Page 383 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 383
Therapeutic Fairy Tales in Times of Pandemic
through the teaching process, although it requires emotional investment
from a preschool teacher (Robin Leavitt 1994, in Thornton 2007). Student an-
swers reflect the ‘concern for the well-being’ of children and sensitivity to
their position, which initiates student involvement that leads to the attach-
ment (Elliot 2007), and represents the dimension of professional competen-
cies that Illeris (2009, 10) calls the stimulus, that is, the sensitivity and impulse
that ignites, motivates, directs and balances the mental and physical energy
of the preschool teacher.
Acting in the Community as a kind of Expression
of ‘Immediate Agency in Context’
The interest in doing activities that are at the heart of the event emerges in
almost half of the responses. It is mainly from these feelings that the mo-
tive for acting to alleviate the situation of children, both locally and globally,
emerges:
While I was thinking of creating a fairy tale, I tried to fit the current prob-
lem of the whole world into a fairy tale, and to try to best approach the
problem, how it could be prevented, but again, not to make it too scary
and cruel to the children, but an instructive story which has a happy
ending. [student answer 10]
An important dimension of contemporary preschool education is its role
in the community. Dahlberg, Moss, and Pence (2007) highlight the idea that
preschools are essential to the development of the community in which they
are located. Educators, therefore, must have the professional competencies
to build such a position of preschool institutions, activities ‘outside the four
walls’ of their educational groups, and building relationships with their com-
munity. This should, certainly, be respected and supported in educational
work with students.
Written fairy tales can be applied by posting them to the internet,
offering them to parents and preschool teachers through social net-
works [. . .] [student answer 15]
Experiencing Own Fears Caused by the Pandemic: Internal Breakdowns
and Processing of Its Own Internal Forces and the Emotions
Students’ answers about uncomfortable emotions or experiences while writ-
ing the fairy tales were less frequent. Nevertheless, they reveal to us the in-
ner states triggered by the mere contemplation of the metaphorical fable
381
through the teaching process, although it requires emotional investment
from a preschool teacher (Robin Leavitt 1994, in Thornton 2007). Student an-
swers reflect the ‘concern for the well-being’ of children and sensitivity to
their position, which initiates student involvement that leads to the attach-
ment (Elliot 2007), and represents the dimension of professional competen-
cies that Illeris (2009, 10) calls the stimulus, that is, the sensitivity and impulse
that ignites, motivates, directs and balances the mental and physical energy
of the preschool teacher.
Acting in the Community as a kind of Expression
of ‘Immediate Agency in Context’
The interest in doing activities that are at the heart of the event emerges in
almost half of the responses. It is mainly from these feelings that the mo-
tive for acting to alleviate the situation of children, both locally and globally,
emerges:
While I was thinking of creating a fairy tale, I tried to fit the current prob-
lem of the whole world into a fairy tale, and to try to best approach the
problem, how it could be prevented, but again, not to make it too scary
and cruel to the children, but an instructive story which has a happy
ending. [student answer 10]
An important dimension of contemporary preschool education is its role
in the community. Dahlberg, Moss, and Pence (2007) highlight the idea that
preschools are essential to the development of the community in which they
are located. Educators, therefore, must have the professional competencies
to build such a position of preschool institutions, activities ‘outside the four
walls’ of their educational groups, and building relationships with their com-
munity. This should, certainly, be respected and supported in educational
work with students.
Written fairy tales can be applied by posting them to the internet,
offering them to parents and preschool teachers through social net-
works [. . .] [student answer 15]
Experiencing Own Fears Caused by the Pandemic: Internal Breakdowns
and Processing of Its Own Internal Forces and the Emotions
Students’ answers about uncomfortable emotions or experiences while writ-
ing the fairy tales were less frequent. Nevertheless, they reveal to us the in-
ner states triggered by the mere contemplation of the metaphorical fable
381
