Helen Tovey is a former Principal Lecturer in Early Childhood Studies at the University of Roehampton, UK. She is a Froebel trained nursery teacher and previous headteacher of an inner city nursery school.

Jan Marks, University of Chester, UKThis book clearly shows the main principles of Froebel’s philosophy and how it relates to early years practice today. I have used this book, mainly with the Level 4 (first year) Early Childhood Studies undergraduates. It is important that they understand a range of approaches to early years education. Froebel is one of the main pioneers that we look at. Texts such as this one give the students the opportunity to compare and contrast and identify appropriate practice.This edition needs updating, especially with regard to references to the out of date EYFS.Emma Byrne, Early Years Practitioner, UKI like the look and feel of the book; it is small, compact and clearly set out. When I initially opened the book I found the first section really interesting about Froebel and his life and could see his ideas in settings where I work. The ideas in the book and chapters are practical and useful. I think the structure and format is good but from the other questions would consider more about ages and ideas of how to implement the more challenging activities with the younger children or how to vary the activities so more suitable for a younger child, more about documenting the child’s skills and more about the adult role and managing the situation.

• 1. An introduction to a Froebelian approach. 2. Friedrich Froebel, his life and his ideas. 3. A Froebelian approach to play and learning. 4. An environment for living and learning. 5. Resources and how they are used. 6. The nursery garden and play outdoors. 7. The wider world of people and places. 8. Block play. 9. Movement, song, rhythm and rhyme. 10. Adult roles and relationships. Appendix 1: Key principles underpinning a Froebelian approach Appendix 2: Further information about Froebel and a Froebelian approach

Helen Tovey is a former Principal Lecturer in Early Childhood Studies at the University of Roehampton, UK. She is a Froebel trained nursery teacher and previous headteacher of an inner city nursery school.

Jan Marks, University of Chester, UKThis book clearly shows the main principles of Froebel’s philosophy and how it relates to early years practice today. I have used this book, mainly with the Level 4 (first year) Early Childhood Studies undergraduates. It is important that they understand a range of approaches to early years education. Froebel is one of the main pioneers that we look at. Texts such as this one give the students the opportunity to compare and contrast and identify appropriate practice.This edition needs updating, especially with regard to references to the out of date EYFS.Emma Byrne, Early Years Practitioner, UKI like the look and feel of the book; it is small, compact and clearly set out. When I initially opened the book I found the first section really interesting about Froebel and his life and could see his ideas in settings where I work. The ideas in the book and chapters are practical and useful. I think the structure and format is good but from the other questions would consider more about ages and ideas of how to implement the more challenging activities with the younger children or how to vary the activities so more suitable for a younger child, more about documenting the child’s skills and more about the adult role and managing the situation.

• 1. An introduction to a Froebelian approach. 2. Friedrich Froebel, his life and his ideas. 3. A Froebelian approach to play and learning. 4. An environment for living and learning. 5. Resources and how they are used. 6. The nursery garden and play outdoors. 7. The wider world of people and places. 8. Block play. 9. Movement, song, rhythm and rhyme. 10. Adult roles and relationships. Appendix 1: Key principles underpinning a Froebelian approach Appendix 2: Further information about Froebel and a Froebelian approach

Helen Tovey is a former Principal Lecturer in Early Childhood Studies at the University of Roehampton, UK. She is a Froebel trained nursery teacher and previous headteacher of an inner city nursery school.

Jan Marks, University of Chester, UKThis book clearly shows the main principles of Froebel’s philosophy and how it relates to early years practice today. I have used this book, mainly with the Level 4 (first year) Early Childhood Studies undergraduates. It is important that they understand a range of approaches to early years education. Froebel is one of the main pioneers that we look at. Texts such as this one give the students the opportunity to compare and contrast and identify appropriate practice.This edition needs updating, especially with regard to references to the out of date EYFS.Emma Byrne, Early Years Practitioner, UKI like the look and feel of the book; it is small, compact and clearly set out. When I initially opened the book I found the first section really interesting about Froebel and his life and could see his ideas in settings where I work. The ideas in the book and chapters are practical and useful. I think the structure and format is good but from the other questions would consider more about ages and ideas of how to implement the more challenging activities with the younger children or how to vary the activities so more suitable for a younger child, more about documenting the child’s skills and more about the adult role and managing the situation.

• 1. An introduction to a Froebelian approach. 2. Friedrich Froebel, his life and his ideas. 3. A Froebelian approach to play and learning. 4. An environment for living and learning. 5. Resources and how they are used. 6. The nursery garden and play outdoors. 7. The wider world of people and places. 8. Block play. 9. Movement, song, rhythm and rhyme. 10. Adult roles and relationships. Appendix 1: Key principles underpinning a Froebelian approach Appendix 2: Further information about Froebel and a Froebelian approach