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Peabody, Elizabeth Palmer

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Peabody, Elizabeth Palmer. (b. May 16, 1804, Billerica, Mass., U.S.--d. Jan. 3, 1894, Jamaica Plain, Mass.), American educator and participant in the Transcendental movement, who opened the first English-language kindergarten in the United States.

She was educated at a small private school by her mother, as were her sisters Sophia (who married the writer Nathaniel Hawthorne) and Mary (who married the educator Horace Mann). Peabody started her own school in Boston in 1820. From 1825 to 1834 she was secretary to William Ellery Channing, the early leader of Unitarianism in the United States. She then began a two-year association with Bronson Alcott in his Temple School, of which she wrote in Record of a School (1835).

In 1839 Peabody opened her West Street bookstore, which became a sort of club for the intellectual community of Boston. On her own printing press she published translations from German by Margaret Fuller and three of Hawthorne's earliest books. For two years she published and wrote articles for The Dial, the critical literary monthly and organ of the Transcendental movement; she also wrote for other periodicals.

Peabody's kindergarten, opened in 1860, marked the American adoption of what until then had been primarily a German institution, inspired chiefly by the work of Friedrich Froebel. She went to Europe in 1867 to study Froebel's methods and brought several experienced German kindergarten teachers back with her. She devoted herself thereafter to organizing public and private kindergartens and to lecturing and writing in the field. As editor of the Kindergarten Messenger (1873-77) she played a major role in gaining acceptance for kindergarten as a part of regular public schooling. Her numerous books included Kindergarten Culture (1870), The Kindergartner in Italy (1872), and Letters to Kindergartners (1886).

ÇǺ¸µð(Elizabeth Palmer Peabody). 1804. 5. 16 ¹Ì±¹ ¸Å»çÃß¼¼Ã÷ ºô¸®Ä«~1894. 1. 3 ¸Å»çÃß¼¼Ã÷ Àú¸ÞÀÌÄ«Ç÷¹ÀÎ. ¹Ì±¹ÀÇ ±³À°ÀÚ.

ÃÊ¿ùÁÖÀǿ¿¡ Âü°¡ÇßÀ¸¸ç, ¹Ì±¹ ÃÖÃÊ·Î ¿µ¾î¸¦ »ç¿ëÇÏ´Â À¯Ä¡¿øÀ» ¼³¸³Çß´Ù. ÀÚ¸ÅÀÎ ¼ÒÇǾÆ(ÀÛ°¡ÀÎ ³Ê»õ´Ï¾ó È£¼ÕÀÇ ¾Æ³»)¿Í ¸Þ¸®(±³À°ÀÚÀΠȣ·¹À̽º ¸ÇÀÇ ¾Æ³»)¿Í ÇÔ²² ¾î¸Ó´Ï¿¡ ÀÇÇØ Á¶±×¸¸ »ç¸³Çб³¿¡¼­ ±³À°¹Þ¾Ò°í, 1820³â º¸½ºÅÏ¿¡¼­ ÀÚ½ÅÀÇ Çб³¸¦ ¿î¿µÇϱ⠽ÃÀÛÇß´Ù. 1825~34³â¿¡ À¯´ÏÅ׾¾ðÆÄÀÇ ÁöµµÀÚÀÎ W.E. ä´×ÀÇ ºñ¼­·Î ±Ù¹«Çß°í ±×ÈÄ¿¡ ºê·Ð½¼ ¾ÙÄÆ°ú ±×ÀÇ »ç¿øÇб³(Temple School)¿¡¼­ ±³Á¦¸¦ Çߴµ¥, ±×³àÀÇ Àú¼­ ¡´ÇÑ Çб³¿¡ ´ëÇÑ ±â·Ï Record of a School¡µ(1835)¿¡ ÀÌ Çб³¿¡ ´ëÇÑ ¾ð±ÞÀÌ ÀÖ´Ù. ±× Çб³¿¡¼­ 2³âÀ» º¸³½ µÚ º¸½ºÅÏ¿¡ ÀÖ´Â ¼ºÀα³À°±â°ü¿¡ ³ª°¡¸é¼­ ¿ª»ç¸¦ °­ÀÇÇß´Ù.

1839³â ÇǺ¸µð´Â ¿þ½ºÆ® ½ºÆ®¸®Æ®¿¡ ¼­Á¡À» ¿­¾ú´Âµ¥, ÀÌ ¼­Á¡Àº º¸½ºÅÏ Áö¿ª Áö½ÄÀεéÀÇ ¸ðÀÓÀ¸·Î ¹ßÀüÇß´Ù. °øµ¿Ã¼»ýȰÀÇ ÇÑ ½ÇÇèÀ¸·Î ºê·è ³óÀåÀ» °èȹÇß´ø »ç¶÷µéÀÌ ±×°÷¿¡¼­ ¸ðÀÓÀ» °¡Áö±âµµ Çß´Ù. ¶ÇÇÑ ÀÚ½ÅÀÇ ÃâÆÇ»ç¿¡¼­ ¸¶°Å¸´ Ç®·¯°¡ ¹ø¿ªÇÑ Àú¼­µé°ú È£¼ÕÀÇ ÃʱâÀÛǰ 3±ÇÀ» ¹ßÇàÇß´Ù. 2³â µ¿¾È ¿ù°£ ¹®ÇÐÁöÀÌÀÚ ÃÊ¿ùÁÖÀǿÀÇ ±â°üÁö ¡´´ÙÀ̾ó The Dial¡µÀ» ÃâÆÇÇßÀ¸¸ç, ÀÌ ÀâÁö¿¡ ±ÛÀ» ±â°íÇϱ⵵ ÇÏ°í ´Ù¸¥ Á¤±â°£Ç๰À» ¹ßÇàÇß´Ù.

ÇǺ¸µð´Â ÇÁ¸®µå¸®È÷ ÇÁ·Úº§ÀÇ Àú¼­¿¡ ¿µÇâÀ» ¹Þ¾Æ µ¶ÀÏ À¯Ä¡¿øÀ» ¸ðµ¨·Î ÇØ¼­ 1860³â¿¡ À¯Ä¡¿øÀ» ¼³¸³Çß´Ù. 1867³â À¯·´À¸·Î °Ç³Ê°¡ ÇÁ·Úº§ÀÇ ±³À°¹æ¹ýÀ» °øºÎÇß°í ¸î ¸íÀÇ °æÇè ÀÖ´Â µ¶ÀÏ À¯Ä¡¿ø ±³»çµé°ú ÇÔ²² ¹Ì±¹À¸·Î ±Í±¹Çß´Ù. ±×µÚ °ø¸³¡¤»ç¸³ À¯Ä¡¿øÀ» ¼³¸³ÇÏ´Â µ¥ Çå½ÅÇßÀ¸¸ç ÀÌ ¹®Á¦¿¡ ´ëÇØ¼­ °­ÀǸ¦ Çϰí Àú¼­¸¦ ¹ßÇ¥Çß´Ù. ¡´À¯Ä¡¿ø Àü·É Kindergarten Messenger¡µ(1873~77)ÀÇ ÆíÁýÀÚ·Î ÀÏÇϸ鼭 À¯Ä¡¿øÀÌ Á¤±ÔÇб³Ã¼Á¦¿¡ ÆíÀ﵃ ¼ö ÀÖµµ·Ï ³ë·ÂÇß´Ù. Àú¼­·Î´Â ¡´À¯Ä¡¿ø ¹®È­ Kindergarten Culture¡µ(1870)¡¤¡´ÀÌÅ»¸®¾ÆÀÇ À¯Ä¡¿ø The Kindergartner in Italy¡µ(1872)¡¤¡´À¯Ä¡¿ø ¼±»ý´Ôµé¿¡°Ô º¸³»´Â ÆíÁö Letters to Kindergartners¡µ(1886)°¡ ÀÖ´Ù.

kindergarten

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kindergarten (German: "children's garden"), also called INFANT SCHOOL, educational division, a supplement to elementary school intended to accommodate children between the ages of four and six years. Originating in the early 19th century, the kindergarten was an outgrowth of the ideas and practices of Robert Owen in Great Britain, J.H. Pestalozzi in Switzerland and his pupil Friedrich Froebel in Germany, who coined the term, and Maria Montessori in Italy. It stressed the emotional and spiritual nature of the child, encouraging self-understanding through play activities and greater freedom, rather than the imposition of adult ideas.

In Great Britain the circumstances of the Industrial Revolution tended to encourage the provision of infant schools for young children whose parents and older brothers and sisters were in the factories for long hours. One of the earliest of these schools was founded at New Lanark, Scot., in 1816 by Owen, a cotton-mill industrialist, for the children of his employees. It was based on Owen's two ideals--pleasant, healthful conditions and a life of interesting activity. Later infant schools in England, unlike Owen's, emphasized memory drill and moral training while restricting the children's freedom of action. In 1836, however, the Home and Colonial School Society was founded to train teachers in the methods advanced by Pestalozzi.

In 1837 Froebel opened in Blankenburg, Prussia, "a school for the psychological training of little children by means of play." In applying to it the name Kindergarten, he sought to convey the impression of an environment in which children grew freely like plants in a garden. During the 25 years after Froebel's death, kindergartens proliferated throughout Europe, North America, Japan, and elsewhere. In the United States the kindergarten generally became accepted as the first unit of elementary school.

À¯Ä¡¿ø (êêöÃê®, Kindergarten). infant schoolÀ̶ó°íµµ ÇÔ. (µ¶ÀϾî KindergartenÀº '¾î¸°ÀÌÀÇ Á¤¿ø'À̶ó´Â ¶æ). 4~5¼¼ÀÇ ¾î¸°À̸¦ ´ë»óÀ¸·Î ÇÏ´Â ±³À°±â°ü.

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