plus tard (en 1854) un instituteur Danois tres connu, Soeren Soerensen, fut l'auteur d'un projet intitule «Le Jeu et les Ecoles Preparatoires, ou la premiere education de petits enfants jusqu'a l'age de 8 ans» mais il n'eut pas de succes. Ni Krarup ni Soerensen ne connaissaient les idees de Froebel sur les jardins d'enfants et il est interessant de noter que des idees similaires ~rgirent simultanement dans des endroits differents,

Fue la primera vez que una asemblea internacional de expertos trataron del asunto de la Educacion de Primera Infancia en un contexto historico y a base global. Jens Sigsgaard, Dinamarca, uno de los fundadores de la OMEP, participo en la conferencia y dio una explicacion del hecho que al mismo tiempo que Frierich Froebel establecio en el ano 1840el primer jardin de infancia en Alemania, existian tambien en Dinamarca proyectos para instituir instituciones parecidas, a pesar que nadie en Dinamarca conocia las ideas de Froebel. En el ano 1842 el Dr N. B. Krarup publico un folleto con el titulo: «Sobre el establecimiento de Elysia 0 Asilos para los Nifios de Gente Rica». Proyecto abrir 10 que llamo un Elysium para nines que tenian entre y 8 anos de edad y compro una casa para ello, pero desafortunadamente murio y la idea entera con el, Mas tarde, en el ano 1854, Soeren Soerensen, maestro conocido Danes planeo un proyecto titulado «El Juego y las Escuelas Preparatoiras, 0 la primera educacion de nifios pequeiios hasta la edad de ocho anos» pero no tuvo exito. Ni Krarup ni Soerensen conocia las ideas de Froebel acerca de los jardines de infancia y 10 interesante es notar que ideas parecidas surgieron en lugares distintos al mismo tiempo.

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The term 'pre-school education' is interpreted in the sense of education at the age between 2 to 3 and 6 to 7, in every case in historical context. An aspect of the comparative history of education is desirable. The participants were asked to present a paper of a size of not more than 10 pages. Research into particular questions rather than general outlines was preferred. An old friend of OMEP, professor Dr Ott6 Vag, Budapest, was President of the Conference. There were participants from more than 25 nations. There was a predominance of representatives of the industrialized world, and most of the participants were historians by profession, but some experts from the pre-school administration etc. had also been invited. Plenary sessions were only held twice: at the opening of the Conference, and at the end of it. All other discussions took place in working groups. The negotiating language was English, and it was practical and refreshing that no time and money was spent on interpretation. In those cases where it was expedient, we helped each other in that the good linguists did 'simultaneous interpretation', i.e. they whispered the most essential points to the less fortunate. A total of about 70 papers had arrived which had been photocopied and collected in two volumes totalling some 680 pages, in addition to some loose exhibits which had arrived too late. This material contained an almost invaluable basis, not only for the working groups. There can be no doubt that the material will be of great significance for future research in the field. Oddly enough, the Budapest Conference is the first international conference which has dealt with the subject early childhood education in a historical context and on a global basis. It was well-arranged, and everything functioned perfectly. I felt a tiny bit envious because it was not OMEP who was the host of this arrangement, but it is probably doubtful whether we could have brought so many professional historians together. However, I did feel that I was a representative of OMEP, and was also to some extent regarded as such, although I did not appear with a mandate from the organisation, and I was glad that I could take part. It is obvious that we have a lot in common, and hopefully we shall also find out how we can all get better acquainted with one another. It goes without saying that it is impossible to give an account of the contents of the 80 papers or so, but I would however like to reproduce a small section of my own contribution.

Friedrich Froebel (Frobel) founded, as you may know, the first kindergarten in the year 1840, and I stressed the strange circumstance that in Denmark the same year, a teacher named O. Syversen published a booklet entitled: 'Invitation and Plan to Establish a Paid Institution' (Danish: asyl) for small children between the age of 2 and 8 from the most enlightened members of the merchant and functionary class. This experiment was not a success, but in 1842

INT. J. OF EARLY CHILDHOOD, 1984, 16, 1

Dr N. B Kramp published a booklet entitled: 'On the Institution of Elysia or Asylum for Wealthy Folk's Children.' It is well known that Elysium is the ancient Greek expression for the place where after their life on earth, the specially selected lived happily forever after. Kramp, the principal, had been the representative in an Asylum society for a couple of years, and he had gained the impression that 'these poor childrenseemed to be better offin everypossible respect than the children of wealthy parents'. He got the idea of founding what he called 'modified Asyla for distinguished parents, childrenfrom the age ofthree to eight'. His Elysium was organized on a half-day basis - in summer it was open from 8 am to 2 pm, and in winter from 9 am to 4 pm.

'What I wish and propose is a type of modified Asylum for children of wealthy families, between the age of 3 and 8. Although I mostly had boys in mind, I see no reason for excluding girls up to their seventh year from this institution. At the institution, which I would like to call an Elysium for children, there would be spacious rooms where the children could spend a certain number of hours each day (i.e. 6 hours from 8 to 2 in the summer, andfrom 9 to 3 in the winter) under responsiblesupervision, occupied with all kinds of games, devised to amuse them as well as to develop their physical and spiritual qualities, and to the extent permitted by the weather, mostly out of doors. An elderly lady with a strong character, love for children and good breeding should constantly supervise the children and have at her disposal one or more assistants. Not only should the female supervisor constantly endeavour to instil the children with high moral principles and, on the whole, exert an influence on their spiritual and physical development, but moreover the teachers, all of them specially talented and qualified in their respective disciplines (2 to 3 half hours daily), should by means ofstorytelling and relevant conversation and replies, in chorus or individually, instruct them in proper speech and thinking. The teachers, by singing melodiously, shall teach the children to sing along. Specially arranged simple dances, as wellas other eIercises, willbe practised with a view to strengthen their bodies and give them flexibility and good posture. Around their sixth year they should be initiated in the learning ofletters, with the use ofappropriate tables, by writing in sand or upon the blackboard. They should likewise become acquainted with numbers, through the use ofcalculating machines placed at the disposal of the Asylum. It is not until their seventh

INT. J. OF EARLY CHILDHOOD, 1984, 16, 1 year that the children are initiated into proper instruction in Reading, Writing and Arithmetics, although practically half the time available was to be reserved for Singing, Playing and Physical Training.' Dr Kramp has evidently not been familiar with Froebel's ideas of the kindergarten, and neither has schoolteacher Syversen. Creating a Paradise on Earth is one of the great visions, but Dr Kramp did try to achieve his Elysium. He purchased a house and engaged a housekeeper, but died before his project could be incepted. This was in 1842, the same year that he made his plan public, and thus the whole idea collapsed. It is a well-known fact that Froebel's kindergarten did not have any major significance or impact in the years immediately following. We can now conjecture about what would have been the outcome if Mr Kramp had not died at that most inconvenient time. Perhaps all kindergartens in the world might then have been called Elysia.

We can also have our doubts as to how it came about that the same idea of an organized educational institution with a pedagogical content for pre-schoolers emerged from different teachers at the same time, in different places, and in totally independent manners. In 1854 a rather well-known school teacher, principal Soeren Soerensen from Fionia, published a project entitled: 'Playing and Preparatory Schools, or the first (early) training of Small Children until the age of eight.'

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'In early childhood, until the age of six, there should be no question of any actual school instruction, but rather a common, well-ordained, gay companionship, to which the small ones are gradually introduced. Innocent, childish play, easy handicrafts or simple occupations - kind words and conversation, simple, easy-to-understand stories, songs - should be essentially entertainment. The general rule is to let small children be occupied in a lively, jolly way, but they should not receive instruction or teaching as such. They shouldplay, not exercise; speak, not read; count, not do sums; build, not construct. There should be enough sand, pebbles, wooden blocks, and toys. There should be no lack of stories, rhymes and songs, and above all there should be tidiness, cleanliness and truth everywhere. When the weather permits, the children should be about in the fresh air on the playground. The games should be of the children's own choosing, simple games chosen without the interference ofsupervisors, although they should, of course, at all times observe the children's play. Many of the toys previously mentioned can be used to this end. The common games, where sometimes only the older children participate, have probably been exercise games, probably connected with marching, dancing, singing, etc. To alternate with play and to accustom the children to useful occupation at an early age, training in a number of manual skills is conducted, i.e. classifying objects ofdifferent form and colour, spinning wool yarn, making paper decorations, knotting rope, rag-picking; on the other hand, knitting, which in many Asyla and small schools is practised until extreme boredom, should not be one of the routine activities.

Soeren Soerensen's play schools consisted of two departments: one for children between the age of 2 and 6, and another for children aged 6 to 8. He writes as follows: 'Small children aged 4 to 5 years are often closed in in a small classroom where they are subjected to poor ventilation, fetid air. At such a tender age, games and exercise, preferably out in the fresh air, should be the natural occupations ofsmall children. Consequently, when children under the age of 6 are sent to school, this should be transformed into a playroom or a playground. In conformity with Froebel's ideas, the play school should also serve as aforum for the children's development. They should be trained in the indispensable art ofa mother's carefor and nurturing ofa small infant. Consequently, all girls in the two last school years prior to their confirmation should assist at the play school, by turns, as helpers, to have the opportunity to learn from practice how to bring up small children in a harmonious and natural way. ' In his publication, Soeren Soerensen also expounds his ideas about work in the 'play school'. Among other things he states:

As regards Soeren Soerensen, one may also assume that he was not familiar with Froebel's kindergarten, although his programme has many points in common with the latter. His basic thinking, however, is not characterized by any profound philosophical considerations. His approach is clear and straightforward. We, too, may well contemplate how it came about that the same idea of an organized coeducational institution with a pedagogical content for pre-schoolers emerged from different teachers at the same time, in different places, and totally independently. As far as Denmark is concerned, we can see that the years around 1840 in cultural respects was a golden era for children. Hans Christian Andersen wrote his Fairy Tales for Children (Eventyr for Born) 1835-1845. Some of the nation's most beloved poets wrote books for children, illustrated by the best artists of that time. Some of these books are still read today. The first Froebel kindergartens were however not established in Denmark until some 30 years later.