- provides an international forum for the development of the principles of educational theory and practice associated with the child-centred philosophy of Friedrich Froebel
- establishes opportunities internationally for research, discussion and debate on early childhood education
- studies, promotes and develops Froebelian theory and practice in early childhood education worldwide
- promotes university-accredited certificates and diplomas in professional practice in early years education and related topics
- monitors and evaluates Froebelian educational activity internationally
We do not currently offer international recognition and accreditation for Froebelian educational practice, but a system for the expansion of our affiliate links is in development.
The IFS and its members adhere to the following Principles of Froebelian Education:
The last word of my theory I shall carry to my grave, the time is not yet ripe for it. If three hundred years after my system of education is completely and according to its real principle carried through Europe, I shall rejoice in heaven. If only the seed be cast abroad, it’s springing up will not fail nor the fruit be wanting.
–Friedrich Froebel (1782-1852)
Each child is a unique and creative being and needs to be respected, valued and recognized as an individual
The role of adults is central in protecting and guiding each child. It must be appreciated that parents/carers are the first and most enduring guardians and educators of their children
The partnership between parents/carers and educators should be sustained and strong to encourage each child to fulfil their potential
Each child must be given the right to grow and develop, as a responsible member of a wider community, embracing diversity and inclusion, and be encouraged to contribute to the society in which he or she lives
Each child’s intellectual, emotional, social and physical well being must be fostered, developed and encouraged, to this end:
- Each child’s concept of self, self-esteem and confidence should be fostered to enable him or her to become an autonomous, creative and original thinker
- Each child is entitled to a curriculum which provides opportunities for wonder, exploration, excitement and collaborative, purposeful learning
- The young child should learn through first-hand experience, movement, communication and play as far as is practicable
- Each child should have access to a stimulating environment, combining indoor and outdoor learning.