The article deals with the philosophical and pedagogical concepts of the German philosopher-teacher of the late 18th and early 19th centuries Friedrich Froebel, whose merit to the Western European education system is expressed in the fact that he was one of the first to develop a methodology for the work of kindergartens in the upbringing and education of young children. The purpose of the research is to solve the following tasks through the prism of F. Froebel's philosophical and pedagogical concepts. First, to find out what pedagogical principles are contained in his philosophy of education. Secondly, to determine the methods that he used to form a comprehensively developed personality of pupils. Thirdly, to substantiate the relevance of F. Froebel's philosophical and pedagogical concepts in the system of Western European education. Thanks to this methodological approach, philosophical and pedagogical research rises to the level of metascientific synthesis and helps to solve the tasks. The theoretical and methodological issues of children's education, developed by F. Froebel, were repeatedly considered in Russian pedagogical science, but they were not always carried out according to the original texts of the author himself. The novelty of the research lies in the fact that the educational program developed by F. Froebel enriches modern pedagogical science helps to expand ideas about human nature, the Universe, and society. Finally, it is concluded that the issues of upbringing and education of children highlighted by F. Froebel served as the formation of the modern Western and Russian education system and methodological tools in the work of kindergartens.

Keywords: philosophical and pedagogical analysis; the problem of upbringing and education; F. Froebel's methodological and pedagogical approaches to the education of children; games; kindergarten.