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U ovome se diplomskome radu nudi književna analiza odabranih terapeutskih priča autora Susan Perrow, Gerlinde Ortner, Petre Kapović Vidmar i Maura Lacovicha. Terapeutske su priče relativno neistraženo područje dječje književnosti i ne mogu se striktno svrstati u jednu književnu vrstu. Terapeutske priče predstavljaju priče koje djeci i odraslima pomažu u rješavanju i/ili ublažavanju njihovih emocionalnih problema. Zbog svoje su simbolike i tematike pogodne za obrađivanje u nastavi primarnog odgoja i obrazovanja, a odnose se na niz problema u ponašanju djece kao što su lijenost, neobzirnost i nepoštivanje. Cilj je ovoga diplomskoga rada u književnoj analizi terapeutskih priča prikazati obilježja bajke i priče koja se pojavljuju u odabranim terapeutskim pričama. Osim obilježja bajke i priče, analiza će terapeutskih priča sadržavati opis likova, fabule i metafore, a s naglaskom na njihovoj upotrebi u razrednoj nastavi., This paper offers a literary analysis of selected therapeutic stories by Susan Perrow, Gerlinda Ortner, Petra Kapović Vidmar and Mauro Lacovich. Therapeutic stories are a relatively unexplored area of children's literature and can not be strictly classified into one literary genre. Therapeutic stories are stories that help children and adults solve and/or alleviate their emotional problems. Due to their symbolism and themes, they are suitable for treatment in primary school education. Therapeutic stories relate to a number of problems in children's behavior such as laziness, carelessness and disrespect. The aim of this paper is to show the characteristics of fairy tales and stories contained in selected therapeutic stories. In addition to the characteristics of fairy tales and stories, the analysis of therapeutic stories will include a description of characters, fables and metaphors, with an emphasis on their use in class teaching.

Očekuje se da odgajatelji u suvremenim inkluzivnim odgojno-obrazovnim skupinama oblikuju rad prema individualnim potrebama svakog djeteta. Stoga je važno da odgajatelj oblikuje prikladno ozračje u skupini za socio-emocionalni razvoj pri čemu primjenom dječje literature može utjecati na razvoj ovih vještina kao i oblikovanje inkluzivnih vrijednosti u skupini. Cilj ovog rada bio je ispitati odgajateljevu percepciju primjene problemskih slikovnica i priča u svakodnevnom odgojno-obrazovnom radu. Provedeno je istraživanje u kojem je sudjelovalo 259 odgajatelja djece rane i predškolske dobi iz 5 gradova: Rijeke, Svete Nedelje, Pule, Pazina i Rovinja. Za potrebe ovog istraživanja konstruiran je mjerni instrument koji je ispitivao odgajateljevu percepciju o primjeni problemskih slikovnica i priča te njenu učestalost i namjenu, nastale na temelju iskustva iz prakse u primjeni priča i problemskih slikovnica te modifikacijom postojećih skala. Dobiveni rezultati govore da se odgajatelji u većoj mjeri procjenjuju spremnima i motiviranima za primjenu problemskih slikovnica i priča dok svoja znanja o njihovoj primjeni kao i dostupnost istih procjenjuju osrednjim. Nadalje, odgajatelji često koriste problemske slikovnice i priče za regulaciju emocija, za promicanje socijalne uključenosti te za poticanje primjerenih ponašanja. Odgajatelji koji su završili diplomski studij smatraju da im je razvojna biblioterapija manje dostupna od odgajatelja nižeg stupnja obrazovanja, dok odgajatelji koji imaju iskustvo rada s djecom s teškoćama i podršku stručnih suradnika procjenjuju višu razinu znanja za primjenu razvojne biblioterapije u promicanju socijalne uključenosti djece u skupini. Postoji potreba veće podrške odgajateljima u vidu formalnog obrazovanja i stručnih usavršavanja te dostupnosti problemskih slikovnica i priča., It is expected that educators in contemporary inclusive educational groups will shape work according to the individual needs of each child. It is therefore important for the educator to form a suitable atmosphere in the socio-emotional development group, where using children's literature can influence the development of these skills as well as the formation of inclusive values in the group. The aim of this paper was to examine the educator's perception of the application of problem picture books and stories in everyday educational work. A study was conducted involving 259 pre-school children educators from 5 cities: Rijeka, Sveta Nedelja, Pula, Pazin and Rovinj. For the purpose of this research, a measuring instrument was constructed that examined the educator's perception of the application of problem picture books and stories and its frequency and purpose, based on experience in practice in the application of stories and problem picture books and modification of existing scales. The obtained results indicate that educators are more likely to be estimated and motivated to use problem picture books and stories as their knowledge of their application as well as their availability are estimated to be moderate. Furthermore, educators often use problem picture books and stories to regulate emotions, promote social inclusion, and promote appropriate behaviors. Educators who have completed graduate studies believe that developmental bibliotherapy is less accessible to lower educators. Educators who have experience of working with children with disabilities as well as educators who consider that they have the support of professional associates estimate that they have a higher level of knowledge for the application of developmental bibliotherapy promoting the social inclusion of children in the group. There is a need for greater support for educators in the form of formal education and professional training and the availability of problem picture books and stories.

The author approaches the topic of interdisciplinary studies in the Institute of Music at the Faculty of Fine Arts and Music at the University of Silesia, located in Cieszyn. The article constitutes a case study of a children’s radio play Bombik’s Secret Mission, written by Bogusław Zeman and adapted by Magdalena Micherda. Therapeutic stories provide assistance in the child’s development process. Thanks to them, the listeners can, for example, learn how to cope with the difficulties of quotidian life. Such choice of worthwhile listening material can be regarded as an investment in their future. Interdisciplinary classes, which combine various fields of study, including literature, pedagogy, theater and music, constitute an important part of a comprehensive curriculum for the students.