Page 384 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
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ksandra Šindić, Tamara Pribišev Beleslin, and Jurka Lepičnik Vodopivec
through which the character of the therapeutic fairy tale goes through and
the processing of students’ own emotions.
There were situations during the writing of the story that created un-
pleasant emotions in me. The main character’s feelings are actually the
feelings of all of us. I was feeling sad and somewhat fused with the story
itself. While describing the main character, I found myself scared, lonely,
far from friends [. . .] [student answer 15]
The answers point to the fact that therapeutic fairy tales have a healing ef-
fect not only on the one they are written for, but also on others (Perrow 2010;
Waters 2004), and therefore their writers, as they help them to process their
own feelings. Maclean (2013) emphases that writing therapeutic storytelling
can reduce psychological states such as stress, depression and fears, but also,
help people in cognitive functioning.
Effectiveness of Linking University Subjects from Preschool Education
Methodics for the Development of Professional Competences
The second research question was related to the effectiveness of the this
teaching model through work on a complex activity of writing therapeutic
fairy tales. All students stated that this type of work is much more complex
and demanding than the engagement expected of students within just one
subject. However, all students state that it is a much more interesting way to
approach obligations and tasks.
Such tasks seem more demanding to me, but they are more complete
and content, and certainly more interesting than a single-subject task.
[student answer 5]
Students see the benefits of this approach is the following: requires a multi-
angle looking at the assignment and combining different content, modes
and views of the phenomenon, where students gain more support from dif-
ferent angles through mentoring from multiple professors; integrated action
encourages students to integrate their learning processes as a whole and
to acquire a more complete picture of the content being learned (‘not frag-
mented,’ ‘the task was not as “simple” as in some subjects’ (students answer
inserts, 8, and 17)); teamwork and interaction and alignment facilitates the
processes of adapting ideas and coming to a solution; the task involves a
real problem from the context of life, and therefore the students’ actions are
382
through which the character of the therapeutic fairy tale goes through and
the processing of students’ own emotions.
There were situations during the writing of the story that created un-
pleasant emotions in me. The main character’s feelings are actually the
feelings of all of us. I was feeling sad and somewhat fused with the story
itself. While describing the main character, I found myself scared, lonely,
far from friends [. . .] [student answer 15]
The answers point to the fact that therapeutic fairy tales have a healing ef-
fect not only on the one they are written for, but also on others (Perrow 2010;
Waters 2004), and therefore their writers, as they help them to process their
own feelings. Maclean (2013) emphases that writing therapeutic storytelling
can reduce psychological states such as stress, depression and fears, but also,
help people in cognitive functioning.
Effectiveness of Linking University Subjects from Preschool Education
Methodics for the Development of Professional Competences
The second research question was related to the effectiveness of the this
teaching model through work on a complex activity of writing therapeutic
fairy tales. All students stated that this type of work is much more complex
and demanding than the engagement expected of students within just one
subject. However, all students state that it is a much more interesting way to
approach obligations and tasks.
Such tasks seem more demanding to me, but they are more complete
and content, and certainly more interesting than a single-subject task.
[student answer 5]
Students see the benefits of this approach is the following: requires a multi-
angle looking at the assignment and combining different content, modes
and views of the phenomenon, where students gain more support from dif-
ferent angles through mentoring from multiple professors; integrated action
encourages students to integrate their learning processes as a whole and
to acquire a more complete picture of the content being learned (‘not frag-
mented,’ ‘the task was not as “simple” as in some subjects’ (students answer
inserts, 8, and 17)); teamwork and interaction and alignment facilitates the
processes of adapting ideas and coming to a solution; the task involves a
real problem from the context of life, and therefore the students’ actions are
382
