Froebelian Leadership: Cultivating a Network of Greek-Speaking Educators (Karagrigori)

Nurturing collaborative learning communities for Froebelian practices

Research practitioner:

Senior practitioner:

Project summary:

In education’s dynamic landscape, collaborative networks are crucial. This project, “Froebelian Leadership: Cultivating a Network of Greek-Speaking Educators,” led by Foteini, Vasiliki, and Ioanna, aimed to facilitate the co-design of a Network of Greek-speaking educators passionate about Froebelian ideas.


In the world of education, bringing teachers together is really important, especially when we talk about Froebelian ideas. I’m Foteini, and along with my colleagues Vasiliki and Ioanna, we led the ‘Froebelian Leadership: Cultivating a Network of Greek-Speaking Educators’ project. The idea of co-creating a Greek-speaking Network started with Greek teachers who learned about Froebel and visited Edinburgh in 2023. We aimed to facilitate the co-design of this network as part of our leadership project and this report looks at our experience leading this project, how it grew from an idea in Edinburgh, and what challenges and exciting things could come next.


Our project emerged within the context of a community of Greek practitioners who are really into Froebelian learning. Having undergone Froebelian Futures courses and experiencing the transformative environment of the Edinburgh Froebel Network conference, our vision crystallized into the creation of a practitioners’ network in Greece. Our initial aspirations focused on regular meetings, mutual support in implementing Froebelian principles, and the collaborative creation of educational resources.

After finishing the Leadership course, I (Foteini), along with Vasiliki and Ioanna, focused on making this group idea a reality. The core group had already met once during the summer break and the start of the school year seemed like a good opportunity to develop a strategic way in order to “make this network happen”.

The setting was situated amidst the diverse landscape of Greek-speaking educators, each grappling with unique challenges in translating Froebelian principles into practice. Varied demographics, pedagogical approaches, and policy nuances underscored the need for a tailored approach to unify practitioners. Our mission was to transcend these differences, establishing a shared space where Froebelian ideas could flourish and adapt, fostering a collaborative environment rooted in Froebelian principles.

Our methodology, which is based on Froebelian Principles, focused on a participatory approach, valuing the unique insights and experiences of each educator involved. Embracing inclusivity, we invited participants from various cohorts and those connected through the Edinburgh visit to engage in three monthly meetings. Each session was co-led by us in different parts, fostering a diverse and collaborative leadership model.

Creating the agenda together was really important. During each session, we focused on Froebelian Principles, material translation, and network co-design. This approach allowed for a shared vision and ownership among participants, aligning with Froebel’s emphasis on shared responsibility in education.

We asked for feedback after each session, making sure there was someone around for a bit longer if needed. In our last session, where we set up the next meeting led by another team, we actively asked for thoughts to keep things moving forward in a good way.


Ethical considerations were paramount in our project, particularly concerning the safety and voluntary participation of adult participants. We made sure to keep everything private, not sharing anyone’s personal experiences without permission. If anyone felt uncomfortable or had concerns, we listened and addressed them quickly to create a safe and respectful space. These ethical choices were crucial for the well-being of everyone involved. Respecting confidentiality and getting consent built trust in our collaborative network. It made educators feel secure in sharing their experiences. Following these ethical principles not only matched Froebelian ideas of respect and trust but also made our project successful and trustworthy.

"Everybody gets to share their ideas, and your role is neutral. I like that I heard ideas from everyone, and we co-designed how to start this network."

Anonymous participant, expressing the essence of collaborative empowerment and co-creation within the Froebelian Leadership project


Our project uncovered many valuable insights, showing how Froebelian ideas can positively impact how educators work. Participants felt safe and thankful for the well-organized online platform. They liked the clear structure, predictability, and open decision-making in our teamwork.

Engagement strategies, such as icebreakers and concluding circle activities, fostered an inclusive and neutral environment. Participant feedback highlighted the facilitators’ role in creating a relaxed and safe atmosphere, allowing for freedom, non-directiveness, and enjoyable interaction within sessions.

A significant finding was the emergence of collective agency. Educators, previously facing challenges alone, found strength in our shared dedication to Froebelian ideals. The network became a strong support system, enabling educators to advocate for positive changes in their schools. This unity led to concrete actions inspired by Froebelian principles.

While these findings were positive, participant suggestions highlighted areas for improvement. They proposed better personal communication and additional guidelines to enhance collaboration. These insights guide our ongoing project evolution, emphasizing the need to adapt strategies to meet the diverse needs of educators.

In summary, our findings highlight the effectiveness of collaborative learning communities in applying Froebelian principles. Educators, through shared experiences, discovered common ground, fostered collective agency, and advocated for positive changes within their educational settings.


In conclusion, our project illuminated the transformative potential of collaborative networks under the umbrella of Froebelian leadership. The journey not only showcased the power of shared ideas and co-design but also emphasized the neutrality and inclusivity crucial to successful collaboration. Participants valued the freedom, non-directiveness, and the relaxed, safe atmosphere cultivated within the network.

As for my personal leadership development, this journey has been enlightening. It reinforced the importance of a facilitative, inclusive leadership style and the necessity of ongoing support and dialogue among educators. Looking ahead, we want to make our group stronger, have a bigger impact, and speak up for what we believe in. The energy we’ve got makes me think there are exciting things coming for Froebelian education in the Greek-speaking community—showing how working together and leading in a positive way can change how we teach and learn.

Research implications

To be completed

Practitioner enquiry

To be completed

Leadership learning

To be completed

Author and role

To be completed

Comments from other network members

What did you appreciate about this research? What forward-looking questions did it raise for you?

Add a comment