Page 387 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 387
Therapeutic Fairy Tales in Times of Pandemic
Perrow, S. 2010. Bajke i priče za laku noć – terapeutske priče za djecu. Zagreb: Ost-
varenje.
Pribišev Beleslin, T. 2019. Predškolski kurikulum u teoriji i praksi. Banja Luka: Uni-
verzitet u Banjoj Luci.
Pribišev Beleslin, T., A. Šindić, and T. Vujić. 2015. ‘Model of Integration of Specific
Early Childhood Methodics: Students’ Perspectives on Their Learning in
the Authentic Environments.’ Croatian Journal of Education 17 (1): 179–195.
Punch, K. F. 1998. Introduction to Social Research: Quantitative and Qualitative
Approaches. London: Sage.
Richardson, V. 1997. ‘Constructivist Teaching and Teacher Education: Theory
and Practice.’ In Constructivist Teacher Education: Building a World of New
Understandings, edited by V. Richardson, 3–13. London: RoutledgeFalmer.
Rogoff, B. 2003. The Cultural Nature of Human Development. New York: Oxford
University Press.
Rowley, C., and H. Cooper. 2009. ‘Cross-Curricular Learning and the Develop-
ment of Values.’ In Cross-Curricular Approaches to Teaching and Learning,
edited by C. Rowley and H. Cooper, 1–16. Los Angeles: Sage.
Savage, J. 2011. Cross-Curricular Teaching and Learning in the Secondary School.
London: Sage.
Sommer, D., I. Pramling Samuelsson, and K. Hundeide. 2010. Child Perspectives
and Children’s Perspectives in Theory and Practice. Dordrecht: Springer.
Šindić, A. 2020. Individualizacija u vaspitanju i obrazovanju na predškolskom
uzrastu. Banja Luka: Filozofski fakultet.
Šindić, A., and T. Pribišev Beleslin. 2015. ‘Priče koje rastjeruju oblake.’ In Psihoso-
cijalna podrška djeci i porodici nakon prirodnih katastrofa, edited by S. Rade-
tić Lovrić and D. Ðurić, 39–74. Banja Luka: Društvo psihologa RS.
Šindić, A., T. Pribišev-Beleslin, and D. Ratković, D. 2019. ‘Integration of the Artis-
tic Expressive Means into the Preschool Children’s Learning Environment.’
Pedagoška obzorja 34 (3–4): 80–91.
Thornton, C. 2007. ‘Feminism in Early Childhood Education.’ In Early Child-
hood Education: An International Encyclopedia, edited by R. S. New and
M. Cochran, 366–368. Westport, CT: Praeger.
Vygotsky, L. 2016. ‘Play and Its Role in the Mental Development of The Child.’
International Research in Early Childhood Education 7 (2): 3–25.
Waters, T. 2004. Therapeutic Storywriting: A Practical Guide to Developing Emo-
tional Literacy in Primary Schools. London: David Fulton.
Terapevtske zgodbe med pandemijo: medpredmetno povezovanje
v začetnem izobraževanju vzgojiteljev
Z namenom povezovanja univerzitetnega poučevanja z resničnim življenjem
in zagotovljanjem strokovne pomoči lokalni skupnosti v času epidemije, smo v
okviru medpredmetnega povezovanja na Filozofski Fakulteti Univerze v Banja
385
Perrow, S. 2010. Bajke i priče za laku noć – terapeutske priče za djecu. Zagreb: Ost-
varenje.
Pribišev Beleslin, T. 2019. Predškolski kurikulum u teoriji i praksi. Banja Luka: Uni-
verzitet u Banjoj Luci.
Pribišev Beleslin, T., A. Šindić, and T. Vujić. 2015. ‘Model of Integration of Specific
Early Childhood Methodics: Students’ Perspectives on Their Learning in
the Authentic Environments.’ Croatian Journal of Education 17 (1): 179–195.
Punch, K. F. 1998. Introduction to Social Research: Quantitative and Qualitative
Approaches. London: Sage.
Richardson, V. 1997. ‘Constructivist Teaching and Teacher Education: Theory
and Practice.’ In Constructivist Teacher Education: Building a World of New
Understandings, edited by V. Richardson, 3–13. London: RoutledgeFalmer.
Rogoff, B. 2003. The Cultural Nature of Human Development. New York: Oxford
University Press.
Rowley, C., and H. Cooper. 2009. ‘Cross-Curricular Learning and the Develop-
ment of Values.’ In Cross-Curricular Approaches to Teaching and Learning,
edited by C. Rowley and H. Cooper, 1–16. Los Angeles: Sage.
Savage, J. 2011. Cross-Curricular Teaching and Learning in the Secondary School.
London: Sage.
Sommer, D., I. Pramling Samuelsson, and K. Hundeide. 2010. Child Perspectives
and Children’s Perspectives in Theory and Practice. Dordrecht: Springer.
Šindić, A. 2020. Individualizacija u vaspitanju i obrazovanju na predškolskom
uzrastu. Banja Luka: Filozofski fakultet.
Šindić, A., and T. Pribišev Beleslin. 2015. ‘Priče koje rastjeruju oblake.’ In Psihoso-
cijalna podrška djeci i porodici nakon prirodnih katastrofa, edited by S. Rade-
tić Lovrić and D. Ðurić, 39–74. Banja Luka: Društvo psihologa RS.
Šindić, A., T. Pribišev-Beleslin, and D. Ratković, D. 2019. ‘Integration of the Artis-
tic Expressive Means into the Preschool Children’s Learning Environment.’
Pedagoška obzorja 34 (3–4): 80–91.
Thornton, C. 2007. ‘Feminism in Early Childhood Education.’ In Early Child-
hood Education: An International Encyclopedia, edited by R. S. New and
M. Cochran, 366–368. Westport, CT: Praeger.
Vygotsky, L. 2016. ‘Play and Its Role in the Mental Development of The Child.’
International Research in Early Childhood Education 7 (2): 3–25.
Waters, T. 2004. Therapeutic Storywriting: A Practical Guide to Developing Emo-
tional Literacy in Primary Schools. London: David Fulton.
Terapevtske zgodbe med pandemijo: medpredmetno povezovanje
v začetnem izobraževanju vzgojiteljev
Z namenom povezovanja univerzitetnega poučevanja z resničnim življenjem
in zagotovljanjem strokovne pomoči lokalni skupnosti v času epidemije, smo v
okviru medpredmetnega povezovanja na Filozofski Fakulteti Univerze v Banja
385
