|
|
Parents' reasons for choosing a Waldorf school for their children's compulsory education
VÁŠOVÁ, Lucie
The Bachelor's thesis on "Parents' reasons for choosing a Waldorf school method for their children's primary education" is divided into theoretical and practical parts. The theoretical part deals with the history of alternative education with special emphasis on the classical reform schools and presents their individual concepts. Waldorf education is discussed separately, introducing its history and the first Waldorf school, teaching philosophy, the basics of anthroposophy and the basic principles of its practical function. The practical part is conceived as qualitative research in the form of interviews with selected parents of Waldorf pupils from one particular Waldorf primary school. The aim of the research is to learn about selected parents' individual reasons for placing their children in this particular Waldorf primary school and to understand these reasons in relation to their unique life context. The thesis concludes with a new understanding of the Waldorf school as a useful impulse in the education system and a way of a kind approach in educative practice that can be easily embraced by the general public.
|
|
| |
|
| |
|
|
Waldorf school teacher training for Physical education classes and German language classes.
WEISSOVÁ, Julie
The diploma thesis deals with the specifics of teacher's preparation for teaching at Waldorf school. More specifically, the author of the thesis focuses on subjects and classes of her specialization - Physical education and German language. The thesis is divided into two parts. In the first, theoretical, part, the text presents and clarifies basic terms that are crucial for the topic - alternative education in a context of Waldorf school, the term of anthroposophy and finally, its founder Rudolph Steiner. In the following chapters, the author addresses the personality of the Waldorf teacher, the issue connected to the teacher-pupil relationship and, most importantly, teacher's training for Physical education classes and German language classes in Waldorf education. In the practical part, the writer concentrates on specific examples of Physical education classes and German language classes she observed at Waldorf school. Using interviews and teachers' points of view, the text examines the success of accomplishing the educational goals the teachers had set. The outcome is analysed while taking anthroposophy approach into consideration. In addition, the author applies qualitative research methods.
|
|
|
Physical aktivity at Waldorf school in České Budějovice.
BLAJIĆ, Lucie
The present bachelor's thesis deals with the importance of physical activities in Waldorf education. The theoretical part defines the Waldorf principles and approach to physical activities and provides the relevant sources. The study introduces the history and the foundation of the Waldorf school in České Budějovice. Further, it states the curriculum for years 1 up to 9 in Eurythmy and Physical Education. The practical part comprises of a research based on interviews with the teachers in the particular school, in which their personal views and approaches to particular activities are captured, it ex-amines the actual physical activities and maps the current situation and conditions at Waldorf school in České Budějovice. The lesson records are included.
|
|
|
Comparison of access to geography education at Waldorf primary school and standard Czech primary school
CHOCHOLOVÁ, Vendula
The bachelor's thesis deals with a comparative approach to the education of geography at the classical elementary school and at the Waldorf elementary school. The theoretical part explains the educational system in the Czech Republic and presents the characteristics of traditional and alternative pedagogy. Then a type of alternative pedagogy is introduced, namely Waldorf education. At the end of this part, the subject of geography is introduced. The practical part compares the approach to the education of geography at two selected schools and seeks differences and similarities in many aspects, mainly through the method of observation and interview.
|
|
|
Application of health education in Waldorf pedagogy
MUSELOVÁ STRETTIOVÁ, Anežka
The aim of this work is: to find what ways do they apply health education to a Waldorf-type kindergarten. The method of moderated semi-structured interview was used to determine the methods of application and the degree of their involvement in teaching in kindergartens with Waldorf pedagogy. The results of the findings cannot be generalized, they are subjectively focused (tied to) to two kindergartens with Waldorf pedagogy. The findings were fulfilled as expected, the rate of application was on a daily frequency, but the methods of application can be improved in many places. Especially in one of the kindergartens, healthy nutrition and the involvement of targeted exercise for development, can be improved. The work finds a new opportunity to participate in primary prevention in kindergartens.
|
|
|
Speech-Language Pathology prevention at waldorf preschool
PAVLÍNOVÁ, Anna
The thesis aims to demonstrate that alternative preschools provide high-quality speech-language pathology prevention. The paper focuses on the system of speech-language pathology prevention at Waldorf preschool and the description of the most common activities and methods supporting speech development. Another aim is to discover whether the speech development activities at Waldorf preschool correspond with the Framework Education Programme for Preschool Education, and how they differ from such activities at classic preschool. The theoretical section defines the main terminology connected with speech-language pathology prevention, the Framework Education Programme, and activities recommended for positive speech development. Moreover, it describes the principles, contents, aims, and methods of Waldorf pedagogy. The research focuses on the system of speech-language pathology at Waldorf preschool. For collecting the data, qualitative research questions are used, i.e. interviews with Waldorf teachers. Furthermore, observations at both Waldorf and classic preschools were conducted. The results show that the standards of speech-language pathology prevention at Waldorf preschool are high, and a variety of activities for speech development, included in the Framework Education Programme, are performed. The main difference between Waldorf and classic preschool speech-language pathology prevention is in the form and frequency of such activities.
|
|
|
Default methods for drawing forms in Waldorf pedagogy
DOMORÁZEK ZELENKOVÁ, Edita
The bachelor thesis deals with Waldorf pedagogy and its specific subject of forms drawing. The aim of this work is firstly to gain theoretical knowledge and, secondly, their application to the pedagogy of leisure time, then to proces selected methods into metodological handouts for leisure activities focused on artistic activity. In the theoretical part, the author works with professional literature. The first chapter presents Waldorf pedagogy regarding its goals and principles for the physical, spiritual and mental development. It raises from developmental stages of the child in the second seven years according to Rudolf Steiner, founder of Waldorf education. It also describes leisure time activities and education associated to this pedagogy. It characterizes a specific subject of eurythmy, which is part of the subject of drawing forms. The last part is devoted to drawing forms. The theoretical part also contains a reactions of Waldorf pedagogy. The practical part raises from the theoretical knowledge. The structure of the educational proces is guided by methodological sheets. In methodical sheets, the author uses a drawn form, drawing with crayons and wax blocks, modeling. The first part of the implementation of the didactic project took place in the "Svobodná Primary School" in Písek with the fourth grade pupils. The second part was applied in the activities of the hobby group in DDM Strakonice. The practical part includes evaluation and selfreflection. At the end of the work, the author summarizes personal experiences with Waldorf pedagogy. She acknowledges the use of the alternative educational principle with regard to the broadening of the pedagogue's point of view and the actual practice itself. However, she draws attention to the need for sufficient experience gained at the Waldorf seminars and a deeper personal insight into the issue.
|
|
|
Waldorf pedagogy in times of distance education
Košnerová, Štěpána ; Krčmářová, Tereza (advisor) ; Stará, Jana (referee)
The thesis deals with distance education at Waldorf primary schools in Czech Republic, which occurred under the influence of COVID-19 pandemic. Theoretical part of the thesis describes alternative concept of Waldorf pedagogy, its theoretical background, and principles. Further on, it deals with the definition of the term "distance education" and its relationship to the period of school closure. In the field of distance education, the term "e- learning" is defined, which has become a contemporary tool of education. Empirical part of the thesis aims to examine the effect of the transition to distance education during the pandemic on Waldorf pedagogy. The method of semi-structured interview is used to determine the results of qualitative research. Prior to the data collection, a preliminary survey was conducted in the form of a meeting with a Waldorf teacher. The aim was to penetrate the situation from the point of view of a Waldorf educator and to formulate interview questions. Subsequently, one test interview was conducted. The acquisition of research data took four months, with a total of twelve in-depth interviews. The average length of one interview was less than 57 minutes. The selection of respondents is subject to three criteria. All respondents are teachers at Waldorf primary schools in the...
|
guest ::
