ABSTRACT
Tina Bruce has dedicated her professional life to promoting Froebelian principles in a range of settings, in particular in relation to the importance of play in young children’s learning. This chapter explores Bruce’s role as a highly influential advocate for Froebelian ideas as evidenced, for example, in her publications and her involvement in Soweto, South Africa, where Bruce has promoted children’s play by working with teachers, children and families affected or infected by HIV or Aids. The development of Bruce’s commitment to Froebel’s ideas is examined to explore how it was shaped by her childhood and education, her Froebel training and professional career. The chapter focusses on a key element of Bruce’s theoretical understanding, which is that Froebel’s ideas are not prescriptive but are principles based on theories of learning, play, the individual, the community, spirituality and the wider environment, to be interpreted and enacted in contextually situated ways. Questions relating to the relationship between theory and practice, and the place of child-centred activity in an increasingly goal-oriented early years context will be considered.
