Comparative Study Of The Frobel's Gifts And Montessori's Didactic Materials

"Gifts" and "didactic materials" are the main components of the education system established by Friedrich Frobel and Maria Montessori respectively. Both have some similarities, but each has unique charm. Carrying out research on both not only helps us to deeply understand Frobel and Montessori education thought, but also provides better guidance in Gifts and didactic materials'application of practice in the kindergarten of China. Moreover the research can provide theoretical support in the design of children's toys in China.This research adopts documentary and comparative approach to compare "Gifts" and "didactic materials" from four aspects.Judging from the original thought of creating Gifts and didactic materials, the different views of Frobel and Montessori on children affected the generation of "Gifts" and "didactic materials" respectively. Frobel's game thoughts and Montessori's "work" theory are the theoretical basis of "Gifts" and "didactic materials" respectively.The analysis of the characteristics of "Gifts" and "didactic materials" shows:the modeling is from abstraction to concrete, the material is from the wood-based material to the diversification, the color is from natural to multiple, the function is from integrity to isolation, and the traits of mathematics is from nature exploring to experience constructing.The comparison between "Gifts" and "didactic materials" on application reveals that: firstly, in the principles of application, freedom is the basic principle in their applications. Creative is the fundamental purpose of Gifts'application and sensory discipline become didactic materials'basic application goal. Secondly, in the application strategies, both reflect "game care" and "error control" in adult guidance respectively; in language application strategies, both reflect "From beginning to end" and "apply appropriately" respectively; in the organization of activities, both reflect "Collectivization" and "individualization" respectively; in the operating procedures, both show "free creation "and" standardization "respectively.After the analysis of Gifts and didactic materials'impact to China, we can see that the dissemination and application in China experienced three stages:preliminary development, overall negative and re-knowing. At each stage, both reflect the different effects. By studying their own reasons, first of all, "Gifts" and "didactic materials" are in the different status in their theoretical system; Secondly, both in the application of the requirements for teachers are not the same.Through comparative study on four aspects of "Gifts" and "didactic materials", we can get the following three enlightenments:First, in kindergarten education teaching, "didactic materials" are the necessities in kindergarten education teaching, but it can not replace kindergarten courses. Second, in the design of teaching aids for children, we should properly use abstract modeling methods, children toy materials should fully reflect the natural and environmental protection, and, the design of color preschool toys' color should comply with the cognitive psychology of color. Third, "Gifts" and "didactic materials" in kindergarten practical application, we can regard "Gifts" as "didactic materials" as the extension of the materials, and "Gifts" and "didactic materials" can also be used alternately.