The paper deals with original literary characters moomins of Finnish-Swedish youth writer Tove Jansson and kosovirs of slovenian youth writer Svetlana Makarovič as universals of humanistic values of equality, peace, friendship, loyalty, solidarity, respect, acceptance, tolerance, freedom, which are relevant to contemporary time and space.
Fairytales with its strong symbolism subliminal pupils, they encourage the child´s imagination, share values, while children also develop language. The picturebooks are a combination of two levels od communication – verbal and visual, and the reading of picturebooks allows the young reader experience emotions, and thus designing their own value system. It affects the moral development of the child.
We did a survey in which they were involved 15 pupils third grade of primary school and was carried out based on the reading of two contemporary medium extensive stories in the form of reading in sequels, activities of pupils in the form of project day and two interviews aimed at determining whether students know both writers since sooner, do they know the original literary characters of both since sooner, do they identify the literary characters as universals of humanistic values, which and in what way, or depth perception and evaluation of literary characters motivate the emotional and social literacy learners.
Research shows that taking into account all four cognitive-admission rates in school interpretation or reading (listening) literary texts, which are experiecing, understanding and appreciation of literary texts and express or narration on the level of use, and pupils´ personal experience of a literary text is supplemented in the interpretation or parse text with the experiences of other pupils and the teacher´s interpretation and analysis in based on the selected teaching forms and methods of work activity promotes the greatest possible number of pupils and their depth perception, understanding and appreciation of literary characters as universals of humanistic values. The interaction of all factors encouraging the development of emotions and empathy, social development, and thus motivate development of emotional and social literacy among pupils.
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