Education is a complex process in which a transfer is established between the educator and the educated, which is a form of attachment through which the educator establishes authority and thus the possibility of educational influence on the educated (Kroflič, 1997). The thesis deals with educational interventions in public, Montessori and Waldorf kindergartens. I will explore which educational actions are typical and most common in each educational concept, how their implementation differs, in which situations they are used and what are the reasons for their use. I used descriptive and non-experimental research methods. For the empirical part, I included six kindergarten teachers working in a public or Montessori or Waldorf kindergarten. I have found that in all concepts of the permissive educational interventions only praise is used, which is also one of the most frequently used educational intervation. Greater differences can be observed in the use and implementation of repressive educational intervetions.
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