40 KB8611 KB37 KB195520252001Kordigel Aberšek, MetkaŠega, Matejaletnik:46številka:6str. 257-272ISSN:0021-6933COBISSID:10920456URN:URN:NBN:SI:doc-AON4G52DslSlavistično društvo SlovenijeJezik in slovstvobranjeknjiževna vzgojapravljicepredšolski otrocirecepcijaO miselni shemi za recepcijo pravljice v predoperativnem in operativnem obdobju otrokovega bralnega razvoja|The article presents the results of a part of an empirical study which explored the presence of the cognitive scheme 'fairy-tale' in children at the pre-operational and operational stages of their personality development, and of their awareness of the presence of a cognitive scheme. Additionally, a qualitative analysis of the fairy-tale cognitive scheme was carried out. The experiment was done in the Department of Elementary Education at the Faculty of Education in Maribor. Its purpose was to test the adequacy of the approximative literary-reception objectives in the chapter Literary Genres and Subgenres - Prose of the nine-year primary school curriculum. The curriculum builds on the expectation that a mere naming of a literary (sub)genre will triger off recall of relevant literary aesthetic experience even before the reading of a text or at least when the child has read/ heard a few introductory sentencesTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of Slovenia