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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...

This exploratory case study is focused on the educational environment and the school climate in one particular Waldorf preschool in Prague. Emphasis of the research was oriented towards the original philosophical basis of Rudolf Steiner, who invented Waldorf education in the early 20th century. The goal of this study was to underpin the specific environment and point out the way, in which the principles of Steiner education are demonstrated in the environment. Within the qualitative research method I have created complex questionnaires for two groups of respondents: parents and teachers. In the creation of the questionnaires I have utilized my own experience form the environment and my knowledge of Waldorf theory and theory of climate. The questionnaires have created a template with predefined codes. After the respondents answered the questionnaires, the codes than got their unique characterizations. The output of this study is a defined elementary hypothesis about functioning and affecting of the environment and the climate from the viewpoint of the two groups of respondents. The results are discoveries that the functioning of the school climate is intensive and positive and its common characterization is its lovingness. The environment is functioning situationally (in the same way with its...

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.

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.

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.

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.

V svojem magistrskem delu z naslovom Pouk slovenščine na waldorfski gimnaziji v Ljubljani s posebnim ozirom na književni pouk bom predstavila pristope in metode dela na waldorfski gimnaziji v Ljubljani, ki sodi med zasebne šole. Po veljavni slovenski zakonodaji dobijo zasebne šole 85 % sredstev, ki jih prejmejo javne šole, vendar gre zgolj za sredstva, namenjena izvajanju javno veljavnega programa. Položaj zasebnega šolstva v Sloveniji je zasnovan tako, da bogati javni šolski sistem in ne vnaša elementov, ki bi vplivali na zmanjšanje pravičnosti v celotnem šolstvu. Poudariti je potrebno, da zasebne šole v šolski sistem vnašajo možnost izbire, starši pa so tisti, ki imajo pravico izbrati vrsto izobraževanja za svoje otroke. Waldorfska gimnazija dosledno upošteva načela/principe waldorfske pedagogike, ki izhajajo iz poznavanja in upoštevanja dijakovega duhovno-duševnega in fizičnega razvoja. Glavni cilj waldorfske pedagogike je vzpodbujanje zdravega in skladnega razvoja posameznika na telesni, duševni, duhovni in razumski ravni. Osnovni poudarek je na umetniškem načinu poučevanja vseh predmetov in holističnem pedagoškem pristopu. Osredotočila se bom na specifike dela in poučevanja na waldorfski gimnaziji. Opisala bom tudi predmetnik, učni načrt za slovenščino ter organizacijo pouka in vse našteto primerjala z javno gimnazijo. Pri pouku slovenščine bom hospitirala in opažanja reflektirala ter evalvirala. Njihov pristop k delu v razredu dolgoročno bolj pozitivno vpliva na odnos do literature in notranjo motiviranost za branje, ker pri pouku spodbujajo ustvarjalnost ter problemskost. Slednje jim omogoča večja avtonomija, prav tako niso pod takšnim časovnim pritiskom kot v javnih šolah – večinoma se pripravi na maturo posvečajo v 5. letniku. In the bachelor thesis with the title Literature lessons in Ljubljana's Waldorf High School I will be presenting the approaches and methods of work in Ljubljana's private Waldorf High School. According to the current Slovenian laws, private schools get only 85% of the funding compared to public schools however, the funds are meant for carrying out publicly valid programmes. The private educational system in Slovenia is designed in a way that it enriches the public educational system and does not bring elements that would lessen the fairness in the educational system as a whole. It should be emphasized that private schools present an option of choice in the educational system and that the parents are the ones that have the right to choose for their children between the two. Waldorf High School consistently abides with principles of Waldorf education that arise from understanding and taking consideration of the student's spiritual, mental and physical development. The Waldorf pedagogic's main goal is to encourage an individual's healthy and harmonious development on a physical, spiritual, mental nad intellectual level. The main emphasis is on artistic learning and a holistic pedagogic approach. I will be focusing on the specifics of work and teaching in the Waldorf High School. I will also be describing the school's curriculum, syllabus for Slovenian language and lesson organisation and comparing it all with a public high school. In Slovene language classes I will be attending lessons and evaluating my observations. Because the Waldorf High School encourages creativity, their approach in class has a long-term and very positive impact on the pupils' attitude towards literature and their inner motivation to read. The latter is possible because of greater autonomy and not being under such time pressure compared to public high schools – they prepare for the final Matura exam in the 5th year.

This diploma thesis is devoted to the application of drama in German language teaching at Waldorf school. The content itself provides a theoretical insight into the basic concepts and principles of drama education and foreign language teaching at primary school. For the sake of clarity and understanding, these basic levels related to the subject are more elaborated in the introductory chapters. The theoretical part also includes chapters related to Waldorf pedagogy and its basic principles. In the practical part, one of the main objectives was to verify whether methods of dramatic education in German language teaching could support the pupil's ability to express themselves, with an emphasis on the verbal component. The work also includes description and reflection of three lessons, the aim of which was to find out whether the selected methods of drama in foreign language teaching have an impact on pupils' ability to communicate effectively and on the overall outcome of the learning process. At the end of the thesis are described findings, which confirm the benefits of including elements of drama education in foreign language teaching, and also where their influence manifested most.

The work is focusing on education at regular grammar school and Waldorf primary school. The introduction explains the basic concepts such as pedagogy, education, upbringing etc. The thesis is discussing subsequently about the most important differences among standard and Waldorf primary school. There are presented all Waldorf schools in the Czech Republic in the next chapter. The practical part was created by watching selected subjects at Waldorf and Standard primary school.

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.

The bachelor thesis deals with the success of students from alternative schools in admission to secondary schools and also in their further studies at secondary schools. In the theoretical part, alternative education is discussed (origin, terms definition, characteristics, etc.). Further more, the theoretical part deals in detail with three selected representatives of alternative schools (Waldorf pedagogy, Montessori pedagogy and Church education). The subject of the practical part (exploratory survey) was to find out about the success of alternative school students in admission to secondary schools and during their further study by means of questionnaires and interviews.

This bachelor thesis deals with the integration issue of pupils with special educational needs into the Waldorf school system. The aim of the work is to find out how integrating the pupil proceeds and what is the climate in the classroom where the pupil with SEN is located. In the first large chapter in the theoretical part we will learn about integration and inclusion. I explain and compare these two concepts, forms and factors of integration, also included is a chapter on social integration. The next part deals with the concept of a pupil with special educational needs. Here we find a general definition and also subchapters regarding physical disability, most of all about Duchenne muscular dystrophy, which is represented in the research file. The theoretical part's last chapter is focused on Waldorf pedagogy. It describes the history of Waldorf education, the Waldorf school description and principles and Waldorf schools located within the Czech Republic. The practical part of the thesis is elaborated in accordance with the formulated objective with a qualitative approach in case study design. The data collection techniques were interview, observation, document analysis and sociometry. This bachelor thesis can be beneficial for the educational institution at evaluation level. It could also serve as study material for pedagogical school students or for the public who are interested in the Waldorf education system.

The thesis deals with the problem of integrating pupils with physical disabilities into a primary Waldorf school, specifically the primary Waldorf School in České Budějovice. The goal of the thesis was to find out about the possibilities of integrating pupils with physical disabilities at Primary Waldorf School in the South Bohemian Region. The theoretical part includes the definitions of basic concepts and issues and is divided into three chapters. The first chapter includes the clarification of the concept of integration, its form, circumstances and problems. The second chapter includes information on Waldorf pedagogy, the primary Waldorf schools in the Czech Republic and the relation of Waldorf pedagogy to integration. The third chapter deals with the issue of physical disabilities, specifically their classification. The focus is on the issue of Duchenne muscular dystrophy, because this is the illness the integrated pupils of the discussed Waldorf school suffer from; and the issue of Cerebral palsy as well, since it is the most common disability in children. Qualitative research was used for the practical part of the thesis. I led in-depth interviews with the informants, including the pedagogues and the pedagogical assistants from the primary Waldorf school mentioned above. The thesis can be used as a source for obtaining information about the possibilities of integrating physically disabled pupils into Waldorf schools in the South Bohemian Region. The thesis could help parents with choosing an alternative primary school for their child with physical disability.

The diploma thesis deals with the educational influence of the subject of creative drama on psychosocial development of pupils with special learning difficulties (SLD) on 1st grade of Waldorf school. The work is focused mainly on the development of communication skills, respecting the boundaries, instructions and cooperation in the classroom using methods and techniques of drama education with pupils with SLD in 2nd half of 2nd grade and 1st half of 3rd class. The theoretical part defines the four basic parts of this diploma thesis psychosocial development of children of younger school age, special learning difficulties (SLD), accompanying phenomena and their influence on the psychosocial development of the child, characteristics of Waldorf school, methods and techniques of drama education. The practical part deals with the development of communication, cooperation, observance of rules, understanding of the topic and the ability of its interpretation of individuals and the whole group in the lessons of creative drama. In the lessons, we experienced key themes of the Waldorf School. The whole process is recorded and evaluated using record sheets from each lesson.

This diploma thesis presents monographic study that deals with the autonomy of schools in the context of the idea of the Waldorf School and philosophical convictions of its founder Rudolf Steiner. The content itself brings a particular identification, analysis and description of the basic principles of Steiner's ideas of Social Threefolding. For better grip and insights into this topic in the introductory chapters with the concept of autonomy as the general context, and given directly to the school autonomy. Further insight on school administration and local government and various school systems in the European area. The work also includes historical and political context of the time of different directions of reform pedagogy 19th and 20th century, which proved, among other things, as one of the key conditions for understanding the concept of free Waldorf school Rudolf Steiner and the conditions under which it was created. KEYWORDS autonomy, school, Waldorf pedagogy, Waldorf School, anthroposophy, Rudolf Steiner, competence, autonomy, responsibility, Social Threefolding

The aim of the thesis is to gain a deeper view of primary school selection. Specifically, why the parents of children attending the Waldorf Kindergarten Sluníčko decide to continue, or not to continue with the started alternative education of their children. In the theoretical part, the concept of alternative school and Waldorf pedagogy is described as one of the possible alternatives. One chapter is devoted to the founder of Waldorf pedagogy R. Steiner. This chapter also explains the background of the first Waldorf school in the world and in the Czech Republic. It refers the requirements, which needs to be implemented in order to be registered in the International Registry of Waldorf School. In the empirical part, the thesis describe the beginning of Waldorf Kindergarten Slunicko in Písek. Qualitative survey helps to understand opinions and attitudes of parents to this alternative. It also find out reasons why parents choose Waldorf pedagogy at pre-school and also elementary school level for their children.

The thesis is focused on a subjective perspective of students from Faculty of Education of University of South Bohemia in České Budějovice on attitudes in education and on potential application of these methods in their practise. In this thesis is covered general exploration which characterizes particular types of alternative schools and alternative approaches in the process of education. Data were gained from questionnaire and with usage of didactical test. On research were participated 139 students from Faculty od Education of University of South Bohemia in České Budějovice. In the result part are covered finding outs which refer to fact that most of students would use alternative attitudes during their practise even if only small part of them have ever visited any of alternative schools. The higher percentage of respondents answered that they have only limited information about alternative education which was verified by didactical test. The average access from the test was 50%.

Izobraževanje ima pomembno vlogo v družbi. Klasična šola, kot jo poznamo danes, se je razvijala skozi vso zgodovino človeštva. Prav tako so se poleg nje razvijale še različne druge oblike izobraževanja oziroma pedagogik. Zanimalo nas je, kateri pogledi teh pedagogik bi lahko pozitivno vplivali na klasično obliko izobraževanja. Zato smo v diplomskem delu predstavili montessori in waldorfsko pedagogiko. Osredotočili smo se na pedagoška načela, položaj učitelja in otroka, vpliv okolja na otroka in na učni načrt pri pouku slovenščine. S podrobno predstavitvijo obeh pedagogik smo poskušali izluščiti njune pozitivne lastnosti, ki so najbolj primerne za pouk slovenščine. Preverili smo vlogo učitelja v šoli. Izrazitejša je pri waldorfski pedagogiki, kjer razredni učitelj učence spremlja ves čas osnovne šole, kar pomeni, da jih dobro spozna. Bliže klasični obliki šolanja je montessori pedagogika, kjer se razredni učitelj menja s prestopom v višji razred, je pa montessori učitelj veliko bolj pasiven, kot smo ga vajeni pri klasični obliki pouka. Poleg učitelja je pomemben tudi prostor, kjer se izvaja pouk. Tu ima prednost načelo montessori pedagogike, ki učencem ponuja svetel, odprt prostor, opremljen z različnimi didaktičnim pripomočki, ki sami po sebi višajo motiviranost. Za nemoteno izvajanje pouka je v temelju potreben dobro zastavljen učni načrt. Pozitivnejši učinek na učence ima waldorfski pouk, ki jim snov predstavlja skozi zgodbo, kar slikovito opisuje primer učenja branja. Za to moramo poznati črke, in ker otroci že od prej poznajo slike (iz slikanic), tudi črke začnejo spoznavati preko slik in zgodb. Šolanje poteka v različnih fazah odraščanja, zato se nam zdi pomemben pristop k otroku in razumevanje njegovega razvoja. Montessori pristop smo prepoznali kot primernejši, saj daje otroku točno tisto, kar potrebuje, takrat, ko to potrebuje s tem mu daje svobodo pri izbiri interesov, učitelj pa mu pri teh interesih pomaga z usmerjanjem. Kot že omenjeno, se nam zdi raba didaktičnih pripomočkov pomembna pri začetni motivaciji učencev, kljub temu pa trdimo, da je treba v šoli razvijati tudi učenčevo samostojnost. Temu več pozornosti namenjajo pri waldorfskem pouku, kjer učencem puščajo več prostora za samostojno raziskovanje, pri čemer jim ne ponujajo vnaprej pripravljenih, t. i. univerzalnih pripomočkov. Na podlagi študije tako ugotavljamo, da je bolje, če so prostori večji in svetlejši, materiali in pripomočki pa dostopnejši otrokom, da je bolje, če je razredni učitelj vseh devet let isti, saj s tem učence dobro spozna, nadalje, da bi nam pogled Marije Montessori na otrokov razvoj pomagal pri razumevanju tega, waldorfski učni načrt pa je lahko opora za lažje in zanimivejše opismenjevanje otroka. Education plays an important role in society. Classical school as we know it today, has evolved throughout the history of mankind. Also, there has developed various other forms of education and pedagogy beside classical school. We wanted to know which views of these pedagogies could have a positive impact on the classical form of education. Therefore, we presented the Montessori and Waldorf pedagogy in our thesis. We focused on pedagogical principles, the position of teacher and child, the impact of the environment on the child and the curriculum for teaching Slovene. With the details of the two pedagogies, we tried to identify its positive features which are most suitable for teaching Slovene. We have reviewed the role of the teacher in the school. It is more expressive in Waldorf pedagogy, where the class teacher accompanies students throughout the elementary school, which means that he knows them very well. Closer to the classical form of education is Montessori pedagogy, where the class teacher changes with evry higher class, but Montessori teacher is much more passive than we are used to the classic form of teaching. Besides teacher is also important area where theaching is happening. Here the advantage of the principle of the Montessori pedagogy offers students a bright, open space, equipped with a variety of teaching aids, which in themselves raise motivation. For the smooth implementation of the teaching is fundamentally necessary well-conceived curriculum. More positive impact on students has Waldorf teaching because it presents substance through the story, which describes a picturesque example of learning to read. Therefore, we need to know the characters, and because children previously know unfamiliar pictures (from picture books), the letters begin to realize through pictures and stories. Training takes place in various stages of growing up, so it seems important to approach the child and the understanding of its development. Montessori approach was recognized as preferable, because it gives the child exactly what it needs, when it needs this gives him freedom in the choice of interests and the teacher helps him with guidance. As mentioned above, we find the use of teaching aids important in initial motivation of pupils, however, we say that it is necessary to develop the pupils autonomy in school. To the pupils autonomy devote more attention in the Waldorf school, where they leave pupils more space for independent exploration, while they do not offer ready-made t. i. universal devices. Based on the study we established that it is better if the rooms are larger and more bright fabrics and accessories more accessible to children, it is better if the class teacher is same for all nine years, because he knows pupils very well, further the view of Mary Montessori on children's development will help us in the understanding of it, but waldorfski curriculum could be support for easier and more interesting to the literacy of child.

Diplomska naloga z naslovom »Primerjava nekaterih elementov znotraj waldorfske in Montessori pedagogike« je teoretske narave. V njej so na podlagi strokovne literature, ki obravnava področje različnih pedagoških konceptov in alternativnih oblik vzgoje, podane nekatere značilnosti vzgojnih konceptov Montessori in waldorfske pedagogike. Predstavljene so primerjave vloge okolja, kar vključuje urejenost prostora ter materiale, ki se nahajajo v Montessori in waldorfskem vrtcu, ter razlike in podobnosti med vlogo vzgojitelja in otroka. Primerjana je tudi avtoriteta v obeh vrtcih. Podrobneje je raziskana ena glavnih otrokovih aktivnosti - igra oziroma delo (v Montessori vrtcu). Pojem igre je opredeljen s teorijami različnih avtorjev, raziskan pa je tudi sam pomen igre v otroštvu. V nalogi je podana klasifikacija otroške igre po Toličiču, kjer je posebaj izpostavljena simbolna igra, katere v Montessori vrtcu ni moč zaslediti. Prav zato je podrobneje raziskan pomen simbolne igre v otroštvu. Primerjan je tudi pogled obeh pedagogik na proces intelektualicije v vrtcu. alternativni vzgojni koncepti, didaktični materiali, domišljija, igra, intelektualizacija, Montessori pedagogika, simbolna igra, waldorfska pedagogika The dissertation, titled »The comparison of some elements of Waldorf and Montessori pedagogics« is of theoretic nature. It is based on academic literature which focuses on different pedagogical concepts of Montessori in Waldorf pedagogics. It presents the comparison of roles of environment, including tidiness and materials, which can be found in Montessori and Waldorf kindergartens, as well as similarities and differences between the role of teacher and children. It also compares authority in both kindergartens. The dissertation especially focuses on one of the main children activity – play or work (in Montessori kindergarten). The concept of play is defined with theories of several authors. The meaning of play in childhood is also researched. In the dissertation is included the classification of child’s play, based on Toličič, with special emphasis on symbolic play. In Montessori kindergartens this type of play can’t be found, which is why the meaning of symbolic play is further examined. In the dissertation is also included the view of both pedagogics on process of intellectualization in the kindergarten.

In der Diplomarbeit mit dem Titel Motivation im DaF-Unterricht – am Beispiel von Schülern einer Waldorf- und einer staatlichen Schule ist im Vordergrund die Motivation für das Deutschlernen. Die erwähnte Arbeit ist in zwei Teile gegliedert – auf den teoretischen und empirichen Teil. In teoretischem Teil werden verschiedene Aspekte der Motivation, die Geschichte des Begriffes, ein kurzer Überblick der wissenschaftlichen Motivationuntersuchung vorgestellt und dann noch die Aspekte, die die Motivation anregen und hemmen, präsentiert. Den letzten Abschnitt des teoretischen Teils stellt das umfangreichtste Kapitel, das die Erkenntnisse über die Motivation von Boekaerts beim Unterricht behandelt, die sie in acht Aspekte verdichtet hat, dar. Den teoretischem Teil folgt der empirische Teil der Diplomarbeit. Dieser basiert auf den Meinungen der Schüler über die Motivation beim Deutschunterricht, die anhand eines Fragebogen ermittelt wurden. Der Fragebogen wurde auf einer Staatsschule und einer Waldorfschule in der 8.Klasse durchgeführt. Anhand der Antworten der Schüler wollte herausgefunden werden, ob grundlegende Unterschiede bei der Unterrichtsweise der beiden verschiedenen Schulsysteme und ihrem Einfluss auf die Motivation für das Lernen der deutschen Sprache besteht. Aus der Analyse der erfassten Daten wurde ersichtlich, dass laut Theorie, zwischen den vergliechenen Schulsystemen Unterschiede bestehen, jedoch nicht in solchem Maß wie erwartet. Die Auswertung der Resultate hat gezeigt, dass die befragten Waldorfschüler generell weniger motiviert für das Deutschlernen sind als die Staatsschüler. Die Gründe für solche Resultate könnten in der Engagiertheit des Lehrers für das Unterrichten, der Nähe und den wirtschaftlichen sowie geschichtlichen Verbindungen der betreffenden Region zu Österreich liegen. Für die endgültige Bestätigung der Annahme, dass die Motivation der Waldorfschüler kleiner ist, wäre es dringend notwendig eine wesentlich größere Anzahl von Schülern in die Untersuchung einzuschließen. V diplomski nalogi z naslovom Motivacija pri pouku nemščine kot tujega jezika – na primeru učencev waldorfske in državne šole je v ospredju motivacija za učenje nemškega jezika. Naloga je sestavljena iz dveh delov – iz teoretičnega in empiričnega. V teoretičnem delu so najprej podrobno predstavljeni različni vidiki motivacije, zgodovina izraza, kratek pregled znanstvenega raziskovanja področja motivacije, nadalje so obravnavani še dejavniki, ki spodbujajo in zavirajo motivacijo. Zadnji odsek teoretičnega dela predstavlja najobsežnejše poglavje, ki obravnava spoznanja Boekaertsove o motivaciji pri pouku, ki jih je strnila v osem vidikov. Teoretičnemu delu sledi empirični del diplomske naloge. Ta je osnovan na vprašalniku o motivaciji učencev pri pouku nemškega jezika. Vprašalnik je bil uporabljen na državni OŠ in Waldorfski šoli v 8. razredu. Na podlagi odgovorov učencev smo hoteli izvedeti, ali obstajajo bistvene razlike med načinom poučevanja v dveh različnih šolskih sistemih in njihovim vplivom na motivacijo za učenje nemškega jezika. Iz pridobljenih podatkov in iz teoretičnih izhodišč je razvidno, da med šolskima sistemoma razlike obstajajo, vendar ne v meri, kot smo pričakovali. Vrednotenje rezultatov v empiričnem delu je pokazalo, da so učenci waldorfske šole v splošnem manj motivirani za učenje nemščine kot v državnih šolah. Razlogi za takšen nepričakovan izid lahko ležijo v sami zavzetosti učitelja za poučevanje predmeta, v bližini do Avstrije ter gospodarskih in zgodovinskih povezavah te regije z Avstrijo. Za dokončno potrditev domneve o manjši motiviranosti waldorfskih učencev bi bilo v raziskavo nujno treba zajeti bistveno večje število učencev.

V teoretičnem diplomskem delu z naslovom Waldorfske lutke so na podlagi strokovne literature opisana načela waldorfske pedagogike ter življenje in delo njenega utemeljitelja Rudolfa Steinerja. Prav tako je na kratko predstavljena njegova duhovna znanost, imenovana antropozofija. Opisan je pomen ritma v waldorfski pedagogiki ter predstavljeni štirje temperamenti in njihova povezanost z barvami. Podrobneje so s področja umetnosti predstavljene lutke, ki so pomemben del življenja v waldorfskem vrtcu, in njihov vpliv na otrokov razvoj. Ker so waldorfske lutke zaradi svojih značilnih kreacij zelo posebne in ker so ljudem še dokaj neznane, je namen tega diplomskega dela predstaviti njihovo pojavnost in s tem opravičiti njihovo edinstvenost. Opisane so stoječe, ploske, prstne in senčne lutke, lutke za posebne priložnosti, marionete in waldorfska punčka. V zadnjem delu obravnavane teme so predstavljeni materiali in tehnike izdelovanja waldorfskih lutk. Podrobneje je predstavljena volna, njena predelava in uporabnost. Na koncu je predstavljena še waldorfska lutkovna pravljica, različne vrste scen in rekviziti, ki se uporabljajo v waldorfski lutkovni pravljici. Ugotovljeno je bilo, da waldorfske lutke pozitivno vplivajo na otrokov razvoj, zaradi naravnih materialov in preprostosti negujejo otrokove čute in otroke spodbujajo k uporabi domišljije. V waldorfskih vrtcih se najpogosteje uporabljajo stoječe lutke iz različnih tehnik, katerih liki so večinoma človeška bitja, elementarna bitja - palčki ter živali in waldorfska punčka. S to vrsto lutk se otroci tudi najpogosteje igrajo. Waldorfsko lutko bi lahko zaradi njene estetike, sestave in pozitivnega vpliva na otrokov razvoj imenovali tudi dobra igrača. The thesis Waldorf Dolls describes in the theoretical part the principles of Waldorf pedagogy and the life and work of its founder Rudolf Steiner based on the professional literature. Moreover, there is a short description of the founder’s spiritual science called anthroposophy. The emphasis is also put on the importance of the rhythm in Waldorf pedagogy. The thesis describes four temperaments and their connection to colours. Dolls and their influence on children’s development is described in more details from the perspective of arts, because that is an important part of life in Waldorf kindergarten. Waldorf dolls are very special because of their specific creations. Consequently, they are quite unknown, which caused the main goal of this thesis, to present the dolls’ appearances and justify their uniqueness. The thesis describes standing dolls, flat finger dolls, shadow dolls, dolls for special occasions, marionettes and Waldorf dolls. The last part of the described topic describes materials and techniques used to make Waldorf dolls. The use and processing of the wool is described in more details. In the end the thesis includes a Waldorf doll fairy tale and different kind of scenes and requisites, which can be used in this type of tale. It was concluded that Waldorf dolls influence children’s development in a positive way. With their simplicity and the use of natural materials, they nurture their senses and encourage the use of their imagination. Waldorf kindergartens most commonly use the standing dolls made with different techniques and represented by human beings, elemental creatures – dwarfs, animals or Waldorf dolls. Children most frequently play with this type of dolls. From the aesthetic aspect, formation and positive influence on children’s development, could a Waldorf doll be called a good toy.

The topic of this work is "Playing in Heterogeneous Classes - Comparative Study on Kindergartens of Common versus Waldorf Type". The theoretical part deals with the definition of the pre-school aged children's need of playing, the development of playing, the need of a playing partner and the function of toys. Then it focuses on playing in the General Educational Plan for Pre-School Education, playing integration into the daily routine of a kindergarten and benefit of playing for a child and a teacher. It describes the specific features of a heterogeneous group of children and their relationship to playing. It also discusses the characteristics of a Waldorf kindergarten. In the end of the part the School Educational Plan of the studied schools is shown. The practical part of this work is based on monitoring children during their free playing time in the chosen kindergartens. The time daily devoted to free playing, the ways the teachers react to free playing and which types of playing are most common were the objectives of the research. The work then names toys recommended for a heterogeneous class by the teachers, toys chosen by children, how younger children are integrated into the older children's playing and vice versa. Then, by using a questionnaire, following data will be obtained from parents...

The goal of the thesis is to clarify the reasons which lead parents to choosing Waldorf´s kindergarten as an alternative option for their children. Alternative schools, reasons why the schools were founded and their main contribution to the education are described in the theoretical part. In the following part of the thesis the founder of the Waldorf´s school Rudolf Steiner is mentioned as well as the description of its foundation, conception and goals. The other chapters are dedicated to family topics, family development and its functions. The following chapters are crucial as well. They are devoted to the motivation and the life values we meet during our lifetimes. The research part is conceived by statistically quantitative method by using the questionnaires which were responded by the parents of the children from four Waldorf´s kindergartens.

The aim of diploma thesis Teachers personality in the 21st century is to point out the importance of the human spiritual dimension, as well as the importance of personality development of every teacher. The thesis is trying to disclose which of the challenges are teachers facing nowadays and how the students and pupils themselves are affected by their lecturers. The paper describes the transformation of the teacher's role in present-day society. Two different approaches in teachers training are presented and compared - classical higher education and Waldorf education. The theoretical part of the thesis deals with the definition of the personality concept regarding a psychological point of view, as well as the definition of teacher education paradigm transformation relating to key competences and professional teachers standards. One section of the text is describing the basic principles of Waldorf pedagogy. The empirical part consists of an analysis of two different teacher education approaches, obtained through interviews with representatives of the Faculty of Education of Charles University in Prague and Freie Hochschule in Stuttgart. The benefit of this thesis is to bring the description of the educational model, which emphasises on a artistic process in the future teachers education, into the...

V prispevku predstavljamo stališča staršev iz Slovenije, Avstrije in Nemčije, katerih otroci obiskujejo waldorfsko osnovno šolo, do učenja tujih jezikov na nižji stopnji osnovne šole. V prvem delu članka predstavimo glavne značilnosti učenja in poučevanja tujih jezikov v waldorfskih osnovnih šolah in primerjamo učne načrte za prvi tuji jezik v Avstriji, Sloveniji in Nemčiji. V nadaljevanju se osredotočimo na rezultate empirične raziskave, v kateri je sodelovalo 215 staršev. Rezultati raziskave kažejo, da so starši, ki imajo možnost neposredno opazovati učinke učenja tujega jezika v otroštvu, temu naklonjeni in seznanjeni s prednostmi, ki ga takšno učenje jezika prinaša otroku, saj so se v večini strinjali, da otroci kažejo boljše jezikovne zmožnosti za pridobivanje tujih jezikov kot odrasli in da učenje tujih jezikov nima negativnega vpliva na materinščino in otrokovo osebnost. This paper seeks to present the viewpoints of Slovenian, Austrian, and German parents whose children attend Waldorf primary schools, about learning foreign languages at the primary level. The first section of the paper outlines the main characteristics of learning and teaching foreign languages in Waldorf primary schools and compares the syllabus for the first foreign language in Austria, Slovenia, and Germany. Further on, the paper focuses on the results of an empirical research which involved 215 parents. The results showed that parents who could directly observe the effects of learning a foreign language in childhood were more inclined to it. They were also familiar with the benefits of learning a foreign language for a child. Also, the majority of them agreed that learning second languages was easier for children, and they did not think it had any adverse impact on the mother tongue or the child's personality.

Starši lahko za svoje otroke izbirajo vrtce, za katere mislijo, da so zanje najprimernejši, zato je prav, da imajo pri tem čim bolj raznoliko ponudbo, kar jim med drugim omogočajo predvsem zasebni vrtci. Diplomsko delo z naslovom Pomen in vloga igrač v zasebnih vrtcih v teoretičnem delu predstavlja zasebne vrtce nekoč in danes, njihove naloge, cilje in načela pri njihovem uvajanju. V nadaljevanju so predstavljene razlike med javnimi in zasebnimi vrtci, kurikulum za vrtce, zakonska ureditev, plačilo staršev ter sofinanciranje s strani občine ter potrebni pogoji za ustanovitev zasebnega vrtca. Nato so predstavljene raznolikosti programov, in sicer izbira programov in vrtcev, zasebni vrtci, ki delujejo po programu Kurikuluma za vrtce – nadomestni vrtci, program Marie Montessori ter program waldorfskega vrtca. V zadnjem poglavju pa so predstavljene igrače v različnih programih, vloga igrač v vrtcu, pomen igrač za otrokov razvoj ter razlike med igračami glede na material in dovršenost. V empiričnem delu so predstavljeni rezultati raziskave na temo zasebnih vrtcev ter pomen in vloga uporabljenih igrač. Vzorec je zajemal 80 vzgojiteljev iz zasebnih vrtcev po vsej Sloveniji. Cilj je bil ugotoviti, kako pogosto vzgojitelji pri svojem delu otrokom omogočijo, da pri igri uporabljajo igrače, ki so iz naravnih materialov, ali imajo otroci možnost igrače sami izdelati in jih dokončati oz. dovršiti. Prav tako je bil cilj ugotoviti, kdo v vrtcu je zadolžen za izbiro oz. nabavo igrač in če so pri tem upoštevane tudi želje staršev vključenih otrok, ter kako pomembni so za vzgojitelje izpostavljeni dejavniki pri izbiri igrač. Podatki, ki so bili zbrani s pomočjo anketnih vprašalnikov, so bili obdelani s pomočjo programa SPSS in predstavljeni tabelarično. Pri tem so bile prikazane razlike glede na spol anketirancev, pedagoške pristope oz. programe, uporabljene pri delu, in število otrok, vključenih v oddelek glede na starostno obdobje. Ugotovljeno je bilo, da se med različnimi vsebinami in glede na različne neodvisne spremenljivke redko pojavljajo statistično značilne razlike, kar je bilo ocenjeno kot pozitivno, saj kaže na enotnost vzgojiteljev pri svojih odgovorih in posledično pri svojem delu. Parents can choose a kindergarten that is, in their opinion, most suitable for their children and they should have a variety of possibilities, which private kindergartens certainly enable them. The diploma paper with the title The Meaning and Role of Toys in Private Kindergartens consists of theoretical and empirical part. In theoretical part I presented private kindergartens in the past and today, their tasks, goals, and principals in their deployment. Later on I presented the differences between public and private kindergartens, curriculum for kindergartens, statutory regulation, the payment by the parents and co-finance by the municipality, and special conditions when founding a private kindergarten. Then I presented the variety of programmes, such as selection of programmes and kindergartens, private kindergartens that are active by the programme of Curriculum for kindergartens-substitutive kindergartens, Maria Montessori programme, and Waldorf kindergarten programme. In the last section of the theoretical part I presented toys in different programmes, the role of toys in kindergartens, the meaning of toys for the child’s development, and the difference between toys according to the material and perfection. In the empirical part I presented the results of my research on the subject of private kindergartens and the meaning and role of toys in them. The sample consisted of eighty kindergarten teachers from private kindergartens all over Slovenia. The goal was to establish how often the teachers enable the children to play with toys made from natural materials, and if they can make the toys themselves and finish or complete some of them. Besides that, the goal was to find out who in the kindergarten is responsible for selecting and purchasing of toys, if the wishes of children’s parents are taken into consideration, and how important are those factors for the kindergarten teachers when selecting toys. The collected data that were gathered with the help of the survey questionnaire were processed with the help of the SPSS programme and presented tabular. The differences in gender of the interviewees were also presented, as well as pedagogical approaches or programmes that were used, and the number of children enrolled in the department in reference to their age. It was established that between different contents and according to the different independent variables statistically distinctive differences are rare, which was evaluated as positive, as it shows the unity of kindergarten teachers in their answers and consequently in their work.

Waldorfska pedagogika je nastala kot alternativni koncept zaradi teženj po spremembi šolskega sistema izobraževanja. Izobraževalne institucije, ki uporabljajo waldorfsko pedagogiko za temelj vzgoje in izobraževanja, prilagajajo učne vsebine in učni proces razvojnim stopnjam mladostnikov. V diplomskem delu so predstavljene oz. izpostavljene vse ključne značilnosti waldorfskega izobraževalnega koncepta in njegovega vpliva na organizacijo waldorfske gimnazije. Zaradi navezave učnih vsebin na razvojne stopnje mladostnika smo opisali psihološko-razvojno ozadje, ki sovpada z načinom obravnave in izbiro književnih del v posameznem razredu. Na podlagi primerjave kurikuluma waldorfske in splošne gimnazije pri predmetu slovenščine smo prikazali drugačen način pristopa do poučevanja književnega pouka. Opisane in prikazane so vsebine, ki se obravnavajo v posameznem razredu waldorfske gimnazije, in podobnosti oz. razlike med izborom vsebin obeh gimnazij. V zadnjem poglavju smo s primerjavo učnih načrtov waldorfskih srednjih šol po svetu prikazali enotnost waldorfskega koncepta. Slovenski okvirni waldorfski gimnazijski kurikulum smo primerjali s tremi ameriškimi, dvema nemškima, avstrijskim, estonskim in angleškim kurikulumom waldorfskega srednješolskega izobraževanja. Waldorf pedagogy was developed as an alternative education concept to the existing education system. Educational institutions which follow the concept of Waldorf pedagogy, adapt the learning content and learning processes to adolescent stages of development. This thesis discusses all key features of Waldorf education concept and its impact on the organization of Waldorf high school. Because of the adaptation of learning content to adolescent stages of development, psychological and developmental background which concure to the teaching approach and selection of literary works in class have been examined. On the basis of a comparison of a Waldorf high school curriculum with the Slovene general upper high school curriculum, a different approach to literature teaching has been displayed. Described are topics which are discussed in each year of Waldorf high school, as well as similarities and differences in selection of content between the two high schools. In the last chapter, a comparison of curricula at Waldorf schools around the world has been made, which has proven unity of the Waldorf concept. A Slovenian Waldorf high school curriculum has been compared to three American, two German, an Austrian, Estonian and English Waldorf high school curricula.

The thesis is focused on art creation of preschool children in a kindergarten with Waldorf education features, particularly on art works inspired by annual festivals. The theoretical part describes the general features of Waldorf education and general development of creative expression in 3-6-year-old children. The practical part consists of a picture guide of the festivals throughout the year with some ideas and methodological approaches to art creation of children, teachers and parents.

The topic of this thesis is the pedagogy of Rudolf Steiner in the Czech educational system. The theoretical part is divided into three sections. The first chapter is dedicated to the founder of waldorf education Rudolf Steiner, it deals with his life, work and his legacy to the Czech pedagogical environment. The second chapter describes the free school of Rudolf Steiner, its origin, specifications and evolution of Steiner's education. The last chapter of the theoretical part is focused on Steiner's pedagogy in the Czech education system and studies application of the Steiner's pedagogy at each of the levels of the Czech school system. The empirical part deals with describtions of several Czech primary Steiner's schools and compares them from the point of view of chosen areas of origin, evolution and implementation of Rudolf Steiner's ideas. In the last chapter of the thesis the before mentioned areas of Czech Steiner's schools are compared in short with Steiner's schools in the Eindhoven in Netherlands. Keywords Rudolf Steiner, waldorf education, anthroposophy, Czech waldorf schools, Steiner's special education, eurythm

This thesis deals with the development of key competencies in teaching of Natural Science in the primary school stage in the system of Waldorf School. The theoretical part of the thesis expounds on the issues of the transformation of education as well as the characteristics of teaching in the system of Waldorf School. Some terms, such as - key competencies, the transformation of education, alternative trends in education, Waldorf pedagogy and its role in transforming education - are explained there. The research part of the thesis presents an action research, which is focused on the development of the key competencies in the epoch of Natural Science in the third grade of Waldorf School. One of the epochs was described by observation. The results of observations were compared by means of additional questionnaires, which were filled out by teachers. The development of the key competencies in the given epoch was described by the analysis of research. The results of the research confirmed that the educational strategy for the development of the key competencies in Waldorf School was at a very good level. The analysis of the research could be used as a source of information for the development of key competencies in other epochs of Natural Science in the third grade in primary schools. Details of the...

The bachelor thesis Waldorf Education in the Czech Republic aims to map the development of Waldorf schools and the Waldorf education trend in the Czech Republic. The first part is dedicated to the establishment of the educational alternative, its founder Rudolf Steiner, the theoretical background of anthroposophic anthropology and to the development of Waldorf education at its beginnings. The second part describes the emergence of Waldorf schools in the Czech Republic after 1989 until 2013, Waldorf teacher training and also Waldorf parents' initiatives that stand at the very beginning of every school of this type. The final discussion deals with possibilities of Waldorf education, its topicality in the context of our time and contradictions between the ideal and reality. Powered by TCPDF (www.tcpdf.org)