Page 376 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 376
ksandra Šindić, Tamara Pribišev Beleslin, and Jurka Lepičnik Vodopivec
holistic learning and development, encouraging children to actively par-
ticipate in social interactions and developing a sense of belonging to their
community (Pribišev Beleslin 2019). Constructivist and, in particular, socio-
constructivist views, emphasis the idea that the process of learning and
training of future preschool teachers is based on the creation and construc-
tion of ideas and knowledge, engaged by personal experience, theories, and
emotional agency, and takes place in the context of participation in the com-
munity to which the person belongs (Rogoff 2003).
The integration of student learning experiences through connecting dif-
ferent subject, teaching contents and teaching process strategies, better
than learning through separate subject process, leads to the development
of students’ ‘web of beliefs’ (Floden and Buchmann 1990 in Kosnik and Beck
2009, 4), a kind of matrices necessary to build the professional image of a
future preschool teacher. In other words, ‘cross-curricular learning recog-
nises these multiple viewpoints and seeks to build more knowledgeable,
lasting and transferable understandings of the world around us.’ (Barnes 2015,
261). Therefore, an active student learning process and academic knowledge,
linked to the extracurricular, spontaneous, meaningful life experiences, con-
tributes to its integrity and purposefulness, as well as, to greater student ori-
entation and motivation (Miller and Pedro 2006). In this study, starting with
the need to place emphasis on the development of higher levels of cog-
nitive processes (Anderson and Krathwohl 2001), achieving higher learning
outcomes and fostering divergence, which is now insufficiently represented
in university teaching and practice, our goal was to foster the development
of creative processes through the inter-subject linking different methodical
fields and holistic action respecting current events in our community.
Writing a Therapeutic Fairy Tale for Children:
A Process through the Inter-Subject Linking
Some of the ways of integrating the contents of multiple subjects, cross-
curricular teaching, and applying knowledge in a real context can be achieved
by combining the university practice within different methodical subjects
through students’ and teachers’ working specific project tasks (Pribišev Be-
leslin, Šindić, and Vujić 2015), and linking them to life through contents that
are relevant to everyday problems (Šindić and Pribišev Beleslin 2015; Šindić,
Pribišev-Beleslin, and Ratković 2019), e.g. writing therapeutic fairy tales for
children ‘affected’ by floods in times of natural disasters. Starting from the
view that education is not a preparation for life, but a life itself (Dewey 1966),
the basic starting point and the ultimate goal of this task is to apply it to new
374
holistic learning and development, encouraging children to actively par-
ticipate in social interactions and developing a sense of belonging to their
community (Pribišev Beleslin 2019). Constructivist and, in particular, socio-
constructivist views, emphasis the idea that the process of learning and
training of future preschool teachers is based on the creation and construc-
tion of ideas and knowledge, engaged by personal experience, theories, and
emotional agency, and takes place in the context of participation in the com-
munity to which the person belongs (Rogoff 2003).
The integration of student learning experiences through connecting dif-
ferent subject, teaching contents and teaching process strategies, better
than learning through separate subject process, leads to the development
of students’ ‘web of beliefs’ (Floden and Buchmann 1990 in Kosnik and Beck
2009, 4), a kind of matrices necessary to build the professional image of a
future preschool teacher. In other words, ‘cross-curricular learning recog-
nises these multiple viewpoints and seeks to build more knowledgeable,
lasting and transferable understandings of the world around us.’ (Barnes 2015,
261). Therefore, an active student learning process and academic knowledge,
linked to the extracurricular, spontaneous, meaningful life experiences, con-
tributes to its integrity and purposefulness, as well as, to greater student ori-
entation and motivation (Miller and Pedro 2006). In this study, starting with
the need to place emphasis on the development of higher levels of cog-
nitive processes (Anderson and Krathwohl 2001), achieving higher learning
outcomes and fostering divergence, which is now insufficiently represented
in university teaching and practice, our goal was to foster the development
of creative processes through the inter-subject linking different methodical
fields and holistic action respecting current events in our community.
Writing a Therapeutic Fairy Tale for Children:
A Process through the Inter-Subject Linking
Some of the ways of integrating the contents of multiple subjects, cross-
curricular teaching, and applying knowledge in a real context can be achieved
by combining the university practice within different methodical subjects
through students’ and teachers’ working specific project tasks (Pribišev Be-
leslin, Šindić, and Vujić 2015), and linking them to life through contents that
are relevant to everyday problems (Šindić and Pribišev Beleslin 2015; Šindić,
Pribišev-Beleslin, and Ratković 2019), e.g. writing therapeutic fairy tales for
children ‘affected’ by floods in times of natural disasters. Starting from the
view that education is not a preparation for life, but a life itself (Dewey 1966),
the basic starting point and the ultimate goal of this task is to apply it to new
374
