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In early childhood education, inclusion is often framed as a matter of access, participation, and equity. However, a Froebelian perspective invites a broader and more holistic understanding, positioning inclusion as an ethical and pedagogical commitment rooted in how children experience the world. This includes not only relationships and interactions, but also the spaces in which learning occurs.
This paper explores the relationship between play, space, and the concept of the “whole child” within a Froebelian framework. It argues that environments both within early childhood settings and in the wider urban context are not neutral, but actively shape children’s opportunities for agency, participation, and belonging. Drawing on Froebelian philosophy and contemporary perspectives, including Bruce (2011), Malaguzzi (1998), Krishnamurthy (2019), and Tovey (2013), the discussion highlights the importance of designing inclusive, responsive environments that support play as a central mode of learning.
Froebelian Perspectives on the Environment and the Whole Child
Friedrich Froebel’s philosophy emphasises the interconnectedness of all aspects of children’s development - intellectual, emotional, social, and physical. Central to this is the idea that learning occurs through relationships: with people, with materials, and with the environment (Froebel, 1887). From this perspective, the environment is not simply a backdrop to learning but a key component in shaping children’s experiences and development.
Froebel viewed children as active, self-motivated learners who construct meaning through engagement with their surroundings. As such, the design and organisation of space play a critical role in enabling or constraining this process. Environments that are rich in materials, flexible in structure, and responsive to children’s interests support exploration, creativity, and connection. Conversely, environments that are restrictive or overly structured may limit opportunities for agency and participation.
Bruce (2011) extends Froebelian principles into contemporary early childhood practice, emphasising the importance of providing children with time, space, and materials to engage in deep, meaningful play. She argues that learning cannot be fragmented into isolated domains or outcomes; rather, it must be understood holistically, reflecting the complexity of children’s lived experiences.
The Environment as the “Third Educator”
The significance of the environment in shaping learning is further reinforced by Malaguzzi’s (1998) concept of the environment as the “third educator,” developed within the Reggio Emilia approach. This concept positions the physical environment alongside adults and peers as an active contributor to learning. Spaces communicate expectations, invite exploration, and influence how children interact with both materials and others.
From this perspective, environments are pedagogical in nature. They can promote independence, collaboration, and creativity, or alternatively, they can restrict movement, limit interaction, and reinforce passive forms of engagement. The idea of the environment as the “third educator” aligns closely with Froebelian thought, particularly in its recognition of the role of carefully designed spaces in supporting children’s self-activity and discovery.
This raises important questions for early childhood practitioners: What messages do our environments convey? Who are they designed for? And how do they support or hinder children’s participation and sense of belonging?
Play, Space, and Inclusion
Play occupies a central role within Froebelian pedagogy, understood not as a peripheral activity but as the primary means through which children learn. Through play, children explore ideas, negotiate relationships, and make sense of their experiences. However, the quality and nature of play are deeply influenced by the environments in which it occurs.
Tovey (2013) highlights that meaningful play requires not only opportunity but also appropriate conditions specifically, time, space, and permission. Without these, children’s play may become fragmented, superficial, or constrained. This has significant implications for inclusion, as not all children have equal access to environments that support rich and sustained play experiences.
Within early childhood settings, factors such as space limitations, rigid routines, and predetermined outcomes can restrict children’s agency. Some children may thrive within these environments, while others may find themselves marginalised or excluded. Inclusion, therefore, must be understood not only in terms of who is present, but also in terms of how environments enable or constrain participation.
Beyond the Setting: Space and Spatial Justice
The importance of space extends beyond the early childhood setting into the wider social and urban context. Krishnamurthy (2019) argues that children are frequently excluded from urban design processes, resulting in environments that do not reflect their needs, perspectives, or rights. Public spaces are often shaped by adult priorities, such as safety, efficiency, and economic activity, rather than by considerations of play, exploration, and child agency.
This has significant implications for children’s everyday experiences. In many urban environments, opportunities for outdoor play are limited, highly regulated, or inaccessible. Children living in high-density housing or areas with restricted access to safe play spaces must navigate environments that constrain their movement and participation.
From a Froebelian perspective, these constraints are not merely practical concerns but ethical ones. If play is central to learning and development, then unequal access to play-supportive environments represents a form of inequality. This highlights the need to consider inclusion not only within educational settings but also in relation to broader issues of spatial justice.
Implications for Practice
The discussion highlights the critical role of practitioners as designers and mediators of children’s environments. Creating inclusive, Froebelian-inspired spaces requires intentionality, reflection, and a commitment to supporting the whole child.
Practitioners must consider how environments invite or restrict participation, how materials are presented and accessed, and how routines shape children’s experiences. This includes reflecting on which children are fully engaged within a space and which may be positioned at the margins.
Importantly, this also involves advocacy, recognising that the creation of inclusive environments is not solely an individual responsibility but is influenced by broader structural factors, including policy, resources, and urban planning.
A Froebelian approach to early childhood education emphasises the importance of play, relationships, and holistic development. Central to this is the recognition that environments are not neutral but actively shape children’s experiences of learning and belonging.
Drawing on Froebel, Bruce, Malaguzzi, Krishnamurthy, and Tovey, this paper has argued that inclusive practice must extend beyond interactions to include the design and organisation of space. From classroom layouts to urban environments, spaces influence who can participate, how children engage, and whether they experience a sense of belonging.
Reclaiming Froebel in a constrained world requires practitioners to critically reflect on these environments and to advocate for spaces that support play, agency, and inclusion. In doing so, early childhood education can move closer to realising a vision of the whole child—one that is not only present, but fully engaged, valued, and included.
References
Bruce, T. (2011). Early childhood practice: Froebel today. SAGE.
Froebel, F. (1887). The education of man. D. Appleton & Company.
Krishnamurthy, S. (2019). Reclaiming spaces: Child-inclusive urban design. Cities & Health, 3(1–2), 86–98. https://doi.org/10.1080/23748834.2019.1586327
Malaguzzi, L. (1998). History, ideas, and basic philosophy: An interview with Lella Gandini. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children (2nd ed., pp. 49–97). Ablex.
Tovey, H. (2013). Playing and learning in early childhood settings. Routledge.