Propädeutik der Unterrichtsmethoden in der Waldorfpädagogik

Wiehl, Angelika

doi:10.3726/978-3-653-06017-1

Cited by 12 publications

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“…This program might be able to overcome this barrier by engendering an attitude and understanding of the human being as a spiritual-mental being capable of selfknowledge. The discerning person can also be conceived as an 'embodied subjectivity' which, by his/her mental activity, interacts with its own life and its surrounding environment [54]. This understanding of human beings might be especially relevant to persons with T1DM who are forced to use their mental capacity for insulin substitution.…”

Section: Discussionmentioning

confidence: 99%

Design of a Self-Management Program for Children Aged 6-12 Years with Type 1 Diabetes Mellitus at the Community Hospital Herdecke, Germany

et al. 2017

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Background: Children with type 1 diabetes mellitus (T1DM) must replace lacking endogenous insulin by daily insulin injections or insulin pumps. Standards of treatment include educational programs enabling self-management. The program ‘Herdecker Kids with Diabetes' (HeKiDi) is based on an anthroposophic understanding of the human being and intends to provide an individualized, patient-oriented approach to developing diabetes-related and comprehensive human competencies. Aim: Analysis of the HeKiDi program for children (6-12 years) with T1DM as the first part of an evaluation of a complex intervention. Methods: Ethnographic approach, following the Consolidated Criteria for Reporting Qualitative Research (COREQ), including field observations and interviews with responsible persons, content analysis of materials for determining the structure and the curriculum, presented according to the Template for Intervention Description and Replication (TIDieR). Results: The curriculum follows the standard but adds a learning circle between the child and the therapeutic team comprising 3 stages: (1) perception of the abilities and needs of the individual child supported by adult mentors themselves suffering from T1DM, (2) reflection within the therapeutic team, and (3) daily feedback to the child. Curricular Learning Objectives: Children feel recognized and supported in their individual developmental and diabetes-related competencies and develop motoric, artistic, communicative, and social skills to strengthen their self-efficacy and to understand T1DM as a lifelong awareness process. Conclusions: The curriculum including its associated learning goals and methods was presented. The program was explained and shown to be reproducible. Whether this program truly leads to better outcomes in regard to self-efficacy and hemoglobin A1c (HbA1c, glycated hemoglobin) and how parents and children perceive this will have to be assessed using a comparative interventional study.

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Section: Discussionmentioning

confidence: 99%

Design of a Self-Management Program for Children Aged 6-12 Years with Type 1 Diabetes Mellitus at the Community Hospital Herdecke, Germany

et al. 2017

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“…Basically, there are suggestions for topics that are taken up according to age. The freedom of choice as well as the deeper penetration of the children's developmental age and learning needs are crucial for the teachers' lesson design (Wiehl, 2019). However, many things today need to be fundamentally rethought and reexamined (Steinwachs, 2019).…”

Section: Curriculum and Learning On The Common Subjectmentioning

confidence: 99%

“…Even though non-standardized observation manuals are used by kindergartens and schools to conduct assessments of the developmental level at the beginning of school age (around 6 to 7 years in Germany), this provides a professionally important baseline for teachers to develop the teaching environment accordingly. Especially in the primary school classes, a curriculum oriented towards the sensory and motor development of children should take precedence, according to the children's development (Wiehl and Auer, 2019;Auer and Wiehl, 2021). Additional physical activities, such as those based on the work of Elfriede Hengstenberg, provide an inclusive physical education in school (Barth, 2021;Barth and Stein, 2021).…”

Section: Diagnostics As a "Service"mentioning

confidence: 99%

“…The information gained about individual children or adolescents is considered a general foundation for educational planning and reflection as well as openness. They are designed from a multiperspective standpoint as a co-constructive and dialogical process (Steiner, 1920(Steiner, -1924(Steiner, /2019Barth, 2008;Gäch, 2008Gäch, , 2013Knoch, 2014;Wiechert, 2017) and require an appreciative attitude as a prerequisite (Göschel, 2008(Göschel, , 2014Henke and Ruhrmann, 2017;Wiechert, 2017).…”

Section: Diagnostics As a "Service"mentioning

confidence: 99%

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Inclusive Waldorf schools today: what can we build on and what is necessary in the 21st century?

Barth,

Wiehl

2024

Front. Educ.

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In this article we deal with questions of inclusion or inclusive educational requirements in schools and pay special attention to Waldorf schools. In doing so, we are first concerned with the question of how inclusive Waldorf education is in its foundations in order to then look more closely at the situation in Waldorf schools today and explore what potential Waldorf education has. A contribution to this is the research we are doing on the methodology of perception vignettes. For four years we have been using this methodology to develop an approach of “understanding” diagnostics for our students and future Waldorf teachers, so that they can consult different perspectives in their everyday dealings with children and adolescents and learn to ask the appropriate questions.

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Introduction

Dahlin¹

2017

SpringerBriefs in Education

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Propädeutik der Unterrichtsmethoden in der Waldorfpädagogik

Cited by 12 publications

References 0 publications

Design of a Self-Management Program for Children Aged 6-12 Years with Type 1 Diabetes Mellitus at the Community Hospital Herdecke, Germany

Design of a Self-Management Program for Children Aged 6-12 Years with Type 1 Diabetes Mellitus at the Community Hospital Herdecke, Germany

Inclusive Waldorf schools today: what can we build on and what is necessary in the 21st century?

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