Izvleček
V prispevku predstavljamo primer priprave podpornega učnega okolja za spodbudo razvoju čustvenih kompetenc učencev v prvem triletju osnovne šole. S primerom iz prakse z učenci tretjega razreda predstavljamo preplet učnih vsebin s pravljico in z vključevanjem elementov formativnega spremljanja, kjer je učenec soustvarjalec učnega procesa. S pomočjo spremljanja napredka in z razširitvijo dejavnosti imajo učenci poleg širjenja znanja na področju govorno-jezikovnih kompetenc podporno učno okolje, v katerem lahko razvijajo zmožnosti istovetenja z doživljanjem čustev književne osebe. V prispevku kronološko prikazujemo potek dejavnosti in predstavljamo praktičen pripomoček za delo v razredu z vprašanji, namenjenimi interpretaciji pravljice ter v spodbudo izražanju razmišljanja o doživljanju strahu. Podporo učencu pri prepoznavanju in poistovetenju s čustvi književne osebe izpostavimo kot pomembno za uspešno uravnavanje čustev, saj ima za učenca pozitiven učinek na čustveni, osebnostni in socialni razvoj.
Abstract
Fairy Tale and Emotional Competences in the Context of Formative Assessment
The article presents the example of creating a supportive learning environment to encourage the development of emotional competences in primary school students of the first triad. The practical example describes an experience with the third graders and an interplay between the learning content and fairy tale, which included the elements of formative assessment where the student is the co-creator of the learning process. By monitoring their progress and expanding the activity, students not only enhance their knowledge in the area of linguistic competences, but also receive the benefit of a supportive learning environment, in which they can develop their ability to relate to the feelings and experiences of fictional characters. The article includes a chronological sequence of the activities and introduces a practical tool for class work with questions that help interpret the fairy tale and encourage students to speak about the experience of fear. Supporting students in recognizing and identifying with the emotions of the fictional character is emphasised as important for successful emotional regulation, with positive effects on their emotional, personal and social development.