Being and Becoming a Froebelian Community of Evidenced Practice
Froebel Partnership’s first biennial conference, 2024
Today sees the launch of the “Being and Becoming a Froebelian Community of Evidenced Practice”. Inspired by the work of the Froebel Partnership (spanning three research projects, working within a cross-national community of practice), the book offers an innovative, Froebelian-inspired and evidenced approach to teacher professional development that will promote ethical practice.
Providing a timely interpretation and application of Froebelian principles, theories and pedagogic actions as showcased by early childhood settings in England and New Zealand, the expert author team promote a radical shift in approach, which will better support the early childhood workforce through the promotion of Froebelian communities of practice.
“We are excited and proud to announce the publication of our book which sets out our journey to be and become a community of Froebelian evidenced practice. Over three years we researched and reflected deeply together about our pedagogic work with young children and their families in Guildford, UK and in Auckland, New Zealand. It was an epic journey of surprises, affirmations, inspirations and growth for all of us and certainly transformed our professional lives, enabling our young children, and ourselves as educators, to flourish and thrive.”
The author team writing retreat, 2025
“The time spent on reflective dialogue became a key component of our research processes and enabled the voices of all participants to be heard. Educators embraced a culture of research and provided contextual expertise whilst the voices of children and their families were spotlighted within our documentation. We hope that our book reflects the many voices that have contributed and inspires a research-focused and thriving model of professional development.”
“Through collaboration, deep reflection and dialogue, our book documents a stimulating research journey. It celebrates the amazing children, families and practitioners whose voices are central throughout.”
Meeting of the Froebel Partnership research team and teachers and educators from Guildford Nursery School and Family Centre, 2023.
The layers of play, an important result of the final year of research, presented at the Froebel Partnership’s first biennial conference, 2024.
“Children’s lived experiences, their relationships, their play and transformations are brought to life through the use of a Reflection with Guidance tool.
The authentic, reciprocal partnership between educators and researchers shines through and consequently everyone flourished.”
Reflections from the Froebel Partnership on the relevance of Froebel's occupations for the 21st Century presented at EECERA Conference in Cascais, Portugal 2023.
Following successful initial trial, Reflection with Guidance: a Froebelian tool for practice development and transformation, was launched in 2024.
“One of the most valuable aspects of this collaborative way of undertaking research has been the respect for each other between researchers and educators. Listening to each other, with determination to develop the daily work and richness of time spent with children and their families. This has resulted in a very accessible kind of professional development.”
Chapter writing, 2025
“The heart of this journey has been our shared commitment to education and Froebel’s philosophy. Through this truly collaborative process we have been able to enrich our work in Aotearoa New Zealand and grow as reflective educators. The Māori whakataukī (proverb) comes to mind ‘ki a koe tētahi kīwai, ki a au tētahi kīwai’ (for you one handle of the basket and for me the other). Together we have carried this basket of knowledge so that it can be shared with our communities near and far.”
Split into three parts, this seminal text provides a contemporary account of Froebelian principles and practices, an overview of the global challenges that face young children and the educators that work with them, an illustrative and reflective narrative of the practice evidence that has emerged from three Froebelian research projects and demonstrations of how the application of the Froebelian Reflection with Guidance framework has inspired and developed the work of educators within this project.
This is the latest title in the European Early Childhood Education Research Association’s (EECERA) Towards Ethical Praxis Series which reflects the latest developments and most current research and practice in early childhood education on a global level. It offers a unique fusion of research, theoretical, conceptual and philosophical perspectives, values and ethics, and professional practice.
About the Authors
Professor Christine Pascal OBE is Director of the Centre for Research in Early Childhood, President and Co-founder of the European Early Childhood Education Research Association and a co-leader of the Froebel Partnership.
Professor Tony Bertram is Director of the Centre for Research in Early Childhood, President and Co-founder of the European Early Childhood Education Research Association and a co-leader of the Froebel Partnership.
Sally Cave is the headteacher of Guildford Nursery School and Family Centre, UK. She is leading the development of Froebelian practice and pedagogy for children, families and staff.
Sue Bennett has been headteacher of two maintained nursery schools and is now the joint co-ordinator of the Birmingham Early Years Networks, UK.
Tina Bruce CBE is Honorary Professor (University of Roehampton, UK). She is a Froebelian teacher, training early childhood teachers and educators, consultant, researcher and author.
Anne Denham (Te Rarawa) has worked as a teacher, headteacher, specialist teacher, advisor and consultant in both New Zealand and the United Kingdom.
Dr Helen Lyndon trained as a primary school teacher and is now a Principal Research Fellow at CREC.