Developing Pre-reading Skills through Form Drawing in Waldorf Education: A Qualitative Study of Preschool Teachers’ Perspectives

The paper analyzes how the development of pre-reading skills is encouraged in Waldorf and regular preschool programs, with a special emphasis on drawing forms in Waldorf pedagogy. By comparing these two approaches, it aims to point out the possibilities and challenges of each system and to better understand the processes that precede formal learning of writing. The first part of the paper presents the basic definitions of literacy development and pre-reading skills through an analysis of the relevant literature. The second part presents the principles of Waldorf pedagogy and the principles of working with preschool children. Qualitative research in the form of semi-structured interviews with a teacher from a regular preschool program and a teacher from a Waldorf preschool program sought to explore similarities and differences in the approach to initial writing and how different pedagogical methods develop the prerequisites for acquiring literacy. The analysis shows that the Waldorf program does not include formal learning of writing in preschool, but uses artistic and motor activities, especially drawing shapes, to develop sensorimotor skills as a foundation for literacy. In the regular preschool program, pre-reading skills are developed through symbolic play and introduction to the graphic representation of letters and numbers. The results point to different philosophical approaches, but also to the importance of creating a stimulating environment and approaching education from a holistic perspective.