2 Чланак представља резултат рада на пројекту "Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву ", бр. 179034 (2010-2017), чију реализацију финансира Министарство просвете, науке и техно-лошког развоја Републике Србије.

Јасмина Шефер

This paper reports on the research results regarding children's positioning in their daydreaming narratives. A special feature of the research was its cross-generational character, i.e. we have collected and analyzed written accounts of primary school children's daydreams in grade 4, which were produced in the year 1984 and the year 2009. One of the major insights from our research is that children's daydreaming narratives broadly belong to the category of 'preferred self' constructions. We classified these preferred self-constructions in three categories, namely 'fictional selves', 'future selves' and 'actual selves', which emerged from repetitive themes in children's narratives. Each of these broad categories was further 'unpacked' into more specific constructions of preferred selves. Based on the qualitative data we developed hypotheses about generational shifts in preferred self constructions and used nonparametric statistical tests to evaluate these hypotheses

Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum

?his paper presents a portion of the results obtained in a more extensive study dealing with monitoring of the work methods and the effects of an experimental implementation of the Trefoil pedagogical approach, developed based on pedagogical theories by the researchers from Belgrade. The Trefoil is based on using group work, creative play, openended tasks, critical dialogue, research work and students? involvement in projects for which teachers were trained through implementation and reflexive practice. The aim of this longitudinal study is to determine the effects of the Trefoil on encouraging initiative, cooperation and creativity in students. Research participants were all teachers and students of an urban primary school during one school year. Data on students? creative work were collected and compared before and after the experiment, obtained by expert observation of classes and a teacher and student questionnaire. Data were processed using one-way analysis of variance for repeated measures and two-way mixed analysis of variance. The results pointed to positive effects of the Trefoil approach, which, according to qualitative data, could probably have been bigger if the experiment had lasted longer. Different assessors noticed progress in encouraging students? creativity, but in different domains. The results have confirmed the justifiability of using the Trefoil approach, provided that its validity is tested by implementation in other educational contexts for the purposes of further research and enhancement of the initial conception. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje i stvaralastva u obrazovanju do novih uloga i identiteta u drustvu i br. 47008: Unapredjivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije]