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Transition from alternative kindergarten to elementary school
NÍDLOVÁ, Pavlína
bachelor's thesis is divided into two parts, a theoretical and a practical one. The theoretical part is focused on alternative education available in the Czech Republic. It explains the basic principles of alternative pedagogical concepts and also clarifies the concept of contemporary traditional education in the Czech Republic. The practical part presents the results of a research investigation conducted in the form of interviews. Their aim was to describe the experiences of children with the transition from an alternative kindergarten to a traditional primary school, and to get an idea of the problems, or on the contrary, the advantages of adapting to a different type of school.
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Teaching English as a foreign language in selected alternative primary schools
HELMOVÁ, Simona
This diploma thesis deals with the teaching of the English language at alternative primary schools. The theoretical part focuses on the development of alternative schools and then on the analysis of the selected ones, i.e., Montessori, Waldorf and Jenna school. For each school, their main philosophy and approach to foreign language education is explained. The practical part is conceived as qualitative research that took place at three selected alternative schools using the method of observation and interview. The aim was to find out and describe the approach to teaching English at selected schools, focusing on four areas, namely the role of the teacher, the use of foreign language during the lessons, the used materials and aids and the approach to the development of reading and writing.
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Comparison of access to education and teaching civic education at standard primary school and Waldorf school
BÝČKOVÁ, Jana
Bachelor thesis Comparison of access to education and teaching of civic education at ordinary primary and Waldorf schools presents the concept of the subject of civic education and a view of the concepts of Waldorf education and primary schools. In the theoretical part, the subject of civic education is presented and the concept of primary education and the concept of Waldorf school are further discussed in detail. The practical part will be devoted to the comparative teaching of civic education at primary and Waldorf schools. The aim will be to find out whether there are differences not only in teaching, but also, for example, in the preparation of teachers for lessons, in the environment in which teaching normally takes place or in the method of assessment. In addition, in teaching materials or in teachers' relationships with pupils. All this will be examined from the perspective of the teachers questioned.
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Role of Experiments in Chemical Education at Waldorf Lyceum Compared to "Ordinary" Gymnasium in the Czech Republic
Studničková, Zuzana ; Šmejkal, Petr (advisor) ; Stratilová Urválková, Eva (referee)
4 Abstract This bachelor thesis examines the role of experiments in Chemistry lessons at Waldorf schools and roughly compares the approach towards their implementation into lessons at Waldorf schools and selected secondary schools (gymnasia) in the Czech Republic. The first part is dedicated to the description of Waldorf school specifics. The second part gives results of a general survey focused on the ways of use and frequency of experiments at selected secondary schools in the Czech Republic. Results of this survey and visits to laboratory practicals at one high school were confronted and discussed in contrast with results of inspections of classes at two Waldorf schools; Waldorf Lyceum in Prague and Primary and Secondary Waldorf School in Semily. Approaches to experiments at both types of schools are compared and arguments for and against are given. On the whole we can say that Waldorf schools take experiments (demonstrations) as an integral part of every Chemistry lesson and are essential for Chemistry education. However laboratory practicals are rare and the amount of information in lessons is smaller than at ordinary secondary schools observed. On the contrary, at ordinary secondary schools, demonstrations are less common and very often experiments are not included in Chemistry lessons, but separated...
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Movable Classroom Concept in contemporary Waldorf School
Šedivá, Marta ; Mazáčová, Nataša (advisor) ; Kargerová, Jana (referee)
This master thesis introduces innovative approach to teaching practice at Waldorf schools, the so called movable classroom. This model originates in German Waldorf schools, primarily from Rudolf Steiner Schule in Bochum. Its main specific is furnishing the classroom with movable equipment, which creates the possibility for greater variability in organizing the space by implementation of weekly outdoor learning and change in the timing set up of teaching units. The research question of this work is meaningfulness of the movable classroom model, it specifically concerns itself with the question, whether it is possible to observe the benefits of movable classroom model for physical, psychological, social and cognitive development of children, while teacher simultaneously takes into account the current limitations of this model. Following observation in the classrooms, which work according to this model and researching contemporary literature, individual categories of both benefits and risks have been specified. Through follow up interviews with teachers, these categories are verified and exactified through actual situations, the research question is answered and further possibilities for working with this model in Czech Waldorf schools are explored.
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Development of reading literacy in selected alternative educational programs
Horáková, Eva ; Wildová, Radka (advisor) ; Ronková, Jolana (referee)
This Master's thesis examines options to advance reading literacy in schools with alternative education. Thesis is focused on teachers work and used methods. The aim of the thesis was to determine, how schools using alternative educational programs support the reading literacy. Theoretical part explores reading literacy, characteristics of alternative educational programs and schools -Montessori, Waldorf, Dalton and program Step by Step. It specifies RWCT - reading and writing to critical thinking program and method of advancement reading literacy and reading. The practical part evaluates surveys filled by teachers from alternative schools and teachers using alternative educational programs. Survey is focused on teacher's job, utilization of RWCT method in schools, working with reading literacy and support of reading.
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Possibility of pedagogical support for two pupils of younger school age in physical education at an alternative school.
Vyvialová, Kristýna ; Pavlová, Ilona (advisor) ; Kotlík, Kamil (referee)
Title: Possibility of pedagogical support for two pupils of younger school age in physical education at an alternative school. Objectives: The aim of the work is to explore the possibilities of pedagogical support in the framework of physical education for two pupils with special educational needs at the Waldorfská Jinonice primary school. Methods: The thesis is based on the theoretical-empirical methods. The research consisted of two pupils with SVP. This was a girl and a boy aged 9. The intervention consisted of diagnosis, the creation of an individual training plan and the follow-up of pupils for one month. There were 8 exercise unit in total at the Waldorf Jinonice Primary School. Results: After a month, the creation and fulfilment of IVP proved to have a positive effect on the motor skills of children at the Waldorf School. Using the MABC-2 test battery. I found that both girls and boys had improvements in balance, aiming and catching as well as manual skills. Keywords: IVP - individual training plan, MABC-2 test battery, SVP - special educational needs, epilepsy, ADHD - attention deficit hyperactivity disorder, visual impairment, Waldorf School.
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Discipline in a Waldorf school from the teacher's point of view
Mackenzie, Karolína ; Simonová, Jaroslava (advisor) ; Straková, Jana (referee)
This bachelor's thesis deals with the issue of discipline in Waldorf schools. It broadens the horizons of functioning of the Waldorf school, its philosophy and the work of Waldorf teachers. Qualitative research focuses on four disciplinary problems, namely failing tasks or preparing them not sufficiently, lack of concentration, using vulgar words and using mobile phones while they are forbiden. Through in-depth interviews, it surveys how teachers maintain discipline, or address indiscipline in classroom. The research offers an overview of the strategies that were employed. These strategies are compared to current trends in classroom management. The results serve as an inpiration not only for Waldorf teachers in dealing with indiscipline. Keywords: discipline, Waldorf school, qualitative research
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