This master's thesis analyzes the way in which drawing forms are represented in Waldorf pedagogy and related to the learning of writing of young school children. The first part of the paper describes the basic characteristics of the Waldorf school, its founder, the principles of Waldorf pedagogy, didactic characteristics of the Waldorf school, and the role of the teacher in the Waldorf schools. It further describes art in teaching in both public and Waldorf schools. It explains what drawing is, and presents the periodization of children's artistic expression with an emphasis on the pre-schematics stage. The introduction to the last part of the paper describes the way in which initial letter writing was taught in Waldorf schools, which was an impetus to the research. The last part presents the research workflow and research analysis. The research consisted of two parts. The first part shows a class of fine arts with the tested group, children in the first grades, where students did the prerequisites for initial letter writing and with the control group whose classes did not take the prerequisites for initial letter writing. The second part is about a survey completed by teachers after a fine arts lesson. The sample consists of one hundred and one students and five teachers. Analysis of the students' papers and the analysis of the survey showed that students benefit from the prerequisites for initial letter writing and these prerequisites should be a part of the class in the first grade to make it easier for students to adopt letter writing.