[{"@context":"https:\/\/schema.org\/","@type":"Article","@id":"https:\/\/www.perous.cz\/alternativni-cesty-ve-vzdelavani-deti\/#Article","mainEntityOfPage":"https:\/\/www.perous.cz\/alternativni-cesty-ve-vzdelavani-deti\/","headline":"Alternativn\u00ed cesty ve vzd\u011bl\u00e1v\u00e1n\u00ed d\u011bt\u00ed","name":"Alternativn\u00ed cesty ve vzd\u011bl\u00e1v\u00e1n\u00ed d\u011bt\u00ed","description":"Takov\u00e9 \u0161koly jsou naz\u00fdv\u00e1ny alternativn\u00edmi, jeliko\u017e ve v\u00fduce vyu\u017e\u00edvaj\u00ed alternativn\u00ed zp\u016fsoby a\u00a0principy. Ty v\u0161ak nemusej\u00ed nutn\u011b b\u00fdt z\u00e1le\u017eitost\u00ed posledn\u00edch desetilet\u00ed. N\u011bkter\u00e9 \u0161koly naopak \u010derpaj\u00ed z\u00a0ji\u017e d\u0159\u00edve nabyt\u00fdch zku\u0161enost\u00ed a poznatk\u016f o v\u00fdvoji d\u00edt\u011bte, kter\u00e9 se st\u00e1le roz\u0161i\u0159uj\u00ed. Specifick\u00e9 jsou pro tyto \u0161koly v\u00fdukov\u00e9 metody a organiza\u010dn\u00ed formy. Typick\u00fd je individu\u00e1ln\u00ed p\u0159\u00edstup ke ka\u017ed\u00e9mu d\u00edt\u011bti. D\u00edt\u011b […]","datePublished":"2016-12-19","dateModified":"2016-12-19","author":{"@type":"Person","@id":"https:\/\/www.perous.cz\/author\/#Person","name":"","url":"https:\/\/www.perous.cz\/author\/","identifier":1,"image":{"@type":"ImageObject","@id":"https:\/\/secure.gravatar.com\/avatar\/2d2764a424a89ac38785df784051989f5c5cb264a2405c7e5d24c1907a83f0fb?s=96&d=mm&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/2d2764a424a89ac38785df784051989f5c5cb264a2405c7e5d24c1907a83f0fb?s=96&d=mm&r=g","height":96,"width":96}},"publisher":{"@type":"Organization","name":"perous.cz","logo":{"@type":"ImageObject","@id":"\/logo.png","url":"\/logo.png","width":600,"height":60}},"url":"https:\/\/www.perous.cz\/alternativni-cesty-ve-vzdelavani-deti\/","wordCount":637,"articleBody":"Takov\u00e9 \u0161koly jsou naz\u00fdv\u00e1ny alternativn\u00edmi, jeliko\u017e ve v\u00fduce vyu\u017e\u00edvaj\u00ed alternativn\u00ed zp\u016fsoby a\u00a0principy. Ty v\u0161ak nemusej\u00ed nutn\u011b b\u00fdt z\u00e1le\u017eitost\u00ed posledn\u00edch desetilet\u00ed. N\u011bkter\u00e9 \u0161koly naopak \u010derpaj\u00ed z\u00a0ji\u017e d\u0159\u00edve nabyt\u00fdch zku\u0161enost\u00ed a poznatk\u016f o v\u00fdvoji d\u00edt\u011bte, kter\u00e9 se st\u00e1le roz\u0161i\u0159uj\u00ed. Specifick\u00e9 jsou pro tyto \u0161koly v\u00fdukov\u00e9 metody a organiza\u010dn\u00ed formy. Typick\u00fd je individu\u00e1ln\u00ed p\u0159\u00edstup ke ka\u017ed\u00e9mu d\u00edt\u011bti. D\u00edt\u011b mnohdy samo rozhoduje co, jak a kdy se bude u\u010dit a\u00a0s\u00a0vyu\u010duj\u00edc\u00edm se dohodne na pl\u00e1nu v\u00fduky.\u00a0\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mezi takov\u00e9 se \u0159ad\u00ed nap\u0159\u00edklad Montessori \u0161koly. Jejich zakladatelkou je Marie Montessori, kter\u00e1 \u010derpala ze sv\u00e9 profese l\u00e9ka\u0159ky a pedago\u017eky. Hlavn\u00ed z\u00e1sadou vzd\u011bl\u00e1v\u00e1n\u00ed je respektov\u00e1n\u00ed v\u00fdvoje d\u00edt\u011bte a uzp\u016fsoben\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed jeho aktu\u00e1ln\u00edmu v\u00fdvojov\u00e9mu stupni. V\u00a0ur\u010dit\u00e9 f\u00e1zi je organismus d\u00edt\u011bte citliv\u00fd k\u00a0ur\u010dit\u00fdm podn\u011bt\u016fm konkr\u00e9tn\u00edho druhu, na z\u00e1klad\u011b kter\u00fdch by se m\u011bly rozv\u00edjet dan\u00e9 oblasti. Montessori \u0161kolek a \u0161kol je po cel\u00e9 \u010cesk\u00e9 republice okolo 130.\u00a0\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dal\u0161\u00ed alternativou k\u00a0v\u00fduce v\u00a0klasick\u00e9 z\u00e1kladn\u00ed \u0161kole je Waldorfsk\u00e1 pedagogika. Ve\u00a0waldorfsk\u00fdch \u0161kol\u00e1ch se klasick\u00e9 p\u0159edm\u011bty vyu\u010duj\u00ed v\u00a0tzv. epoch\u00e1ch. Epocha je vyu\u010dovac\u00ed blok, kter\u00fd se d\u011bl\u00ed na \u010d\u00e1st rytmickou, vyu\u010dovac\u00ed a vypr\u00e1v\u011bc\u00ed. D\u011bti jsou krom\u011b klasick\u00fdch p\u0159edm\u011bt\u016f vzd\u011bl\u00e1v\u00e1ny i v\u00a0nejr\u016fzn\u011bj\u0161\u00edch um\u011bleck\u00fdch a rukod\u011bln\u00fdch \u010dinnostech. \u0160kol a za\u0159\u00edzen\u00ed pracuj\u00edc\u00edch dle princip\u016f waldorfsk\u00e9 pedagogiky je u n\u00e1s p\u0159es 50.\u00a0\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nov\u00fdm a rozv\u00edjej\u00edc\u00edm se konceptem jsou tzv. Scio \u0161koly. Ty ve v\u00fduce kombinuj\u00ed r\u016fzn\u00e9 vzd\u011bl\u00e1vac\u00ed p\u0159\u00edstupy. D\u011bti zde nejsou rozd\u011bleny do klasick\u00fdch t\u0159\u00edd dle v\u011bku, ale tvo\u0159\u00ed tzv. koleje. Zde jsou dohromady d\u011bti ve v\u011bkov\u011b sm\u00ed\u0161en\u00fdch skupin\u00e1ch. U\u010d\u00ed se z\u00e1kladn\u00edm p\u0159edm\u011bt\u016fm jako je matematika, \u010desk\u00fd jazyk, anglick\u00fd jazyk ad.Ostatn\u00ed p\u0159edm\u011bty jsou vyu\u010dov\u00e1ny formou projekt\u016f. V\u00a0nich se prol\u00ednaj\u00ed poznatky z\u00a0n\u011bkolika obor\u016f. D\u011bti nemaj\u00ed t\u0159\u00eddn\u00edho u\u010ditele, ale pr\u016fvodce, kter\u00fd je prov\u00e1z\u00ed na cest\u011b za\u00a0pozn\u00e1n\u00edm. V\u00fduka ve Scio\u0161kole je orientov\u00e1na na budoucnost. Pr\u016fvodce je \u017e\u00e1kovi partnerem a buduje s\u00a0n\u00edm vztah. D\u00edt\u011b tak m\u00e1 mo\u017enost se individu\u00e1ln\u011b projevit a je podporov\u00e1na jeho motivace k\u00a0u\u010den\u00ed. Scio\u0161koly jsou prozat\u00edm 4. Dv\u011b v\u00a0Praze, jedna v\u00a0Brn\u011b a jedna v\u00a0Olomouci.\u00a0Alternativn\u00edch \u0161kol je cel\u00e1 \u0159ada. Jejich spole\u010dn\u00fdm jmenovatelem je to, \u017ee kladou d\u016fraz na\u00a0svobodn\u00fd v\u00fdvoj d\u00edt\u011bte a p\u0159irozenou touhu po pozn\u00e1v\u00e1n\u00ed sv\u011bta. D\u011bti jsou ve skupin\u00e1ch v\u00a0men\u0161\u00edm po\u010dtu, ne\u017e jak tomu je v\u00a0klasick\u00e9 t\u0159\u00edd\u011b. U\u010ditel tak m\u00e1 v\u00edce prostoru pro\u00a0individu\u00e1ln\u00ed pr\u00e1ci s\u00a0ka\u017ed\u00fdm \u017e\u00e1kem.N\u011bkter\u00e9 \u0161koly jsou v\u00edce zam\u011b\u0159en\u00e9 na pracovn\u00ed \u010dinnosti, jin\u00e9 zase na v\u0161eobecn\u00e9 vzd\u011bl\u00e1n\u00ed. Nutno podotknout, \u017ee tyto \u0161koly jsou soukrom\u00e9 a rodi\u010de vzd\u011bl\u00e1v\u00e1n\u00ed d\u00edt\u011bte z\u00a0velk\u00e9 \u010d\u00e1sti hrad\u00ed sami formou \u0161koln\u00e9ho.\u00a0Pot\u0159eba flexibiln\u011b reagovat na m\u011bn\u00edc\u00ed se sv\u011bt je vysok\u00e1 a vzd\u011bl\u00e1n\u00ed n\u00e1m to m\u016f\u017ee usnadnit. Proto dob\u0159e zva\u017ete, jak\u00fd postoj ke vzd\u011bl\u00e1v\u00e1n\u00ed zauj\u00edm\u00e1te a dle toho zvolte tu spr\u00e1vnou \u0161kolu pro va\u0161e d\u011bti.                                                                                                                                                                                                                                                                                                                                                                                        4.4\/5 - (9 votes)        "},{"@context":"https:\/\/schema.org\/","@type":"BreadcrumbList","itemListElement":[{"@type":"ListItem","position":1,"name":"Alternativn\u00ed cesty ve vzd\u011bl\u00e1v\u00e1n\u00ed d\u011bt\u00ed","item":"https:\/\/www.perous.cz\/alternativni-cesty-ve-vzdelavani-deti\/#breadcrumbitem"}]}]