The purpose of this thesis is to find differences and similarities of the role of play and toys, in both the Public and Waldorf kindergarten. My diploma consists of two parts – theoretic and empiric. In the theoretical part of the chapter on early childhood and preschool education and care, I have described in detail the Public and Waldorf kindergarten. I have also defined the Curriculum for kindergartens, the sphere of activity and the role of the educator. I have introduced the Waldorf pedagogics and waldorf educator. The central part of the thesis is a definition of children's play, games and toys, with emphasis on the differences between Public and Waldorf preschool care, nursery and gindergartens in general.
In the empiric part, I have used a qualitative method, through which I was to ascertain the opinion of the educators in the Public and Waldorf preschool care on the role of children’s play, games and toys, in both types of kindergartens. This way I wanted to find out what the main differences and similarities between the Public and Waldorf kindergartens are.
Research has shown there in fact are differences and similarities in the role of children’s play, games and toys in both types of kindergartens, whereas the similarities are particularly evident in the role of games. The differences between toys and their role are also evident in both kindergartens.
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