Why did Friedrich Froebel believe children learn through self-activity?

Friedrich Froebel’s belief in self-activity was rooted in his philosophical view that human beings are essentially active and creative rather than merely receptive. He argued that education should not focus on the passive transmission of external knowledge, but rather on the development of the child's character and inner potential.123

Froebel believed that children possess an inner nature that must be nurtured to achieve a conscious, free representation of the "inner law of Divine Unity". His pedagogical approach was based on the following principles:3

• Active Development: He viewed the child as a being who must learn to understand their own individuality and their relationship to God, nature, and humanity. Self-activity allows the child to engage in this process of self-discovery.3
• Play as Essential: Froebel considered play to be the most important step in a child’s development. Through "well-directed play" using specific apparatuses he called gifts, children could explore form, color, and geometric relationships, which helped them connect their own inner unity to the unity of all things.31
• Teacher’s Role: The teacher’s role was to remove hindrances to the child's natural development rather than to impose rigid instruction. By observing play, teachers could identify and address the underlying reasons for a child's restlessness or willfulness, thereby fostering creative growth.3