Inventing Kindergarten is a captivating exploration of the history of the kindergarten and its evolution over the past century and a half. Written by Norman Brosterman, a renowned art historian and author, the book delves deep into the lives of the people who first proposed the idea of the kindergarten, as well as those who made it a reality – from the influential Prussian writers and educators of the early 19th century to the modern-day American and European kindergarten educators who refine and expand its spirit today.
The book begins with a journey back to the origins of the kindergarten in Prussia during the early 19th century. It tells the story of the influential works of authors such as Friedrich Froebel, who have been largely credited with creating the first prototypes of the kindergarten, which he called the “kindergarten system.” His belief was that education should be about creating “models of self-development.”
Brosterman then moves forward in time to the establishment of the first kindergarten in the United States in 1856, the successful establishment of which was largely due to the work of German immigrants such as John M. Gries who, in partnership with a group of local philanthropists, sought to bring the kindergarten concept to the United States.
From there, the book charts the growth of the concept in the states, exploring the transformation from what was initially conceived of as a concept to that of a viable national institution with clearer curricula, more refined social settings and methods, and even the establishment of kindergartens as part of public school systems. Brosterman makes a convincing case for the direct link between the growth of the kindergarten and the rise of the public school movement in the United States.
He continues his exploration of the kindergarten, tracking its movement around the world, taking account of the various ways in which the concept has been adapted and modified in different countries, including Sweden, the United Kingdom, and other nations. From there, the author looks at how the kindergarten evolved in the 20th century when it became a part of the primary school system in much of the world, as well as how systems such as the Reggio Emilia and Montessori models of teaching implemented their own distinct styles of teaching kindergartens.
Brosterman also looks at how the kindergarten has become a form of play-based learning, highlighting the centrality of this style to modern kindergarten instruction. He also looks at modern attempts to retrofit the kindergarten for the digital age and questions whether or not this has been successful.
The book concludes with a call for a return to the original spirit of the kindergarten, arguing that the current state of the system fails to capture the essential elements that make the concept of the kindergarten such an effective and powerful educational model. While the book is not intended to be a comprehensive account of the history of the kindergarten, it offers an illuminating account of how the system has evolved over the centuries, as well as its current state, and provides a thoughtful and inspiring look at how it might be developed further in the years to come.
