Waldorfska pedagogija u predškolskom odgoju i obrazovanju

Predškolsko razdoblje važno je u ranom odgoju i obrazovanju svakog pojedinca. U Republici Hrvatskoj trenutno su brojniji dječji vrtići koji predškolski program odgoja i obrazovanja provode prema tzv. tradicionalnim metodama, dok alternativni predškolski programi počinju dobivati na popularnosti i postaju sve dostupniji većem broju korisnika. U ovom radu prikazana je waldorfska pedagogija, alternativna pedagogija čiji je utemeljitelj Rudolf Steiner. Waldorfska pedagogija temelji se na antropozofskim načelima i teži usklađivanju čovjekova duha, duše i tijela. Karakteristike ove pedagogije su velika sloboda u odgoju, pristup djetetu kao pojedincu i djelovanje na cjelovit razvoj djeteta. Waldorfski odgoj temelji se na umjetnosti, ritmu i osjetilima. Ovaj rad donosi pregled načela i metoda rada waldorfskih vrtića te njihovu usporedbu s načelima i metodama rada tradicionalnih vrtića. U metodološkom dijelu rada prikazani su rezultati kvalitativnog istraživanja provedenog u 4 tradicionalna vrtića.The pre-school period is very important in the early upbringing and education of every individual. Most kindergartens in the Republic of Croatia conduct their upbringing and education pre-school program according to the so-called traditional methods. However, alternative pre-school programs are gaining popularity and becoming more accessible to a larger number of users. This paper presents the Waldorf pedagogy, alternative pedagogy founded by Rudolf Steiner. The Waldorf pedagogy is founded on anthroposophical principles and aims to balance the human spirit, body and soul. The characteristics of this pedagogy are: great freedom in upbringing, an individual approach to a child and influence on the wholesome development of the child. The Waldorf upbringing is based on art, rhythm and the senses. This paper presents the overview of principles and methods used in Waldorf kindergartens and their comparison to the principles and methods used in traditional kindergartens. The methodological part of the paper contains the results of the qualitative research conducted in 4 traditional kindergartens