Pedagogical Innovation A Literary-Didactical Story Title of the original work: Pedagoška inovacija Literarno - Didaktična zgodba Title: Pedagogical Innovation A Literary-Didactical Story (Manual) Authors: Suzana Antič, Mojca Garvas, Natalija Komljanc and educators of Trnovo Kindergarten Consultant: Natalija Komljanc Language editor and translation: Alenka Komljanc Photography: archives Trnovo Kindergarten Graphic design: Tomaž Ebenšpanger, Meta Kutin Published by: Trnovo Kindergarten, First digital edition Ljubljana, January 2019 Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID=298450176 ISBN 978-961-94611-8-1 (pdf) Pedagogical Innovation A Literary-Didactical Story Suzana Antič, Mojca Garvas, Natalija Komljanc and educators of Trnovo Kindergarten Table of Contents Foreword 10 Introduction 12 The Implemented Curriculum of the Trnovo Kindergarten: A Literary-Didactical Story with Didactical Map 14 Learning Coexistence 15 Pedagogical Story 16 Didactical Map 19 Guidelines for Using the Didactical Map 22 Example of a Completed Didactical Map 22 Reflection on the Trnovo Kindergarten Curriculum 26 Reflection Upon the Benefits of the Didactical Map 27 The Formation of Didactical Principles 28 Creating a Story 29 Creating the Pedagogical Puppet – Pedagogical Communication 34 The Puppet as a Form of Communication 35 The Puppet’s Power 35 The Puppet as a Song (Rhythm and Melody – Synchronization of Pedagogical Dialogue) Creating Impressions and Expressions 36 The Puppet Co-Creates Personality 37 Experiencing the Puppet 39 Children’s Opinions 39 Parents’ Opinions 40 Educators’ Opinions 41 Head teacher’s Opinions 42 Summed Up Opinions of People Involved in Education 43 Innovative Elements of Pedagogical Innovation 46 Assessment 48 Educators’ Questions on the Forms of Assessment 48 Reflection on the Didactical Map 48 Sens(e)(ing) 48 Perception 49 Awareness 49 Constructivists’ Story 50 The Pedagogical Stage 51 The Stage as a Place and Support for the Puppeteer 51 The Puppet as a Mental Support 52 Experience 52 Experiential Education 52 The Goal is Outside and Inside 54 Discovery 55 Discovery Starts with the Need 55 The Puppet Leads us to Astonishment 55 Discovery is a Method 55 From the Constructivist Theory 57 Vision of Discovery 57 Cognition 58 Terminology 62 Bibliography 64 Appendix 1: Example of a completed Didactical Map Foreword The present manual of the Trnovo Kindergarten represents the outcome of work performed by educators, children, their parents and other education experts. The content of the manual has been created over the past few years on the basis of a research-applicative project, thorough self-assessment for self-development and on experiences obtained from various re sources. The expert workers gladly share their knowledge with their colleagues and offer their assistance to other interest groups in the wider pedagogical environment. Our educators are aware of their value and their pro fessional responsibility. For their further research, the educators wish to receive encouraging feedback. This manual is the outcome of the development of pedagogic innovation belonging to the fifth level of innovation development and corresponds to the principles of the innovative project of the National Education Institute of the RS. The expert workers have therefore methodically and systematically assessed the quality of the invention (the forth level of the development of pedagogic innovation – Didactical Map), which has grown into the kindergarten curriculum. Moreover, they have evaluated the benefits of the new didactical tool and introduced the assessment and evaluation of the used application. The obtained data was afterwards used for creation of this manual. The first part of the manual consists of the basic elements of the updated kindergarten curriculum with the inserted Didactical Map, while the second part presents the benefits of the Project Work with a Puppet (PWP), which had been assessed and evaluated using the reflection implementation method. In the third part, we briefly present three elements of pedagogic innovation and the final recognition resulting from the harmonisation of all three parts. Interestingly, one can read the manual from the beginning to the end or vice versa. In this way, we captured two different points of view on the presentation of the same pedagogic innovation. The innovation of the PWP has created four logically connected didacti- cal principles emphasizing the importance of mutual connection and support. Moreover, the PWP has improved the teacher’s competences and created 10 didactical novelty within the educator’s professional profile. The new pro-and it has become deep-rooted and file has been named “Pedagogical Puppeteer”. For this reason, additional proved its great value. Therefore, we training in the form of specialization has been founded for educators. Before recommend disseminating its use in the educator uses the puppet in a pedagogic dialogue with a child, she/he other interested educational environ- has to undergo the training and attend workshops where (s)he learns how ments as well. to handle and communicate with puppets. Educators create the puppet’s profile themselves in accordance with the Natalija Komljanc, Ph.D, Innov­ content and goals of education. They select the materials for its fabrication ative Projects Creator and Manager and make a few models of the same puppet so it can be used simultaneously at the National Educational Institute in different learning groups or situations. Sometimes, they create two dif-of Slovenia and the groups’ consultant ferent but logically connected puppets in order to present the conundrum of a pedagogical story in a dialogue. Of course, to achieve the final result, the teachers have to spend quite a lot of time researching and creating in the so-called “puppet laboratory – creatory”. The educators have appropriate competences and are therefore pre- pared to share their knowledge with other educators who are interested in this kind of activity. A “pedagogical puppeteer” is not just any puppeteer. She/he has to act according to the scenario and at the same time show a high degree of empathy to be able to perceive the needs and expectations of the children and harmonize these needs with the aims of the learning plans and create scenarios for an open learning environment, for experience and for children’s reactions. Hence, (s)he has to know how to improvise. A “pedagogical puppeteer” knows how to run a pedagogical dialogue with a child and a group within a pedagogical story, which is created spontaneously, yet systematically and deliberately. Activities such as reliving, assessing and evaluating the pedagogical activity, creating and giving mutual feedback to the children in the process of discovery learning are not to be sneezed at. The entire invention team of expert workers is led by the headmistress. She is always present – from the invention through to its implementation in the kindergarten curriculum. She has been working with consultants from various professional institutions. The PWP is the Trnovo Kindergarten’s pedagogical innovation, which has been created in collaboration with the National Education Institute and Ministry of Education, Science and Sport 11 Introduction The innovative Trnovo Kindergarten raises the curtain. Under the leadership of a team of experts, the educators with their puppets present the kindergarten curriculum as a form of literary-didactical story. The puppeteer is not a robot, (s)he is an inventive educator with a pedagogical vision of approach-ing the youngest and enabling an optimal achievement of educational goals. With the help of a puppet, educators and children update the expecta- tions according to our needs. In real life, a puppet(eer) opens the door to imagination. She/he is a friend, a leader, supporter and challenger also having a role in stimulating curiosity in children and in encouraging children and also educators. The puppet(eer) settles in the child’s endurance because (s)he assures a safe world of pleasant and interesting learning. If you are interested in revealing the hidden presents of educating the youngest, you are cordially invited to read this manual. We are looking forward to making friends while creating reliable, sensible and up-to-date education in our kindergarten; hence, we would like you to join us in the creation of our literary-didactical stories. Creators in the Trnovo Kindergarten 12 Creators of the PWP in training 13 The Implemented Curriculum of the Trnovo Kindergarten: A Literary- Didactical Story with Didactical Map 14 Learning Coexistence Keywords: community, social pedagogy, coexistence, empathy Pedagogy is the science of education based on the philosophy of coexis- relationships, method of bring- tence. Social pedagogy is a well-known philosophy that arose at the begin- ing together, mental struggle, ning of 21st century in Milan in northern Italy. The idea, however, can be support, TMFL (Trnovo Model observed before that, in the 16th century in Don Quixote written by Miguel of Fundamental Learning), PWP de Cervantes – or even before that, at the beginning of Common Era when (Project Work with a Puppet), Epictetus discuses on inner peace and living in harmony with nature. Social thinking process within a coexist-pedagogy is based on bringing together empathy relationships and holistic ing community, personal growth, coexistence with the purpose of creating a better world, which is reflected community development in: the preservation of nature, the creation of peace, tolerance and altruism, and the coexistence of different cultures and worlds. For creating better relationships within the process of mutual connection, social pedagogy develops a mental battle, one of the extremely important and active forms of mutual support (Milan, 2005). Expert teams actively cooperate with the youngest and form a strategic learning plan that offers innovative methodological approaches, such as the Trnovo Model of Fundamental Learning (TMFL) or the PWP (Project work 15 The Implemented Curriculum of the Trnovo Kindergarten: A Literary-Didactical Story with Didactical Map with a Puppet). Both models are exam-so-called thinking processes using different techniques, skills and meaning-ples of didactic reflection on the qual- ful materials that help children solve the conundrum or unfold the story. ity of guiding learning based on the The literary-pedagogical story puts a face on the protagonist – the pup- constructivist and humanist methods pet – who narrates the story. The threads of research (subject of research) of mutual adaptation. These meth-define the didactical scenario, a plan of “fun” on the high level of the respect-ods support the thinking processes of ful ethical and aesthetic perception of emotional and mental states, Gobec an individual in a coexisting commu-explains (2008). nity. This enables him/her to achieve Certain characteristics in the literary story are attributed to the pup- personal development and growth in pet(eer) and we select the name of the puppet accordingly. Within the kin- the community (Milan, 2005, Gobec, dergarten curriculum, the puppet is our instrument of motivation, a concrete 2008, and Bruner, 1960, UNESCO, encouragement in the action that introduces a child into the process of UNICEF, 2007). The PWP project research, experience and creation. joins the Trnovo Kindergarten staff The pedagogical (literary-didactical) story is created and developed (educators, children, parents and simultaneously as a guided and also open spiral process that resembles the external experts) in an innovative learning community that is capable of brainstorming. Pedagogical Story The literary-didactical story within the PWP project is a pedagogi- cal story created on the basis of a research question and upgraded two to three times a year as we solve the literary-didactical conundrums that arise in the form of a learning chal- lenge. The conundrum represents a learning problem and/or neces- sity that needs to be resolved so our lives could continue without further disturbances. In this way, the story offers a possibility for resolving the 16 structure of DNA (acc. to Gardner, 2012, Bruner, 1966, Gobec, 2008), a spiral plan that is logically updated according to the needs and expectations of learners. Hence, the PWP model is a unique kindergarten curriculum, even though it was developed in the wake of the Milan puppet laboratory and Reggio Emilia kindergarten as Dora Gobec (2008), the developer of the basic idea, describes the developmental stages of updating in her final work on the pedagogical community and the Agazzi method. The story is developed in a puppet (pedagogical) laboratory. In this way, the education gets an artistic touch that can also be observed in the theatre where a person has the possibility of reliving certain events. The didactical purpose of the Work with a Puppet project is to enable this reliving. The puppet (acc. Broggini in Gobec, 2008) is the link that gives sense to the educational process. Besides its artistic role, it also has psychologi-cal and social role, which is played holistically and perfectly. Broggini (acc. Gobec, 2008) replaced Piaget’s cognitive learning method with the method of environment discovery, which includes testing materials and research. He recommended this approach and theoretically defined it in the constructivist learning method (Bruner in Leonard, 2002). This approach enables the puppet to open up the learning environment for the children so they can adapt the role of an actor, researcher, creator or director in different com-positions for personal expressions. The puppet opens the learning environment with a pedagogical story by forming a multi-layered curriculum. In TMFL, Gobec (2008) mentions a three-layered curriculum (rational, artistic and social) and a three-stage three-layered curriculum 1 rational 2 artistic 3 social three-stage curriculum 1 narrative artistic stage 2 stage of didactical units and conundrums 3 set of threads of children's activities 1 The layers and stages of the TMFL implemented curriculum (acc. Gobec, 2008) 17 The Implemented Curriculum of the Trnovo Kindergarten: A Literary-Didactical Story with Didactical Map 2 An open learning environment and multi­layered implemented kindergarten curriculum offer the opportunity for inventive learning (innovative curriculum global curriculum according to Komljanc, 2013 in Antič et al., 2013) national curriculum local curriculum kindergarten curriculum personal curriculum of a child and a teacher curriculum (the narrative artistic stage, the stage of didactical units and conundrums, and the set of threads in children’s activities). In the updated pedagogical innovation of the kindergarten curriculum, Komljanc (2013) points out the following layers: the personal curriculum of a child and an educator (core of the curriculum), the kindergarten’s implemented curriculum, the local and national curriculum and a global vision of the world, in 18 accordance with the philosophy of social pedagogy (Komljanc in Antic et Keywords: Literary-didactical al., 2013). The story is accomplished by the Didactical Map. story, pedagogical story, conun- drum, learning challenge, learn- Didactical Map ing conundrum, development of mental processes, thread, In the Trnovo Kindergarten, the implemented multi-layered curriculum is subject of research, didactical carried out with the help of a tool or mechanism known as a Didactical Map. scenario, puppet(-eer), moti- Gobec (2008) described the Didactical Map as a document(-ation) of vation instrument, encourage- the mutual implementation of life plan and work in the kindergarten. She ment in action, the process of added the pedagogical map for the description and photo-documentation of creation, open learning envi- activities within the kindergarten curriculum. Gobec mentions two working ronment, multi-layered curric- fields: 1. artistic and literary presentation and 2. pedagogical and didactical ulum, inventive learning, spiral activity. The circle of story is formed by the following elements: 1. reason process DNA, spiral plan, puppet for learning content, 2. units of fundamental human activities and 3. child’s laboratory, reliving, method of development. In addition, the circle of methodological procedure includes: discovery, testing materials, 1. Process-oriented learning plan (e.g. the processes of the child’s develop-Didactical Map (DM) ment and learning approaches are taken into consideration), 2. the Milan model of development and action research (the process of the develop ment of the educator’s insights and competences to perform the PWP), 3. the harmonization of the teams (adjusting social coexistence), and 4. “educators’’ and experts’ reflections. The mutual plan includes: 1. a didactical puppet with a story, 2. subjects of research, 3. research questions (3 at most), 4. didactical units, 5. conundrum, 6. materials, 7. selected kindergarten activities (acc. Gobec, 2008). PWP Pedagogical story lead by the puppet(eer) = fundamental (basic research question) + 2 – 3 conundrums for resolving – creating by testing different materials 3 Structure of the pedagogical story 19 The Implemented Curriculum of the Trnovo Kindergarten: A Literary-Didactical Story with Didactical Map 4, 5 The circle of story, of methods and mutual plan (acc. Gobec, 2008) 6 Updated Didactical Map story mutual plan method reason for the learning process-oriented didactical puppet with a content learning plan story units of fundamental the Milan model of subject of research human activities development and action research research question (3 at the child's development most) process of team harmonization didactical units procedure teachers' and experts' conundrum reflections mutual plan The circle of story materials Circle of methodological selected kindergarten activities Keywords: artistic and liter- The structure of the Didactical Map has been updated according to its ary performance, pedagogical usage. Its variation is presented in the resource entitled Pedagogical inno-and didactic activity, Didacti- vation. The Didactical Map (2013) is the outcome of the innovative PWP cal Map, image of pedagogical project and a result of the developmental group of the Trnovo Kindergar- activity, action research, trian- ten and the National Educational Institute. gulation, formative assessment, A Didactical map is a uniform tool that gives us an insight into pedago- learning magnet gical communication or into our mutual relations. It is our instrument that informs us constantly about the (non)senses, needs, resources and learning opportunities. The Didactical Map organises our place and time so we would not leave out or miss something. It represents a major picture of pedagogical activities so we do not get lost in the labyrinths of individual learning phases and specific details. 20 literary story timeline action circle didactical story planning subject of the teacher's and child's planning pre-stage didactical units – content research questions field of curriculum hypothesis, goals materials, stimulating environment stage 1 implementation activities of research and creation from the point of view of: process the child the content stage 2 methods sources assessing and different forms of gathering feedback – triangulation gathering products information stage 3 anecdote records outcomes data photos, videos child, parent, teacher self-reflection participation in mutual documentation resources 21 The Implemented Curriculum of the Trnovo Kindergarten: A Literary-Didactical Story with Didactical Map Entering data in the Didactical Map The Didactical Map outlines the didactical story taking into consid- eration the rules of action research and the formative assessment of the 7 Guidelines for using the Didactical Map impacts of teacher’s support. The didactical story absorbs the literary story, which represents teaching (educational) magnet. Learning goals, content and resources are reasonably incorporated into the kindergarten process of learning. Feedback in formative assessment analyses the data of triangulation in the action research so that a unique meaningful learning oppor- tunity can be built and upgraded to fit the so-called spiral curriculum (acc. Bruner, 1966). Guidelines for Using the Didactical Map Below you will find the guidelines on how to use the Didactical Map in practice. The first part of the table offers an insight into the literary story and the second part demonstrates a didactical story. Example of a Completed Didactical Map Example of a completed Didactical Map (Klara Sobočan, 2013) is shown in the appendix (see Appendix 1 at the end of the manual). 22 literary story timeline action circle didactical story planning subject of the teacher's and child's planning pre-stage defining the main subject forming the didactical units – content fundamental research defining challenges and activities question, research questions “domesticating” a basic question, followed by research questions for each unit separately and then puppet logically connected into a story field of curriculum defining the fields of curriculum, thread is one of the fields within the subject hypothesis, goals in accordance with the research questions, logical assumptions materials and stimulating environment materials are the source of discovery, materials in use represent the stimulating environment stage 1 formation of the first research question and learning goal implementation activities of research and creation from the point of view of: process the child description of the course the social, learning role of a child of discovery and research the content description of daily or individual activities the method considering the child's play, which is connected to the discovery method resources list of resources used stage 2 formation of the second research question and learning goal assessing and different forms of gathering information – triangulation gathering products information achievements created by children anecdote records records of interesting statements of children and pedagogical dialogues in the process of discovery the outcome collective events, discoveries in the framework of individual stages or mutual achievement, presentation as the evidence of achieving the fundamental goal photos, video stage 3 evidence of achievements formation of the third research question and child, parent, teacher learning goal feedback by children, parents, educators that is taken into consideration in the next school year self-reflection How have I created and perceived individual stages and orientation points? 1. Was the plan of joint meetings realized? Were the elements of the story logically connected? 2. How were the basic human activities realised so they became educational activities for children, at the same time considering the fields of the curriculum? 3. It is important to define one's point of view in the implementation process (questions, dilemmas, joyfulness, achievements etc.) on both levels – the educator's and the child's (group – individual) 4. Dialogues and interactions (dialogue between children, between the educator and a child, between the child and other children etc.) 5. Write down the best situations/leading discussion, the things that cheered up the children the most, the successful solving of cognitive problematic situations and conflicts, the creativeness of children 6. Reflection: in which field would you like to improve your professional skills and improve your work? Which thing(s) can you assess as very good in the current project or which things did you do particularly well? contribution to the collective documentation fulfilled Didactical Map sources 23 entire pedagogical documentation 24 8 Pedagogical innovation – Literarydidactical story Pedagogical innovation: A literary-didactical story, implemented curriculum by the Trnovo Kindergarten within the PWP Learning coexistence – the mental struggle for mutual support in a mental process Pedagogical story = born with a research question + challenges - conundrum for the development of mental processes The literary-pedagogical story creates a character – puppet – support for mental process Puppet leads threads of a research – subjects of research – define the didactic scenario in the form of a spiral (DNA) in the pedagogical puppet laboratory - didactic purpose = experience Puppet = link between children and educators, giving meaning to the education process – cognitive learning is replaced by the method of discovery learning – it opens a child's learning environment by creating a multi-layered curriculum = it is an opportunity for creative learning The multi-layered curriculum is carried out together with the Didactical Map – it represents a big picture of all the activities and specific details – it considers the content and method of FA – formative assessment and AR – action research 25 Reflection on the Trnovo Kindergarten Curriculum 26 Reflection Upon the Benefits of the Didactical Map Educators evaluate the beneficial value of the Didactical Map as excellent. They believe it is a very effective tool, guide, instrument and methodology for holistic planning. Here is a summary of our comments: The Didactical Map directs our education. It enables a holistic structure of the kindergarten curriculum. The instrument provides sense and unifies our educational method and at the same time supports the development of didactical edu- cation. It is clear and holistic and we feel connected to it. It also enables a clearer image of the education, encourages teamwork, and gives an insight in the work of other educators, which enables more qualitative mutual coordination. Synchronic cooperation enables children to move from one group to another. The tool also enables us to gather information, materials, reports and plans. The completed Didactical Map is an evidence of our pedagogi cal activities and it is also a collection of didactical and literary ideas for creating new stories. With the help of the Didactical Map, our education activities become clearer: it comprises annual activities, activities sorted by subjects, weekly and daily activities, which are all carefully planned and assessed. In Team reflecting on the Didactical Map 27 Reflection on the Trnovo Kindergarten Curriculum this way, we improve the quality of The Formation of Didactical Principles our pedagogical activity. The Didac- tical Map is a simple remainder Within the multi-layered kindergarten curriculum in the form of the lite- that enables a processed connec- rary-didactical story, we consider the following didactical principles that tion between the content and the have been perceived according to several reflections: method of work. The educators con- 1. The coexistence (connection) of results obtained in domains sciously turn to the Didactical Map, from previous years by the children’s imagination is perceived as which underlines the relationship the fundamental human activities. This exact didactical principle is empha-between various prevalent didacti- sised by Gardner, who believes it is one of the most important elements of cal questions (what, how, why) that the learning strategies of the 21st century (Gardner in Duke Colloquium, accompany us on the path of holis- April 2012, http://colloquium.duke.edu/people/howard-gardner/). tic planning, implementing, assess- 2. The coexistence (connection) of child’s play and discov- ment and evaluation of the effect. ery – setting research questions to form personal cognitions and findings Each interrogative is processed indi-based on the elementary data. The sources are obtained in the environment vidually within the methodology pro- and every-day activities. The emphasis is on the place and time for sensual vided in the Didactical Map and in and emotional perceptions. We connect science with art and create by com- their logical interaction (what–how– paring different findings so we could discover – search for answers to the why). This is how the interrogatives questions: what – how – why. On the one hand, vivid orientation reduces become meaningful and more effi- the hidden curriculum and on the other, it reinforces the daily activities of cient, which enables a more unified youngsters. Adults influence on children with an open approach that gives and complete education. a child an opportunity for active participation in the direct learning process. The Didactical Map is still an According to Gardner (ibid), a creative mind and synthesis of the mind are object of research. We have been dis-being encouraged in this way. covering different ways using it but 3. The coexistence (connection) of the child’s and adult’s knowl- we are not yet completely and fully edge – learning from each other (self-learning); in this way we define aware of the possibilities it has to key notions, we self-diagnose our pre-knowledge and we reinforce abilities offer. Its digital version is slowly comfor searching for adequate co-workers, experts and resources. Within the ing into use. We also plan to include lifelong learning, the teachers develop respectful and ethical relationships photo material and other learning with other colleagues and with experts’ findings. These features are also evidences (portfolio) in the table. acknowledged by Gardner who was persuaded that this approach was one of the crucial approaches of the digital era and also of the era in which he believes we should self-develop our pedagogical practice. 28 4. The coexistence of various forms of support and different 9 Didactical principles (4P) in coexistence achievements – (Scaffolding accord. to Bruner, 1996 and Gardner, 2012): assessment and awareness of the learner’s prior knowledge, encouraging autonomous and mutual responsiveness, assessing the child’s growth and the educator’s self-development. Life in the Trnovo Kindergarten has its purpose and represents a ful- filled harmony of impressions and expressions. Abilities to connect and to support each other are our basic competences. This is how we imagine a fulfilled life. We are oriented toward a discovery learning approach (accord. to Bruner, 1966). The Didactical Map with a qualitative formative assessment and mutual accurate feedback and support enables the accurate and unique (individual) creation of a spiral model of kindergarten curriculum (accor. to Bruner, 1966) – a DNA model (according to Gardner, 2012). Creating a Story Innovation is constructed based on experiences. Prior knowledge is upgraded with better ideas. The innovative story is formed under our close surveillance and under thorough consideration of the best possible story in time and place. Our innovative story arises when a good old experience encounters a new connecting the findings related to fields from the connecting the children's knowledge with the past with the imagination of youngsters knowledge of adults - learning from each other connecting child's play with discovery diverse support for various achievements 29 Reflection on the Trnovo Kindergarten Curriculum cognition, idea, motive and learning thoroughly about life itself. In addition, he/she is able to express a stronger magnet. We form the so-called spiral individuality and more solid self-respect. He/she has a stronger will to live (process) curriculum taking into account and his/her decisions are more adequate, in a broader sense of the word the prior knowledge of children and – this person moves more. His/her aesthetic intelligence is built from the teachers. The lite rary-didactical story point of view of the size and depth of the experience, as well as the ability is a result of our work, it is written as to include beauty in coexistence. Once you experience beauty, it becomes an artistic text that also intertwines your untameable need. It becomes your refreshment and encouragement, with a scientific base comprising all an unrepeatable moment in education, and a renewal of physical and men- the major didactical principles. tal health; it has the role of the inner beauty of emotional recognition, mind-Besides ethics, aesthetics also development and love. The beauty is the basic principle that concerns all influence the artistic and scientific the aspects of our being. It opens us up to the world and brings harmony to viewpoint of the discovery made by our relations. Our experiences confirm Ferrucci’s findings. children together with the educators. The creative expression of beauty is expression that comes from the Ferrucci writes about the ability to inside. It is a creation that is full of eros. It is never impersonal. It is inti-perceive beauty as one of the funda- mate and never cold. It is passionate. According to Maslow in Ferrucci mental human needs (according to (2010), Ferrucci made a list of the characteristics of a spiritually healthy Maslow in Ferrucci, 2010). Beauty person: power, self-confidence, expressiveness, ability, familiarity with irra-does not depend on any theory, nei- tionality, openness to beauty, spontaneity, absence of inhibitions, defence ther is a captured rule, it is a vital need. The author states that a human who is touched by beauty becomes renewed, his/her character changes, his/her inner life becomes richer and varied and has a more vivid percep- tion of emotions. This means that beauty in relation to another human being enables a more subtle percep- tion of the world’s impressions and consequently a more shaped mode of expression. Moreover, the author mentions that in relation to oth- ers, a person enjoying beauty, con- fronts more easily and learns more 30 mechanisms, the ability to forget about oneself, innocence etc. – and a list divergent search for solutions. More-of characteristics of a creative person, which are the same as for spiritu-over, it also provides new entangle- ally healthy person. The ego is full of the will for life, play and improvisa-ments that change the course of action tion, expressiveness, creative thinking comprising a creative impulse – an toward a new path that an educator authentic expression. According to Mithen in Ferrucci (2010), the artis- has not foreseen but still responds to tic expression is the outcome of three abilities: 1. creating a mental image, the new plan every time. The children 2. planning meaning, and 3. the ability to announce it to others. Because experiment how “good” can become of these things, we are more human-like. The story that unfolds on our “evil” or “failure” and what previ- pedagog ical stage in our kindergarten includes all the forms of pedagogical ously seemed to be “evil” or “bad” and human personal and aesthetic communication (pedagogical play, drama later turns out to be “good”. The chil- speech, responses, non-verbal messages, play or stage performance, alive dren and teachers shape their lives and current speech, consideration of the present time and current events, according to their abilities and possi- which are logically connected). The performed conflicts and tensions cre- bilities. The decisive moments in the ate gradual dynamics, drama and mental entanglement that have its clear story solve the problem and restore exposition, rising action, climax, falling action and denouement. The learn-the order and balance in children. ing magnet attracts children towards feverish and autonomous research of With the teacher’s and parents’ sup- the best possible solutions for life problems. The research is also performed port, the children build up stamina, with the help of other children, educators and parents. The story is in fact a they communicate with it and grad-simulation of real life situations, which are shown through a play. The sim-ually direct and control it more and ulation is safe and extremely interesting, important but not panicky. The more autonomously and successfully story strengthens us and prepares us for future challenges in real life situa- (self-control according to Socrates). tions as the actors themselves segue from their play into real life safely and The pedagogical and literary-can shift back to the game when they need safety or time for reflection. The didactical story facilitates exciting and story enables us to be alive, important, to cooperate, to be included and to encouraging development, coopera-have our own place and role in society. tion between the youngest and the rest It also enables the right amount of astonishment and effort, as explained of the world, and most importantly, it by Kant, and it is the key to every thinking process (Kant in Gavrić, 1991). In enables the formation of desired (ref-the active story, the children experience the peak of their strengths in their erential) criterion of coexistence. The mental growth before the story is unfolded. They try to master, direct and following elements are fundamental balance their strengths. Gradually, the children master the dramatic rise in for healthy spiritual growth: discover-tension and co-create the place and time – world. ing the world, active inclusion, coop- They keep trying out new resources and perceive them not only as con- eration and participation. The child sequences but also as causes. The story always offers open possibilities for a copes with the strain and therefore 31 Reflection on the Trnovo Kindergarten Curriculum Keywords: Didactical Map, tool, has a more realistic vision created in didactical/child’s play. The play can networking, support, harmony be a limited, closed, uncreative space if a player plays its own play or takes of impressions and expressions, into consideration the limited didactical instructions. Play that comes in a selected creation of a spiral cur-form of learning is normally opened to the world, especially when it enables riculum, ethics and aesthet-the possibility for presentation, cooperation and co-creation. Spontaneous ics, creative impulse, creative and didactical play are united in an open play and only these two elements expression, creation of a mental enable a harmonious rhythm and melody of impression and expression. image, planning meaning, the The educators at the Trnovo Kindergarten perceive the literary- didactical ability to express, the ratio of story mostly as a unique feature, novelty, creation, active pedagogical work, surprise and effort, co-creation humour, imagination, magic, harmonization, unrepeatable element or con- of place and time – world, diver- nection with a puppet. Some educators experience the story as: an interest-gent search for solutions, order ing experience, research, entanglement and a phase of artistic or pedagogic and balance, self-control, for-creation, some consider it a key to intelligence, originality, meaningful integ-mation of referential measures rity, the collection of ideas and cooperation, others again think it releases the of coexistence, healthy spiritual imagination, spontaneity, a research team’s strive for optimal professional growth, open play, pedagogical research, a special feature of methodological-didactical content, a method spirit, differences in reliving, of project work, a research method or created mutual achievement, active bringing together by the story, research by children and educators, the tension of the content in order to teamwork attract, as creation, playfulness, and the mutual research of the children and the puppet. Regardless of the years of teaching, all the professional workers experience the innovative literary-didactical story – a form of implemented kindergarten curriculum – as a premiere education, personal experience and recognition. Demonstrating impressions and expressions through lit- erature is perceived as one of the possible creative benefits that make us happy and give us pedagogical elan (a high level of psychical readiness for work – zeal) and high spirits (the tendency to increase the level of personal development). Before the story is introduced to the children, the professional workers first process, then analyse the selected subject (according to Downes, 2006 in Komljanc, 2012) and finally leave all to the imagination and begin to simulate the story. Every child perceives the story his/her own way. This approach clearly shows how differently children and adults perceive literary-didactical stories. The resulting story is unrepeatable. 32 It is nice when we work together. We follow the same goal, but each using his/her own approach. We chew over different ideas and issues, select and build the story. While forming the story, we support each other, so we are not alone in the process. The story brings us together. We connect vertically and horizontally. The teams are formed simultaneously, considering needs, and thus we have various types of teams. Together we build a safer and more reliable kindergarten curriculum. Our soul sings when it is in action. Sometimes we realize that we can barely hold back and avoid revealing the secret to the children too quickly. At that point, we try to hold our thoughts and give the children the possibility to express themselves. 10 The learning process PWP – learning plan educator = holder of the didactical process, child = proactive creator, holder of balances the difficulty and performance of pedagogical dialogue: the mental process, emotional learning intelligence materials: didactical puppet and other instruments and tools in accordance with the content and method of discovery 33 Creating the Pedagogical Puppet – Pedagogical Communication 34 The Puppet as a Form of Communication child improvises in the best possi- ble meaning of the word. Moreover, The pedagogical communication does not only happen between educators this sort of work relaxes the educa- and management but also between experts and children. Communication tors and refreshes their knowledge; in the “puppet show” happens with the help of a medium – a puppet, a new it also rejects stereotypes and pro- or additional communication channel that plans the path toward achieving vides more possibilities for creation an educational goal (according to Korošec, http://www.pef.uni-lj.si/vilic/ and individuality. The forms of edu- gradiva/3-korosec-komunikacija.pdf). It enables an independent form of cation are various. The puppet is a creation, understanding, expression and the formation of relationships. metaphorical communication whose There is a particular flow of energy between educators, children and the ability enables the naming of a certain puppet and it goes in various directions. There is no such thing as a wrong phenomenon with an expression. message. We respect each other. Communication comes from the children’s The puppet is the central protago- play, to which we add a more holistic form. The child’s senses are pure; a nist (central person). It often seems that a child more easily communi- cates his/her needs and expecta- tions to the puppet than to the edu- cator. The feedback in the dialogue between the puppet and the chil- dren are natural, direct, fearless and without restraints. The Puppet’s Power Puppetry has its origins in very ancient rituals. The rituals repre- sent the communication between people and the energy we feel. The communication takes place with a range of stylized movements, voices and visual appearance. The puppet grows together with a person’s will- ingness. It gets a symbolic meaning and becomes a being. The puppeteer’s 35 Creating the Pedagogical Puppet – Pedagogical Communication energy brings it to life as (s)he believes the educator. This is the puppet’s magical power. This faith in the puppet in its power. Nevertheless, one has can be compared to animism where every object has its own soul. A toy also to go through a long period of prac-has a soul in a child’s imagination. This is the reason why puppets charm tice and training to be able to achieve everyone. It represents numerous possibilities for passing on experiences this ability. Brane Vižintin taught us and for familiarizing with the world. It is a mediator between a child and the how to find the power of the puppet environment. Its touch represents a strong communication element, which and how to share it with the young- enables less stressful inclusion in the social world (according to Majaron, est. While delivering the content to read more: http://www.pef.uni-lj.si/~vilic/gradiva/3-lutke-kurikulum.doc). the children, the puppet can be very helpful in overcoming certain obsta- The Puppet as a Song (Rhythm and Melody – cles, in possessing various tricks and Synchronization of Pedagogical Dialogue) Creating in motivating children and educa- Impressions and Expressions tors. The children trust the puppet (educator). They are certain that the A puppet is a figure, an artistic representation of an object, a rhythm (a educator does not know about the regular pattern of certain elements) and melody (a sequence of relations) secrets they share with the puppet that is accompanied by voice and mimicry or animation – a fictive revival even though it lives in the hands of of a figure (anima - soul, the emotional and moral side of a person). The animator makes the thoughts, emotions and perceptions tangible. Thus, educating with puppets represents a form of pedagogical sensation and thoughtful systematic guidance of sensory perception. Puppets possess the elements of impressionism including the principle of capturing fresh and original impressions, colour, light and inspiration from everyday life, as well as expressionism for expressing emotional experience. Life is full of impressions that should be recorded in a pleasant and interesting way in order to create new (next) impressions. The images of a scene enable learning opportunities for discovery – flash, enlightening. Children paint their worlds according to their will and their desire to express. Consequently, educators put a lot of emphasis on what a puppet looks like since its appear- ance normally represents the purpose and character of a literary story and also corresponds to the educational goals. Educators spend a lot of time making a puppet and talking about its origins and the purpose of its visit to the Trnovo Kindergarten so they would be able to provide answers to the 36 The Puppet Co-Creates Personality The puppet is involved in the creation of personality, positive self- image and life orientation. It socializes, educates, builds relations, emotional connections, experiences, co-creates values, and develops multiple intelli- gences (according to Gardner, 2010). Gardner encourages us to start learn- ing from mistakes at an early stage, to connect with experts, to test our ideas and to experience changes children’s questions about it. A puppet (according to Gobec, 2008) is the and the reasons for them. Accord- third person who sets a new line of communication. The puppet teaches ing to Gardner the disciplined mind children how to love and how to express their love. A strong connection - a is not related to the individual sub-friendship is built between them, each carrying its share of responsibility for jects but to the fields of knowledge the life, freedom and happiness of another being. Love for a puppet is pure, that are taught with the support of unconditional love without contact (Gobec, 2008, p: 86). When the puppet a puppet that passes various meth- asks the children for help, it triggers an emphatic process, a process of social odologically useful experiences on to behaviour and moral decision making. The puppet develops a culture for children. Based on that, the children giving. When the project is finished, the puppet returns to its homeland. recognize the differences between the This farewell causes sadness and even the pain of saying goodbye, a sepa- rules and procedures of society. With ration that needs to be accepted and donated. The puppet therefore gives the development of a respectful and the children the opportunity for different perceptions of the world, a real-ethical mind, the child takes respon- istic perception and a hypothetic relationship. Following the “DNA” spiral, sibility for his/her own mental acts. children actively construct, build and harmonize their own image and the According to Gardner, the real image of the world according to their own personality and whole life and thinker respects three elements of social context, also considering different situations and occupations in the good work in the right place: excel-kindergarten and in real life within the interaction with the environment lence of an expert, high quality, (according to Gobec, p: 45). ethics (moral responsibility) and 37 Creating the Pedagogical Puppet – Pedagogical Communication represents the forms of listening and stimulates will power and motivation as communication well as imagination provides rhythm and melody – co-creates the personality synchronises pedagogical dialogue 11 The puppet(eer) in a pedagogical communication Keywords: various directions of energy flow, sensation commu- nication with a metaphor, pro- tagonist, puppet grows together with will and imagination, rhythm and melody, impressionism and expressionism, expresses expe- riences, teach how to love and how to express love, empathy, culture of giving, interaction, multiple intelligence 38 engagement (inner motivation). Gardner represents good work with the three E’s: excellence (expert, high quality), ethics (responsible, moral) and engagement (meaningful and intrinsically motivated). All three principles work at the same time and complement each other and therefore reinforce their power. Gardner compares them to the DNA spiral. Recently, these three E’s have also been complemented with the three d’s (defence, digi- Boy (4 years): “It is our friend.” tal and disinterested). He points out the value of feelings and a free mind. What do children want from us? Gardner replies with “Give – a password”. Boy (4 years) “Once I was at a perfor- In our case, the puppet gives the password to the children. Gardner believes mance, I was this big and I saw little that the children need an admission ticket to be able to act autonomously mice. A person moves them so they and with the required support, for instance by our puppet. Creation is a pro-can talk but some think that the mice cess where the children, educators and other experts reflect the dilemmas talk. These are puppets. The perfor- and think about different possibilities for better solutions, possibilities for mances are near the kindergarten. cooperation in various groups that can work together intensively. Today, The Piglet is a puppet.” as most of the children believe that formal education – school – is boring (acc. to Gardner, 2012), the puppet may enable a more interesting teach-Girl (3 years): “A puppet is the one ing approach. Moreover, as an excellent expert, it inserts important recog-that we can dance with. The one that nitions into the teaching process. can transform into a good fairy.” Experiencing the Puppet Boy (3 years): “The puppet comes from puppet theatre!” Children’s Opinions Girl (3 years): “I am a puppet.” Girl (5 years): “The puppets are there so we are not scared, they sleep with us and eat everything.” Girl (6 years): “We can squeeze it tight so we are not afraid anymore.” Boy (5 years): “The puppet is partially human and partially it is made of fabric.” Girl (5 years): “The puppet has to Girl (5 years): “It resembles our animated character. I like that I have never have a hole for the hand to fit in.” seen a similar puppet before.” Boy (5.5 years): “The puppet is every- Girl (5 years): “We can play with a puppet. If the puppet had been a boy I thing for me. Plush or solid puppets. would have married it.” 39 Creating the Pedagogical Puppet – Pedagogical Communication You could be a puppet – if you (the direct contact the children make with a puppet and to observe the wonder- teacher) talk, the puppet talks too.” ful imaginary journey on which they go every year. I am impressed with the things they learn and how easily they absorb new knowledge. Boy (6 years): “They are marionettes.” I believe it is a very clever idea of joining the real and imaginative, the playful Boy (6 years): “This reminds me of a and the artistic world. Therefore, I congratulate the team, which on a daily performance - as if the Piglet Srečka basis tries to bring closer everyday feelings and knowledge and other worlds who lives in Piglet Mountains would using this innovative approach. be a show.” It seems that the educators of the Trnovo Kindergarten have become pup- Parents’ Opinions petry experts. The world of puppets and their power Puppets know how to educate in a simple and effective way. Their magic have been popular among children touch enables direct communication with a child. In its imaginative space, all over the world. Puppets help the the child participates as an actor or spectator, depending on how he/she children get to know the world and feels. It is small but yet a big encounter enabling a genuine experience of share experiences, to overcome obsta-situations and the possibility of thinking about the situations and enabling cles because the puppet knows and holistic learning from experiences. understands everything. We eagerly and seriously look for solutions that would contribute to research The puppet has a magic power and and to solving the problems set by the puppet. the children can more easily express their feelings. I personally like the project even more because I know that the charac- ter suits my child. He literally adores it and we can use similar “fairy-tale” In the Trnovo Kindergarten, the approach at home. parents have the possibility to observe the education process involving a Children perceive a puppet as a 100 % living being and therefore vividly puppet. This has been possible for explain all the adventures they had together. quite a while now. It seems to me that the children enjoy the time they With the educators’ help, children look for answers and solutions to the spend with puppets very much and problems they may encounter some day in their everyday life. This approach the parents, of course, share the hap-encourages creativity and logical thinking. Moreover, it uses play as a resource piness with them. It is nice to see the for new knowledge and discoveries. 40 The puppet represents an interme- diate link between the educator and the child and has a positive influence on gaining new knowledge. Educators’ Opinions Teachers perceive the puppet as a “kind, gentle, emphatic and interesting being, meant for teaching the young- est. The children can easily identify with it. It is their kind and resource- ful rescuer. It also enters the adults’ These projects are very intriguing for the entire family as they establish and children’s hearts because it has a a connection between parents and children in a new world and in a very soul. It is magic, it connects dreams amusing way. with reality, it makes things up and makes dreams come true. With its I perceive the teaching method with a puppet as an extremely positive and help we manage to achieve every- sometimes intensive experience of constructing the bridge between imagi- thing. It reveals the unconscious part nation and reality. The children feel safe in the presence of the puppet. They in us. The puppet floats, flies, feels, enter the real world in a manner that is understandable and appropriate revives and is happy. As I take it into to them. In this way, they gain experiences and knowledge about a subject my hands, it becomes my soul. The that would otherwise probably not interest them. puppet is our motivation for learn- ing throughout the year. It is a char- The puppet is a great medium that fires the child’s imagination since it acter, a third person who lives with represents some kind of alliance. Encouraging children to be creative is us. It stimulates our imagination. It great. After all, the imagination is one of the personal characteristics that is a soft, mischievous, provocative, is the most unique. Moreover, the puppet helps the children reinforce their loving, sensual supporter. It can ingenuity and feeling for mutual assistance, which are two wonderful and hear and it is unpredictable in its important virtues. actions. It is alive and has the char- Besides all the mentioned features, the story also has a strong educative acteristics of a human being. It has a purpose. magic touch and the restless mind of a researcher. It wants to get close to 41 Creating the Pedagogical Puppet – Pedagogical Communication us and hug us. It is strong. It is our learning groups. We are trying to show our understanding of this didactical friend, our assistant and it is very activity through our actions. thoughtful and sympathetic. It con- Nevertheless, we are aware that we have different competences in dif- nects the earth with the sky. It is a ferent fields, therefore we help each other and at the same time keep the part of our community. It loves every- learning environment open for the unlimited crossing of groups. The chil- one and is available for everyone. It dren chose for themselves where and with whom they want to relive their represents a pedagogical mirror. It new experience. has a character. It is our mask and it A great deal of my leadership is dedicated to opportunities for self- personifies us. Everything is possible awareness in learning approaches. Educators always take the learning path- with its help because it encourages ways first by themselves and only after that do we take our children along. us. The puppet represents “I” and The simulation encourages us as the prior experience helps us more easily “us”. It has our soul, the happy soul foresee the whole process and consequently we can assure a more qualitative of those who like to learn. We revive offer for the children. We always take time for reflexions where we observe it, and inhale a life in it, we imper-the reactions of educators and children. We noticed that there were consid-sonate it so it becomes our partner in erable differences between the perceptions of younger and older children. research and creativity. The puppet is It is important to emphasise that the children equally influence the course able to tell things that we couldn’t. It of action in the literary-didactical story, in other words, the educators react has human virtues, it is not a robot, to the children’s initiatives and reactions and consider their opinions, sug-it is not stiff and without ideas. The gestions, initiatives and doubts that arise throughout the development of puppet is a muse. the story. The children therefore have a constant influence on the quality of the kindergarten curriculum. The pre-prepared simulations thus have Head teacher’s Opinions beneficial effects on teachers who might doubt the successful realization of stand ards set in the learning plan. A summary taken from a conver- The most important thing in my opinion is the possibility to learn from sation: “I am an active member of each other since it enables us to give the best we can. We create the best we the expert team and I contribute to know and can and consequently set out better and better conditions for edu-every activity of the project. I am cation and cooperation with parents. An educator does not only cooperate always available for all the groups with those parents whose children are in his/her group but with all parents. in all departments. I am part of the At this point, I have to compliment the educators on the excellent selection team and I am open to new ideas of materials, which help us reach the appropriate and creative interpreta- and virtues that are identified in the tions of our learning goals. The educators have somehow internalized the open laboratory that is available for everyone. Giving sense to the role of educators and children 42 is our constant pedagogical activity. We analyse the way children and pup-our staff the optimal work condi- pets open up the emotions of introverted children and children with special tions and update and develop the needs. At this point, we have realized what powers a child has as sometimes educational programme. Moreover, only he/she can understand and help the other child. Every complaint from we encourage the staff for personal parents is accepted as a gift. It represents a two-way agreement. The set con-development, for the development of sensus defines the quality of cooperation, which is based on unselfish care their strong fields and we are aware for each and every child in our kindergarten. of how important it is to keep the We constantly work on ourselves. We have different mood swings, constant support for the education which is normal since we are influenced by different reactions. However, of our professional staff. The edu- we try to remain professional. It is our wish and I am convinced it is also cators help each other and collab-becoming our ability (competence). I am aware of the importance of the self-orate on the horizontal and vertical satisfaction of every professional worker in the desire to express creatively. levels of implementing curriculum. A good work climate and interpersonal relations are very important in my In addition, we carry out a parallel opinion. The Trnovo Kindergarten gives opportunities to the youngest to course of work with individual pro- test themselves in various strategies. If the children have limitless possibili-fessional teams; likewise, we plan ties, they can decide on different ways of finding solutions to problems. They methodology with experts and are make decisions and know how to justify them. The teachers listen to chil- all constantly involved in the process dren and understand them. It is a support for setting diverse approaches for of action research of our kindergar-solving some issues and accepting personal challenges. The open possibili- ten curriculum. The culture of orga- ties for self-decision making are ones that do not cause tension and aggres-nization is of vital importance when sion in learning and social groups but encourage humane approaches. We dealing with the updating of the kin- do not judge a person but we reflect on the conduct and possibilities. We dergarten curriculum.” are aware of the feelings and we evolve them. To sum up, our kindergarten’s motto is that everyone is seen, heard Summed Up Opinions of People and respected. The philosophy of our professional work is the contribution Involved in Education of an individual. The parents participate on every level of activities as well. For this reason, we have organized various communication channels, where The children’s perception of the puppet everyone can actively take part in the process of education and everyone corresponds with their wishes regard- can contribute his/her best. We are all aware of the mission in the sense of ing the learning environment, which understanding the role we play in the child’s development and in setting should be pleasant, safe and appropri- the best possible conditions for the child to express and feel happy. The cul-ate for play and reflection. Educators ture of work organization is really on a high level in terms of morality and and children synchronically perceive professionalism. To be able to retain these high standards, we try to ensure the puppet as something enjoyable 43 Creating the Pedagogical Puppet – Pedagogical Communication 12 What does a puppet represent for each participant? to parents: 13 Pedagogical dialogue in the Trnovo a powerful educative Kindergarten influence to children: (dis)trust, the unusual, > > play, toy to the head teacher: “Encouragement for > > creating diverse puppet approaches to solving problems and accepting > > to educators and personal challenges” – an other expert > > inventive selection of workers: learning approaches “A resource for attaining everything we set” – educational goals impressions >>> expressions in stimulating the learning environment are in balance 44 and encouraging. In fact, the children see the puppet as the opportunity for children and their parents. They act theatre play and the kindergarten as a place for presenting thoughts. The humanely. The kindergarten spirit puppet is a toy and a resource for the expression of an individual. Children, is the source of inspirations. The parents and educators of the Trnovo Kindergarten experience the learning dynamics of coexistence enables a theatre as an artistic and also pedagogical institution. highly intensive flow of impressions The photos (non-verbal messages) show the following elements: contacts, and expressions. The environment laughter, close relationships, curiosity, the power of discovery, acceptance, encourages the creativity. attentiveness, cooperation, assistance, interest in dialogue, transmission of Does the Trnovo Kindergarten energies, observation of movements and speech, direct learning, encour- curriculum remind you of Goethe’s agement of willingness, experiences of a friendly environment, interest in education - of his grandmother who other people’s feelings and needs, wishes and challenges, fun, presenta- painted the world through the the- tion, demonstration, communication, mutual creation, reactions, imaginary atre - a small stage where the young presentation, collective awareness, friendliness, eagerness for reflecting, Wolfgang could perform and which gathering and sharing thoughts. We observe passion and the tendency to represented a world for learning, per- come closer to a child, willingness and verbalization, movement and set- sonal declaration and, as he wrote in ting moments in time and space, intensive observation – the perception of his autobiography, help to become impressions and expressions. The parents as indirect observers realize that an artist and scientist? this education is simple and efficient since it encourages and enables the active participation of the youngest in the learning world. It represents the standards of quality education, a condition for the sustainable development of the younger generations. “A puppet is a medium that entices people into collective experience. Educators trigger the children’s reactions. Additionally, they guide and provide feedback to the children. The puppet’s additional strength is to provide guidance for the educator as well. The educator influences the emotional perception and expression of a child. Therefore, the puppet leads them through the world of discovery. Learning becomes simulation in the imaginary theatre (according to Walter Broggini)”. The head teacher of the Trnovo Kindergarten leads the educational process by introducing share-management into the process, which includes the division of roles and responsibilities. She builds her leadership on good mutual relationships and fosters a team spirit. This approach accumulates the power of the team, mutual trust and safety, which is also felt by the 45 Innovative Elements of Pedagogical Innovation Innovative Elements of Pedagogical Innovation 46 What turned out as a novelty, an important part that affects the openness of the kindergarten curriculum? Firstly, it involved planned, systematic assessment and constant feedback. Modified control of work and cooper- ation has opened up the possibilities for “more” and “better”. The assess- ment of activities creates new ideas such as scenarios for education and play that are more and more complete, the planning of current support in personal and professional growth, the creation of unique learning stages and professional support. The assessment of activities enables diverse and more open learning approaches – e.g. the discovery learning approach. All three elements are importantly and meaningfully connected forming a uniform entity. Only a qualitative assessment can lead to unique learning ideas and only open communication believes in discovery. This is open learning on all didactical levels, such as: when selecting material, defining educational goals, giving instructions for teaching children, educator’s pedagogical leadership, their self-education and cooperation with the management and outsourced experts. The communication is dynamic and dispersive, thus we could easily Assessment Stage Discovery 14 The three innovative elements of pedagogical innovation in mutual coexistence in the Trnovo Kindergarten in the years 2013/14 47 Innovative Elements of Pedagogical Innovation get lost if it wasn’t for the Didactical Reflection is a mechanism that pushes our plan (starting point) and activ- Map. This tool keeps us safe. ities forward. It requests a thorough reflection on how the data should be gathered and what the measures for assessing success should be in order to enable the growth of our thinking process and to ensure that the curricu-Assessment lum follows it and consequently upgrades in a spiral way (spiral curriculum Educators’ Questions on the according to Bruner, 1966). Forms of Assessment Sens(e)(ing) What happens if my expectations are too high and the feedback of a child Children and educators feel and sense the world. A mental process is hap- does not answer my expectations? The pening between four mental key elements such as memory, reason, imagina- uncertainty is greater when we shift tion and consideration which are co-dependent. In memory, we retain those the groups, as the educator passes things we considered and our consciousness retains the things we imagined. from older to younger children. What The four mental processes are connected to each other by feelings, sensual should we asses? How should we adjust pre-knowledge to match expec- tations (personal and standardized)? We spend a lot of time assessing and taking notes, therefore we are looking for the shortest and the most effec- tive way. When and how an educa- tor should quickly gather information is another dilemma we are facing as we practice a constructivist-oriented formative assessment of the educa- tion of the youngest. Reflection on the Didactical Map We connect the Didactical Map with the reflection of experiences, verbal- ization, consideration of the quality and planning new possibilities. 48 outcomes into feelings of understand- ing experiences and their interpreta- tion. Reading as detectives (to grasp) is the process of decoding and under- standing. The process is not successful without qualitative formative assess- ment and without enriched feed- back that “appease” the creators for future thinking and action. Attentive- ness is a cognitive process in which reason prevails. It is also a focus on the learning magnet, concentration and awareness. Hence, perception does not exist without a focus on the content. Sensory organs restore the relationship with cognition as they activate working memory. Atten- tiveness activates working memory and concentration for recognizing perceptions from the outside (senses) and by feelings, sensual perception and translating information from from the inside (feelings). Effort as a form of response is connected to moti-one form into another. Detection is vation - motives and action or will for participation in activity. To achieve the recognition whereas decoding is the set goal, the feelings and efforts logically interchange. Kant in Gavrić (1991) translation of information from one reveals that the balance between feelings and effort is vital for perception. form into another. Perception Awareness To perceive the means to recognize, to understand paintings, words, actions We are aware that the youngest also and thoughts. It represents an intensive literacy, the development of com- have experiences and rich (pre-)knowl- petences for greater autonomy in acquiring information and connecting and edge. The educators intertwine this interpreting them as well as the competences for the more autonomous cre- wealth with the basic literary- didactical ation of holistic meaningful conceptions. Assessment is therefore understood story. The curriculum is formed based as wilful perception, understanding and the process of changing physical on the needs and expectations of our 49 Innovative Elements of Pedagogical Innovation the constructivist theory, such as Vygotsky’s model of social constructivism, the situated learning of Jane Lave, Piaget’s developmental learning theory or Bruner’s model of discovery learning (Bruner in Leonard, 2002 http:// www.questia.com/library/101312823/learning-theories-a-to-z). During the process of accommodation (adaptation), the existing mental structures change as they try to give meaning to the new events. Therefore, during this process, an individual interprets events on the basis of the existent mental structures. The point of Bruner’s discovery learning is that children remember the concepts if they do the research themselves, using their pre-knowledge. Of course, children make mistakes during the process but this is an social learning groups. Bruner calls integral part of the learning process and a signal for improvement of the this process collaborative learning existent knowledge. The important thing is that a child develops and is (Bruner in Leonard, 2002). Authors becoming self-motivated and more experienced so he/she can actively and of the curriculum are focused on the autonomously overtake some part of learning in order to build and check child’s thinking and activities. We are the structures of the learning content. The opposite happens when the edu- not a primary resource of knowledge; cators take the leading role in creating the content and place for research, however we provide support during discovery and when pointing out mistakes and demanding proof for mas- the learning process, which corre- tering learning subjects. sponds to the scaffolding approach We believe there is more than one single truth. Vygotsky was thinking in (according to Bruner in Leonard, the same way and thus added social learning to the theory. Vygotsky focuses 2002) and we conduct the implementation of the project. We try not to obstruct the children in their autonomous research of the world, but nevertheless we want a good overview of learning and ensuring the required safety in their growth and development. Constructivists’ Story There are several education paradigms or models of constructivism behind 50 on the qualitative strength and the assistance of children with their formation of content (in Leonard, 2002). The children are looking for approaches that enable more efficient interaction and they are thinking about the mental constructions. Constructivism looks for the environment for children in order to ensure an open learning environment in which he/she builds new meaning by using the acquired knowledge. He/she adds meaning to the new knowledge and therefore creates renewed content and constructs new mental product. Constructivism and humanism are both focused on self-guidance, self-control, self-regulation, autonomy of learning and personal growth achieved by active participation in the learning process (in Leonard, 2002). Constructivism is a distinctively free learning process that we take into consideration as we plan, implement, assess and evaluate the process of and to form a solid mental scheme adaptation to the world. This approach enables young researchers the pos- of the world. sibility of discovering in their way, which permits them to discover their Scaffolding, which is mentioned own strategies and their choice of tools. Only then do the children feel free. by Bruner, provides support for the Qualitative formative assessment enables current and interesting interac- young generation in the autonomous tion as a form of learning and so it became an important element of educa- upgrading of knowledge. Vygotsky tion and the Didactical Map. developed this idea before Bruner by introducing the zone of proximal The Pedagogical Stage level of development with the support of adults. If we want to know exactly The Stage as a Place and Support for the Puppeteer where we stand and where we would like to go, it is not difficult to define The learning stage of educators from the Trnovo Kindergarten is an open proximal learning. Nevertheless, a environment that takes care of the needs and expectations of learners. We constant assessment and an appro- deliberate over the appropriate and interesting environment that would cor-priate feed forward is vital for achiev- respond with a certain experience. When would the youngest most easily ing this. The didactical support of the understand and comprehend? Is it where the environment is safer and one educator comes in the form of his/her can feel in a creative mood? We discuss events in the environment that would competence to detect the needs and enable efficient insights for children. In accordance with the mentioned expectances of learners and his/her measures, we select the locations, learning sources and tools with the inten-ability to preserve learning rhythm tion of ensuring that the children gain interesting and lasting experiences and melody. To be able to follow the 51 Innovative Elements of Pedagogical Innovation dynamics of comprehension of chil- for recognition and understanding, which represents the highest degree of dren, the educators not only need to human wisdom. have a good empathic perception but We feel the world. Our brains transform the messages into perceptions also a respectful relation and agility so they can explain visual stimulus. It often happens that some things are as well as vast knowledge. missed, especially if we perceive them as unimportant. The feeling is actually an experience and a sensation depending on the circumstances/envi- The Puppet as a Mental Support ronment. Sense is a guide and metric unit or a tool for more thorough and better consideration. Senses are antennas for receiving, decoding and defin-The puppet comes on the stage and ing or categorizing the impression or message, which we then transcribe so invites the child to get familiar with it can evoke associative relations and release chemical and physical reaction. it, its situation and its way of think- This process enables the interpretation of this impression / the process of ing. In addition, it enables the chil-understanding / imagination. The overall intention behind it is our reaction. dren to put themselves in the shoes The reaction in our brains already refers to our subconscious and con- of the others who are involved in scious reaction. The reaction is a message for other new impressions that finding a solution to the quandary. one person feels through his/her actions and the other person for whom The puppeteer gives the child the the reaction is intended feels it as well. This is sensual dialogue – a commu-opportunity to understand and look nication. The impressions and expressions are not only isolated informa- at things from different perspectives, tion but they represent energetic flow or transfer with their own value and which is the condition for develop-influence. This energy passes on to others through perception. Each form ing mental tolerance, innovativeness, of energy has its own message / code / chemical and physical compound / emotional intelligence and empathy. ingredient that influences the reaction. The hormones add a taste of a spirit The puppet relieves the children of to the compound. Glands have enzymes. These are chemical compounds the fear of authority so they can more that are accelerated by physical portable energy. Hence, learning has never easily make contact with other people been only a transfer of information and messages since each message or (according to Bastašić, 1990). even better, the entire impression, has its own feature/essence (spirit). As the spirit is processed in our brains and body with our chemical enzymes, Experience we can taste the impression in its purest form and it impresses on our associative network (according to Suderland, 2010). Experiencing is a subjective holis- tic assessment that is made through Experiential Education perception, comprehension and self- control. Experiences are the basis Experiential education mentioned by Dewey (1938) defines the philosophy of education describing the process that occurs between a child and an educator 52 reason for learning and guiding. The totality of all three elements should represent the point of this world as it gives confidence and emancipation to individuals. We educate (adapt to each other) by direct learning with the heart, hand and reason in real- istic circumstances, with creative drafts on solving the problems and characteristics of social invitations. Experiential education is a form that infuses direct experience with the learning environment and content. of education that puts forward a capa- Dewey (in Leonard, 2002, http://www.questia.com/library/101312823/ bility of experiencing, self- perception learning-theories-a-to-z) defines it as organic schooling lead also by his and reflection of social and actual daughter Evelyn and consequently also as holistic education, which enables situation. The experience is gained experiential education. If you are present in the situation, you can influence through one’s own perception, com-the activities. Educators form pedagogical action within the project learn-prehension and self-control. The ing environment. basic purpose is to experience and Experiential education represents a live image, a challenge for mind, understand the living environment learning and handling for educators and for learners as well. According to and behaviour. Experiences are vital Bullens (1991 in Krajnčan, 1999), experiential education is unrepeatable for holistic personal development. and unique. Learning as a form of pedagogic experience has an extraordi- Conversation and the ability to lis- nary social power for children, educators and indirectly also for parents. It ten represent crucial importance in is spontaneous yet planned, justified and transparent (Ziegenspeck, 1992 in this education. For this form of edu-Krajnčan, 1999). One of the fundamental measures of experiential pedagogy cation, our comprehension has to be is the inclusion of natural experience. It is based on the co- responsibility of open and flexible. all the participators who are trying for the success of the project. Learning The nature of freedom is inter-unfolds in social relations. This process involves a certain degree of risk but esting. The feeling of freedom comes it also strengthens everyone’s capabilities. with the active inclusion and partici- Holistic draft in terms of experiences is marked by “heart, hand and pation of cognition in the living com- reason” (Ziegenspeck, 1992, p. 23). All three elements together consider munity. It is valid for the management and form the integrity of human life and social relations. In this process, and also for educators and for chil-the heart serves for life and love, the hand for handling and managing and dren and their parents. Education 53 Innovative Elements of Pedagogical Innovation represents intellectual development the children, predict their influence and the influence of the children, also through experiences. Only at that predict the things they can expect and trigger in the learning scenario and point can you know when you can know how and when to react. Educators have to know the sensual spectrum be successful. of anger and fear and the spectrum of sensual combinations that cause dif- ferent reactions. Emotional intelligence and its components such as aware- The Goal is Outside and Inside ness, understanding emotional impressions and reactions, the ability of emotional reaction, communication and creating atmosphere (mood, rela- A goal is formed from reflection on tions) are put to the test for everybody in the social learning group. An edu-the way we react. It depends on the cator should master different learning theories and the general possibilities strategy and working approach, the for their usage; he/she should also have a good knowledge of the emotional chosen methods and techniques, encyclopaedia and predict different emotional combinations of the prevail- reflection, content, motive, willing- ing types that define learning styles or personal characteristics. In addition, ness for adaptation, experiences and an educator should be familiar with the different teaching theories and other virtues and manners of judgement. concepts such as the creation of impressions in the learning environment, The goal depends on various condi- the encyclopaedia of phenomena and different fields of science, human- tions such as: the will (of the receiver ism or learning content that represent the learning magnet (according to and sender, of physical and chemical Sudeland, 2010). An educator should predict simultaneously and spirally processes), the question of whether (upwards to follow the growth) the corresponding DNA form (what – how one likes networking, expressing, – why): 1. what applies to the content, concepts, phenomena, magnets for accepting impressions, the openness adapting to the environment, 2. how does it apply to the function, how our of one’s mind, the openness for new limbs and head work, create principles and reflect in the environment, 3. knowledge, on having a driving energy why does it apply to relations, emotions, will, learning styles, work, reaction and the potential for movement and the acceptance of impressions and the transmission of expressions. Will is connected to achievement and success (previous and planned). It depends on us, our personality and on the way we react. Introverted people tent to respond differently – achieving the goal – to extroverted ones. In the first place, educators have to get to know themselves and 54 to creating an impression. These three interrogatives help educators reflect in isolation. On the contrary, it rep-on how a person develops literacy, comprehension and consequently how resents a collaborative, sometimes (s)he discharges him-/herself and others in the environment. competitive cooperation. In the dis- covery process, we are interested in Discovery relationships and phenomena, there- fore we are open for different func- Discovery in this sense is the method and/or learning and operating strategy. tional principles. In the process, we tend to research and form new Discovery Starts with the Need content to which we give meaning and awareness. To be able to dis- Discovery is usually initiated by notions such as need, desire, inner move-cover, we need to look for, follow, ment or even a mission. It is usually fun and exciting. The process of research assess, observe and familiarise. The supports astonishment and the desire for more and for revealing the undis- mind and senses are flexible, elastic covered, which is frequently already foreseen. Astonishment is a strong moti-and open. Normally, we find what we vational force for encouraging further curiosity in a child, a tendency for are looking for. The goal is already discovery, joyful performance and life satisfaction (in Gobec, 2008, p. 140) predicted. We imagine it in advance and ask for it. While discovering, we The Puppet Leads us to Astonishment get to know key values, we verify and translate. The research is carried out The puppet(eer) leads us to astonishment and is thus an important moti- by analysing, exposing, comparing vational instrument for enriching and sensualising the child’s emotional and establishing the relations and and social potential because it enables the children to get accustomed to associations, connecting, joining, the situation and to the manner of perception (Gobec, 2008, p. 140). With generalizing, suggesting changes, this approach, we develop pre-dispositions for observation from different improvements and new values. The angles, which is a preliminary condition for the development of social tol-revealed features are set back to its erance, flexibility, comprehension and innovation (updating) and for the functional place so that the environ- child’s development of emotional intelligence and the capability of empathy ment remains safe and reliable. This so the frontal lobe would carry out its function. also applies to the puppets. For this reason, we build mental processes, Discovery is a Method develop potential cognitive mental Generally speaking, discovery is open inquiry work comprising research, relations, receive humanely and tol- integration and the explanation of evidence. Usually, discovery is not made erate the findings of others. 55 Innovative Elements of Pedagogical Innovation Open kindergarten curriculum = the autonomous but meaningful selection of materials or resources, goals, teaching and learning methods, self-education, control etc., and the use of Didactical Map (DM) Formative assessment (FA) Stage: environment, support (SES) Discovery (D) "How?" = elementary question Environment – learning scene, safe, Learning method that considers needs and Reflection (DM), senses, feelings, encouraging, interesting, etc. expectations, teaches dynamic adaptation perception, awareness for the development Support: defining the zone of proximal to solve the conundrum. The puppet(eer) of a spiral curriculum and constructivist development with feedback as a form of guides amazement and endeavour. story. mental food for future learning. Vision of discovery learning = opportunity for diverse comprehension and consideration from different points of view and principles. Assessment: pre-knowledge, self-motivation, self-guidance, self-regulation, liberal learning process, awareness, comprehension as conscious perception, feedback for feed forward Stage: Discovery: learning environment + transforming concepts into puppet(eer)'s support, the goal mental context and structures depends on the reflection on in accordance to the "how", willingness and pre-knowledge and previous achievements, experiences, cooperative experiential pedagogy initiates' learning, astonishment, direct experience into the curiosity, multiple learning environment and comprehension, observation learning content, social with consideration from 15 What does an open kindergarten curric­ learning with heart, hand and different points of view, ulum represent for us? mind different comparative principles, meaningful and 16 Three innovative elements in mutual situated learning coexistence at the Trnovo Kindergarten in the years 2013/14 with keywords 56 From the Constructivist Theory including on the future) and 3. com- parative principle (Bruner, http:// Discovering the world through discovery learning has its place in construc-www.education.ox.ac.uk/about-us/ tivist learning theory. This learning form, defined by Jerome Bruner, covers video-archive/). Discovery learning an active form of learning by which learners have to remember the concepts includes elements of meaningful learn-if they want to discover in their own way. Learners include the concepts in ing from the point of view of motiva-their own learning, seize them and integrate them in their mental context tion as the ability of comprehension and structures, so it would correspond to the learner’s pre-knowledge and and the elements of situated learning experiences (in Leonard, 2002). approach from the point of includ- Supposedly, the child is mature enough for discovery learning and ing the present time component in meeting the challenge, he/she is personally motivated and experienced in the learning environment. the active co-formation and structuring of learning content. The educators are mostly innovative encouragers who support the learning pathways and assess the growth of the children’s capabilities and treasures or talent in an active learning process. A child needs a scheme based on which he/she can reshape, construct or add context and based on which he/she can con- clude, connect, set the hypothesis and make decisions. If the child is actively included in the formation of the text (context), he/she can more easily comprehend and form his/her knowledge in the mental process of transformation. The contrary happens if the educator creates and forms the content him/herself as there is little time and place for teaching children, for their self- discovery and upgrading their comprehension. In the process, he/she Keywords: systematic assess- can use multiple resources, internet, hypermedia etc. with the intention of ment, constant feedback, unique forming associative thinking patterns, associative connections and natu- learning stages, liberal learn- ral patterns. ing process, discovery accord- ing to one’s own desires, solid Vision of Discovery mental schemes, zone of prox- imal development, empathy, In his late research of discovery learning, professor Jerome Bruner recom- ignoring the unimportant things, mends this sort of learning for the youngest and emphasises that the kinder-feeling is experience, sense is gartens of the 21st century should enable learning that supports the following measure unit for consideration, principles: 1. multiplicity principle (various comprehensions), 2. perspec-co- responsibility, self-control, tive principle (observation and judgement from different points of view, situated learning 57 Cognition 58 The Project Work with a Puppet is a project established on the basis of phil-permit, enable and even support the osophical co-existence. It comes to life with a literary-didactical story and child in the creation of a learning unfolds by solving various life conundrums. The project is run by the pup- environment that encourages the dis- pet(eer), who is in coexistence with the children. The story is formed and covery of the world inside the play-shaped as a report in the Didactical Map. Everybody enjoys and believes room. It is this sort of education we in the project: educators, management, children and their parents. The really enjoy. Bruner encourages open Project work with a puppet stresses the values of coexistence and its pres-education for the optimal personal ervation by the principle of interconnecting (coexistence as constant con- development of staff and learners, a nection) achievements and play. Alongside that, it enables the participants formative assessment with feedback to experience the beauty and balance between will and creation. The PWP that feeds the child and the educator represents unique and unrepeatable life stories. Participants of the PWP for further discovery of the world, for learn how to think and cooperate. They have a first-hand experience of a his/her understanding and expres- goal as a representation of happiness. The PWP instils into the young gen- sion. This represents our education erations and into their educators the safe and stable exploratory (develop-model. Moreover, Bruner encour- mental) life that is a key feature of our existence. ages research in terms of analysing, Bruner perceives the world of discovery in a constructivist way and so exposing, comparing, and discover- do we. Bruner focuses on the curriculum and its formation in a way that ing the relations and associations, enables an enriched programme and facilitates the learner to achieve the connections for further conclusions, optimal knowledge, the knowledge beyond expectations or/and limitless generalization and suggestions for knowledge in the sense of a traditional learning environment. Therefore, we changes, improvements and new values. Together with the puppet, our children perform all these actions. The revealed features are set back to its functional place so that the envi- ronment remains safe and reliable – stable. For this reason, we build mental processes, develop cognition and potential mental relations, and humanely receive and tolerate find- ings, including those by others. The puppet leaves when it is no longer 59 Cognition needed, as the experience remains part of us, of our personality (according to Bruner in Leonard, 2002). Love and loving relations are one of the gifts of Mother Nature, Suder- land (p. 183, 2010) believes. Everybody has one’s own basic genetic system of abilities for love, which depends on the experiences, mostly gathered in childhood (p. 184). To love in peace means to connect love into deep state of wellbeing. The person we love brings security, comfort and meaning to our lives. We have a real perception of this person and we build up the basic trust. To love in peace also means to feel very safe (idem, p. 184). Play guided by a child activates wonderful opioids that decrease the level of stress hormones. Those who know how to love also know to ease the distress of loved ones. Mental health and happiness depend on the abilities to create deeper human relations. The quality of communication with other people is abso-lutely the most important factor that influences the quality of life. A strong connection with another person also reflects in a better inner connection and connection with our life. In addition, we get to know ourselves in the relation to others and consequently, we develop thanks to the relations with others, Suderland (p. 217, 2010) believes. In the Trnovo kindergarten, we experience Rousseau’s pedagogic eros as we are aware of the fact that our puppet, for example Pinocchio, represents Keywords: project, co- existence, a strong wish for self-regulation, a sharpening of one’s own mind with the story, conundrum, puppet(-eer), final aim of becoming a good fellow and a respected person. The point of Didactical Map, construction, strong will and stamina is to learn how to think, consider and set the virtues discovery, limitless knowl-and/or goals on the life path (according to Collodi, 1968). This is exactly edge, education that rejoices, what the educators in the Trnovo Kindergarten have in mind. The dynamic open education, formative multi-layered kindergarten curriculum that we offer and implement with a assessment with feedback for great deal of pedagogic eros encourages the youngest to discover the world. feed forward, the puppet as an experience that stays within us, dynamic multi-layered curric- ulum imposed by a pedagogic eros that encourages us to dis- cover the world 60 61 Terminology 17 Terminology 62 Didactical Map a mutual dynamic plan for implementing education (kindergarten programme) representing a holistic image of pedagogic communication in a kindergarten (see Antič, Pedagogical innovation. Didactical Map, 2013) Communication communication with the help of a medium - puppet (according to Korošec, 2014) in puppetry Beauty a fundamental human need (according to Maslow in Ferruci, 2010) that constructs human intelligence Literary-didactical story the kindergarten curriculum of the Trnovo Kindergarten Puppet laboratory an environment for research and simulation Mental struggle a form of mutual support Pedagogical story the spiral process of upgrading (pre-)knowledge, a spiral curriculum according to Bruner (1996) Thread a subject of research Self-control one of the most important life goals of Socrates Learning co-existence the pedagogy of community Conundrum pedagogical challenge 63 Bibliography Antič, S. (2011). Arhitektura. Urbanizem, krajinarstvo in hortikultura v trnovskem modelu temeljnega učenja – vzgojno področje, medpodročni kurikul ter raziskovalna in ustvarjalna dejavnost otrok v vrtcu. Antič, S. in dr. (2013). Pedagoška inovacija. Didaktični zemljevid. 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(1992). Erlebnispädagogik (Rückblick­Bestandsaufnahme­Ausblick). Lüneburg: Verlag Edition Erlebnispädagogik. 67 Our webpage www.vrtectrnovo.si Contact information +386 (0)1 4204650, +386 (0)1 4204656 Address Vrtec Trnovo Kolezijska ulica 11 SI-1000 Ljubljana Educators Dolenšek Tina, Ferčnik Milakovič Nataša, Gedei Mateja, Glamočanin V. Lilijana, Golorej Mateja, Jankovec Romana, Ješe Maja, Kamnar Tjaša, Kavčič Mateja, Klemenčič Niko, Klemenšek Raguž Magda, Klenovšek Alenka, Kržič Sabina, Kužnik Snežna, Laharnar Elvira, Lampič Anica, Lavriša Mateja, Lepoša Ana, Leskovic Katja, Ljubič Zdenka, Močivnik Felicijan Mojca, Mrvar Peršuh Renata, Panič Gordana, Pavšič Lara, Pečar Katarina, Petrovič Zorica, Pristavec Lidija, Rebič Maša, Rupnik Helena Ina, Slabe Mojca, Sobočan Klara, Stanič Dušanka, Strušnik Tatjana, Šoštarič Frančka, Tarman Tanja, Tomasovič Aleksandra, Tomažič Teja, Tomelj Mateja, Turudija Darja, Uršič Edita, Velkovrh Klara, Zorko Nina, Zupan Mojca