As early as the first half of the 19th century, Froebel, along with so many other innovators in the field of early childhood education and pedagogy, advocated the educational value of play in the learning of children, especially the youngest. We have already seen how he developed his methodology of “gifts” and “occupations” through different games.
“Game is the greatest degree of development of the child, whrereas is a free and spontaneous manifestation of the interior… Game is the testimony of man’s intelligence in this degree of life. Game is, after all, the origin of the greatest goods… The age in which the child develops in play, is it not the most beautiful manifestation of his life? Therein lies the true manifestation of his aptitudes for life. The game should not be seen as a frivolous thing, if not as something deeply significant.”