PSYCHOSEMANTIC ANALYSIS OF THE ATTITUDE TO WALDORF PEDAGOGY OF THE PARENTS OF THE EXPERIMENTAL EDUCATIONAL INSTITUTION

The results of psychosemantic analysis of the attitude to Waldorf pedagogy of parents of the experimental educational institution are represented in the article. The results of the study showed that at the initial stage of experimental-research work the parents of the experimental educational institution as the important participants of the experiment have the vague and abstract representation about it. The author considers as an important aspect of the successful implementation of Waldorf education in secondary schools of Ukraine the educational work with parents based on work with their relevant meanings and perceptions of Waldorf education. The periodic monitoring of parents' attitude to Waldorf education in experimental institution will help it.