The Methodical Theory and Practice / Metodička teorija i praksa is the official scientific journal of the Association of Teacher Education Faculties of Serbia, founded in 1997. The Methodical Theory and Practice / Metodička teorija i praksa publishes papers from the sciences and scientific disciplines which research education, teaching and learning at all levels of education with the aim of improving and innovating the teaching process. The Editorial Board is particularly interested in the papers in which authors demonstrate the application of new didactic-methodical and pedagogic knowledge in their scientific and professional work and practice. The journal comes out twice a year and publishes scientific and professional papers which are clearly ranked and categorized in compliance with the Rulebook on Categorization and Ranking of Scientific Journals issued by the Minister of Education, Science and Technological Development of the Republic of Serbia (“Official Gazette of the RS”, No. 159 of 30th December 2020). Every paper is subject to the double-blind peer review. Papers are published in Serbian with the abstract and keywords in English. The Methodical Theory and Practice/ Metodička teorija i praksa is published in a printed and online format. The non-commercial publication model is applied, as well as free access to all papers.
Zajednica učiteljskih fakulteta Srbije, Srbija
INTEGRATION OF SPEECH DEVELOPMENT AND PHYSICAL EDUCATION THROUGH INTEGRATED EXERCISES AND GAMES
The paper presents possibilities for integrating speech development and physical education in working with preschool children. An integrative approach is one of the most important elements of the modernization of educational practice, which is also emphasized in the Osnove programa predškolskog vaspitanja i obrazovanja – Godine uzleta. The paper provides examples of integrated activities that are based on a logical and purposeful connection of content in the areas of speech development and physical education. The contribution of the work is reflected in concrete examples tested in practice, within the framework of integrated planned learning situations that are implemented within the framework of methodological practicums by students of the Preschool Teacher program at the Faculty of Education in Jagodina.
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THE ROLE OF THE FAMILY IN CHILDREN'S COGNITIVE DEVELOPMENT
In this paper has been given reconsideration of the role of the family in children’s cognitive development with the focus on different factors which give the frame to this process. There have been given reconsideration of theoretical frames which are explaining how the economic status of the family, parent’s involvement, th quality of the relation parent-child and socio-emotional support influence the children’s cognitive development. Based on the Theory of Economic Investments there have been given reconsideration of how parents use the recourse like time, education and activities in the free time for improving of cognitive abilities of their children. Research have shown that children from the families with higher economic status and higher parent’s educational level reach better cognitive results, but also that the stress caused by economic problems can have negative influence on children’s development. The Attachment Theory stresses the importance of emotional stability an security in early life phases for development of cognitive functions. Also, the importance of positive parenting which is characterized by warmth, support and non violent methods of discipline has the huge influence on the development of intellectual and social abilities of children. It is concluded that family environment, like the activities that parents are performing with their children play the main role in forming of stimulative environment for cognitive development, so the continuous support and parent’s involvement are from the essential importance for children’s early development.
PLANNED LEARNING SITUATIONS IN PRESCHOOL
Planned learning, as defined within the current preschool education framework, differs significantly from its conceptualization in previous frameworks. This study aims to examine how preschool teachers provide support in planned learning situations and to what extent such practices are aligned with the current curriculum. The research employed a descriptive methodology, using content analysis of pedagogical documentation as the main technique and a protocol for pedagogical documentation analysis as the primary instrument. The sample comprised 50 thematic/project-based stories, which were analyzed to identify and categorize forms of educator support. Findings indicate that while most support strategies are generally consistent with the curriculum, their frequency and type vary. Teachers predominantly apply approaches that were common in earlier frameworks, whereas strategies specifically reflecting the current concept are less frequently observed. These results underscore the importance of teachers understanding the conceptual distinctions between planned learning across different frameworks and adopting pedagogical strategies that fully align with the current educational approach.
MODELS OF EXERCISES IN THE CONTRASTIVE TEACHING OF SERBIAN AND ENGLISH ORTHOGRAPHY
This paper presents models of exercises for the contrastive teaching of Serbian and English orthography. The primary objective is to demonstrate methods for formulating tasks that contrast the orthographic elements of both languages. The paper’s specific objectives are: to apply contrastive analysis and error analysis at the orthographic level; to present models of exercises; to analyze the models from the aspect of teaching and learning effectiveness and cognitive load; and to suggest how to apply these models in teaching and learning orthographic rules of both languages. These models are based on translation, comparison, and the identification of differences, error correction, riddles, and quizzes. Through their application, students become more aware of the differences in orthographic rules and how to apply these rules, with the aim of enhancing and consolidating a more lasting and functional orthographic knowledge of both languages.
PRINCIPLES OF THE CURRENT ORGANIZATION AND ARRANGEMENT OF PRIMARY SCHOOLS IN THE RAŠKA REGION (1912 - 2025)
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Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Mention"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Smart Hyperlink"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Hashtag"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Unresolved Mention"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Smart Link"/> </w:LatentStyles> </xml><![endif]--><!-- [if gte mso 10]> <![endif]--> The subject of research in this paper was related to the principles of the current organization and arrangement of elementary schools in the Raška region (1912-2025). The topic of the paper enters the domain of searching for the essential conditions of elementary schools at one time and for a critical analysis of the position of elementary schools in one part of Serbia in its education system. The meaning of this study enables us to see the principles or principles for establishing, organizing and arranging the elementary school in the Raš area, in accordance with that organization elsewhere, in the surrounding parts of this part of Serbia and other countries. Precisely for the indicated reasons, one of the priorities in the thematization of the content of this work are the principles on which an elementary school can be arranged and organized in a part of the underdeveloped area of Serbia.
Copyright (c) 2025 Metodička teorija i praksa
PRIMER TEXTS THAT COMBINE ALPHABETIC AND ICONIC FORMS: CRITERIA FOR THEIR DESIGN
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SemiHidden="true" UnhideWhenUsed="true" Name="Document Map"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Plain Text"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="E-mail Signature"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Top of Form"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Bottom of Form"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Normal (Web)"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Acronym"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Address"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Cite"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Code"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Definition"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Keyboard"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Preformatted"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Sample"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Typewriter"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Variable"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Normal Table"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="annotation subject"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="No List"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Outline List 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Outline List 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Outline List 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Simple 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Simple 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Simple 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Classic 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Classic 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Classic 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Classic 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Colorful 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Colorful 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Colorful 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 5"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 5"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 6"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 7"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 8"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 5"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 6"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 7"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 8"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table 3D effects 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table 3D effects 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table 3D effects 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Contemporary"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Elegant"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Professional"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Subtle 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Subtle 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Web 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Web 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Web 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Balloon Text"/> <w:LsdException Locked="false" Priority="39" Name="Table Grid"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Theme"/> <w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" Name="Light List"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" SemiHidden="true" Name="Revision"/> <w:LsdException Locked="false" Priority="34" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" SemiHidden="true" UnhideWhenUsed="true" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" SemiHidden="true" UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/> <w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/> <w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/> <w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/> <w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/> <w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/> <w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 1"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 1"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 1"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 2"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 2"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 2"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 3"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 3"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 3"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 4"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 4"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 4"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 5"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 6"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 6"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 6"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 1"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 1"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 1"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 2"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 2"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 2"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 3"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 3"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 3"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 4"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 4"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 4"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 5"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 6"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 6"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 6"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 6"/> </w:LatentStyles> </xml><![endif]--><!-- [if gte mso 10]> <![endif]-->This paper focuses on primer texts that combine alphabetic and iconic representations, aiming to examine the criteria for their creation. The sample consisted of eight primers and two early readers, and the material was analysed using qualitative thematic analysis. Through this method, the following were identified: (1) four types of texts: a) unrelated sequence of sentences, b) connected sequence of sentences, c) pictorial story, and d) pictorial poem; (2) three criteria for the iconic representation of words: a) the number of letters covered, b) the presence of consonant clusters in the word, and c) the type of word. Improvements in primer texts could be directed primarily toward: (1) ensuring the presence of various text types, (2) more consistently avoiding consonant clusters in letter-based word representations, (3) the iconic representation of different word types, and (4) enhancing the aesthetic value of the text.
PARENTAL PERSPECTIVES ON PHYSICAL ACTIVITY IN PRESCHOOL: READINESS FOR PARTICIPATION AND BARRIERS TO INVOLVEMENT
This study examined parents’ attitudes toward the importance of physical activity in preschool, their readiness to participate in physical education activities, perceived barriers to involvement, and preferred forms of cooperation with preschool teachers. The study was conducted on a sample of 50 parents whose children attend the “Čukarica” Preschool in Belgrade, using a structured questionnaire. Data were analyzed using descriptive statistics and independent-samples t-tests. The results showed that parents expressed strongly positive attitudes toward the role of physical activity in children’s health, motor development, and psychosocial well-being. However, their actual participation was conditioned by personal opportunities, motivation, educational level, and organizational conditions within the preschool. The most frequently reported barriers were lack of time, unsuitable activity schedules, and feelings of insecurity, while the most encouraging forms of cooperation were short, well-organized, and enjoyable activities, such as family sports days, movement workshops, and eco-walks. Activities led by preschool teachers were rated more favorably than those involving external sports specialists. The findings indicate the need to develop diverse, accessible, and flexible models of cooperation that strengthen family-preschool partnership and promote greater parental involvement in preschool physical education.
TEACHER TRAINING FACULTIES FROM RETROSPECTIVE TO PERSPECTIVE
Emphasizing the importance of the quality of teacher education from the perspective of projecting social and educational realities, questions regarding the academic education of teachers in Serbia have been considered – from the establishment of the first faculties for teacher education to the present day. The key objective of the research is to examine the enrollment potential of state teacher training faculties in the past (from 1993/94 to 1997/98) and now (from 2019/20 to 2023/24) with the intention of projecting the current state. The research, of a transversal nature, was conducted using descriptive methods. By comparing quantitative indicators, the interest and quality of candidates for enrollment in teacher (pedagogical) faculties in central and western Serbia over the first and last five years of operation were analyzed, excluding the non-standard academic year 2025. The research sample is intentional and consists of ranking lists of teacher (pedagogical) faculties from Užice and Jagodina. The findings showed a serious tendency of decreasing interest in enrolling in teacher studies; a dominance of candidates with very good academic performance, with a noted decrease in interest from excellent students in the teaching profession by one-third in the last period. The affirmation of the teaching profession in Serbia should be considered a priority national issue.
DIGITALIZATION IN THE SERVICE OF CHILDREN IN THE REPUBLIC OF SERBIA: AN EXAMPLE OF THE "ČUVAM TE" PLATFORM
The paper analyzes the process of digitalization in public administration, with a focus on the digital transformation of government services. Special attention is given to the role of digital tools in improving the education system and preventing peer violence. The theoretical framework includes defining digitalization and its application in the public sector, with a particular emphasis on educational institutions and authorities responsible for child protection. Through a case study of the national platform “I Protect You,” the paper examines the implementation of digital transformation and its effects on reducing violence among children. The results show that, over the first five years, the platform has become an important prevention instrument, while the increase in the number of reports indicates greater trust in institutional child-protection mechanisms and the development of a culture of nonviolence.
THE IMPORTANCE OF DAILY LIFE-PRACTICAL ACTIVITIES IN THE PROCESS OF FORMING INITIAL MATHEMATICAL CONCEPTS IN PRESCHOOL CHILDREN IN THE CONTEXT OF MODERN PRESCHOOL PROGRAMS
This paper explores the significance of everyday life-practical activities in the process of forming initial mathematical concepts in preschool children, with a particular focus on the specificities of cognitive development in the context of mathematical concept formation and contemporary preschool programs. The methodological approach to developing mathematical concepts is examined, emphasizing the importance of considering the child's life experiences as a key methodological guideline. The importance of applying situational learning, which connects mathematical content with real-life problems faced by children daily, is highlighted. In line with modern approaches, Maria Montessori’s method stands out as a crucial factor in acquiring mathematical concepts through play and independent exploration. Additionally, the paper examines how everyday activities such as measuring sizes, seriation, classification, spatial and temporal awareness contribute to children's cognitive and mathematical development and how these activities are applied in the preschool context. It is concluded that integrating everyday life experiences into mathematical learning contributes to a deeper understanding of abstract mathematical concepts, fostering logical thinking and problem-solving skills. Effective learning of mathematical concepts requires a specific methodological approach that allows children to learn through experience, play, and direct interaction with their environment.
ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION
HISTORICAL AND GEOGRAPHICAL TERMS IN TEXTBOOKS FOR THE LOWER GRADES OF PRIMARY SCHOOL – FOUNDATION FOR THE LOCALISATION OF EPIC POEMS
The horizontal link between the contents of two school subjects, Serbian Language and Science and Social Studies, can be made by a broader localisation of literary works which places literary texts in social and historical contexts. The aim of this paper is to investigate whether the sets of Serbian Language textbooks and Science and Social Studies textbooks for the fourth grade of primary school are complementary in terms of providing students with a basis for understanding historical and geographical terms necessary for the localization and understanding of traditional epic poetry. Content analysis of textbooks published by nine publishing houses was carried out, using historical and geographical terms in the poem "Miloš u Latinima" аs a unit of the content analysis.There are 53 historical and geographical terms in this poem and they were classified into three categories – historical terms (personalities, rulers' titles, other concepts from the past), geographical terms (settlements, rivers, mountains) and historical-geographical terms (nations, monasteries). The research results indicate that historical and geographical terms in the poem exist in the methodological apparatus of the textbooks and that there is a correlation in terms of the presence of these concepts in textbook sets of the same publisher for both school subjects. However, there is a level of inconsistency between the textbooks of the same publisher regarding the explanations of historical/geographical terms – some terms or concepts in the poem are either not explained in any of the textbooks or they are duplicated. It is necessary to find a way for harmonising the cross-curricular contents in the textbooks for a more successful localisation of traditional epic poems.
THE SIGNIFICANCE OF COMMUNICATION MODELS AND TEACHING STYLES IN COLLABORATIVE LEARNING: A CASE STUDY OF THE ITALIAN LANGUAGE
Managing a foreign language classroom represents a complex process that requires teachers to possess a wide range of skills and abilities. The effective implementation of classroom management strategies has proven crucial in overcoming challenges arising from heterogeneous monolingual classrooms. Examining key aspects such as management style, communication models, language input, and cooperative learning highlights the importance of a comprehensive approach. The democratic/integrative management style, with a focus on communicative and humanistic-affective approaches, plays a crucial role in meeting the needs of students. Asymmetric interaction in communication often emerges in institutional contexts, where the teacher's role is dominant. The quality of communication models in the classroom directly depends on fulfilling the first aspect. Language input in the classroom, tailored to the group's needs, aims at developing language competence in line with educational objectives. Cooperative learning creates space for a better understanding of others' needs, reflection on one's identity in the classroom, and the acquisition of intercultural competence. All the mentioned dimensions of managing a foreign language classroom are interconnected and require careful integration into the teaching process to achieve effective learning and meet the needs of all participants in the classroom. This underscores the importance of continuous teacher development towards a comprehensive approach to managing a foreign language classroom. Keywords: Classroom management of foreign languages, teacher-facilitator, students, classroom management styles and communication models, collaborative learning.
ATTENTION IN TEACHING AND SCHOOL LEARNING
In this paper, we examine the conceptualization of attention in the context of teaching and school learning. We start from the thesis that attention represents the fundamental framework that makes teaching and school learning possible, in general. In the paper, we first examine the exemplary theoretical definitions of attention, primarily in the perspective of pedagogy and psychology and then also from the point of view of contemporary philosophy. Furthermore, we examine the general value of attention in teaching and school learning, considering the key features of the teaching process and the problem of attention in teaching in general. Then, we examine the status of attention in the current Curriculum for grammar schools in the Republic of Serbia. Furthermore, we propose a simple didactic conceptualization of attention in teaching and school learning in four aspects, formed on the basis of characteristic conceptualizations of attention in traditional didactics and contemporary psychology and philosophy. Finally, we examine some of the important implications for teaching, teaching tools, methods, teaching content and school environment. In the paper, we propose the argument that articulating and cultivating attention should be one of the explicit, curricularly marked goals of the teaching process, since modern psychological and pedagogical research shows that attention is both 1) a condition for the teaching process and 2) one of the processes that itself is cultivated in the process. The theoretical framework of the work consists of traditional didactic, psychological and contemporary philosophical definitions of attention. First, the didactic conceptualization of attention in the didactics of Comenius, then the didactic conception of paying attention to exemplary phenomena by Martin Wagenschein, as well as contemporary pedagogical research into teaching and school learning as a process of forming attention - proposed by the author Johannes Rytzler. Second, contemporary psychological research and conceptualizations of attention. And finally, the theoretical framework of the work is made up of philosophical researches of the concept of attention, first of all, by the contemporary philosopher Sebastian Wetzl (Sebastian Watzl) - and his arguments on attention as a constitutive structure of consciousness given in the "center-periphery" model.
METHODOLOGICAL APPROACH TO THE NOUN GENDER AND NUMBER CATEGORIES IN TEXTBOOK FOR THE SECOND GRADE OF ELEMENTARY SCHOOL
Given that the gender and number of nouns are adopted for the first time in the second grade of elementary school in Republic of Serbia. The subject of this research is the way of processing these grammatical categories at the age when the concepts of noun gender and number are introduced and when basic linguistic rules are established. To examine the current solutions, we analyzed eleven approved textbooks for the second grade of elementary school. We considered the starting texts, the provided examples, linguistic accuracy, and methodological gradualness, as well as the possibilities for improving grammar teaching. The research results show that: 1) there are different ways of introducing the concept of gender and number of nouns to students; 2) the introduction of grammatical gender through the concept of natural gender dominates in the second-grade textbooks; 3) there are numerous places that cause linguistic confusion or represent a kind of methodological trap. We believe that these inaccuracies can lead to significant challenges in teaching grammar in the higher grades of elementary school. In the conclusion of the paper, concrete steps are proposed in the concluding part of the paper for the introduction of the concept of gender and number of nouns in the second grade of elementary school.
LANGUAGE ADVISOR NIJE – NEGO, REČNIK NEPRAVILNOSTI U KNJIŽEVNOM JEZIKU NAŠEM BY D. KOSTIĆ (1911) AS THE FIRST ORTHOGRAPHIC DICTIONARY OF THE SERBIAN LANGUAGE
The paper analyzes the language guide Nije – Nego by D. Kostić as the first orthographic dictionary of the Serbian language. Without scientific pretensions, this handbook was primarily intended for general practice, as a guide that could assist everyone for whom language is a tool—journalists, writers, editors, proofreaders, teachers. Before Kostić’s guide, Serbs did not have normative works in the dictionary form: Čuturilo's orthographic handbook from 1884 and Petrović's from 1914 did not have orthographic dictionaries. This was achieved only in 1923 with Belić's Orthography of the Serbo-Croatian Language, the first systematic orthographic handbook among Serbs. In this paper, an orthographic dictionary is understood as an alphabetic list of terms related to orthographic rules covered in our orthographic handbooks – capitalization, writing words together or separately, phonetic changes, abbreviations, punctuation, and orthographic signs. The aim of the paper is to present a language handbook from the first half of the twentieth century and to highlight the significance of such a method of addressing language content in Serbian language teaching. A dictionary, as a form of orthographic handbook, is suitable for quickly finding specific terms and resolving grammatical and orthographic dilemmas that users may have. It does not require knowledge of the literary language norm or the language in general, which is why this handbook is not intended solely for language experts but also for general practice. In Kostić's handbook (and in two later editions, one of which has the phrase "orthographic dictionary" in the title), a pattern is applied where non-standard forms (on the left side, under the heading Nije) are opposed to standard forms (Nego). This is a very practical way to master the literary language norm, especially since dictionaries like this one point out language phenomena that are not covered in grammar books. It is precisely in this observation that we see the space that handbooks of this form can find in the educational process, as they easily provide examples of language mistakes that Serbian speakers might not even realize are mistakes. In didactic and broader linguistic literature, the teaching of the native language is often described as insufficiently functional, especially at the elementary school level, where crucial grammar and orthography knowledge is acquired. A characteristic of such teaching is the so-called "grammatization," formalistic and verbal, isolated from language practice, and serving as a goal in itself. When we look at grammar textbooks and the accompanying didactic-methodical apparatus, we find certain progress compared to previous observations. In addition to some grammatical handbooks in Serbian that include orthographic dictionaries within them, in the approach to presenting teaching content from grammar, orthography, and language culture, these are most often presented in the form of isolated fragments. Also appearing are so-called "language lessons" that provide examples illustrating violations of certain grammatical or orthographic rules, related to the content covered on those textbook pages and part of the didactic-methodical apparatus. On pages dedicated to a specific language content (grammatical, orthographic, etc.), such examples are often set apart in some way (framed, printed in a different color, in a separate paragraph, etc.), with expressions like Pazi! (Be careful!), Obrati pažnju! (Pay attention!), and so on. Since Belić’s Orthography from 1923, orthographic handbooks also feature orthographic dictionaries, which can also be understood as lists of terms that in practice provoke dilemmas and mistakes. This is also pointed out in the teaching process (especially in higher elementary grades and at the high school level). On the other hand, compared to dictionaries like Kostić’s, finding solutions is harder because they rarely point to irregular phenomena, which, once again, are part of everyday language practice, especially among the school population. Handbooks like this one, in the form of an orthographic dictionary, can help authors of grammar textbooks for all ages in selecting appropriate examples for specific teaching units. They have served and will continue to serve lexicographers because normative dictionaries highlight exactly those forms that, from the perspective of the literary language norm, cause dilemmas and mistakes in practice – all with the aim of improving the language culture of everyone who uses the Serbian language.
PUPPET ANIMATED BY ACTOR IN THE FUNCTION OF ACQUIRING OF THE INITIAL MATHEMATICAL CONCEPTS
The subject of the paper is a research of the puppet animated by actor in the function of acquiring of the initial mathematical concepts. The research sample was the children puppet program of Television of Belgrade. Descriptive and prescriptive methods, as well as the content analysis technique were used. The paper confirmed the hypothesis that puppets can be successfully applied in the function of acquiring basic mathematical concepts. The research revealed a new aspect of the application of puppets, as an active performer in the presentation of basic mathematical concepts. The paper presents the best examples of puppet scenario, scenography and puppet mise-en-scène in which the potentials and specifics of puppet in the acquisition of basic mathematical concepts were most expressed. Their use as models in an institutionalized VOR is proposed.
METHODICAL APPLICABILITY OF WOMEN'S PLAYING ON THE DEF [TAMBOURINE] IN THE MUSIC EDUCATION
Women's playing of the def [tambourine] in the Novi Pazar area is a music form that is almost unknown to the professional public, and therefore it is not included in the current curriculum. In order to improve the teaching of music classes in Serbia and to preserve this element of culture, we started research in which, using the descriptive method and the technique of content analysis, we looked at the structure of the def, the way and forms of music playing and singing in the Novi Pazar region in the context of customs. We also determined its methodological applicability in teaching according to the requirements of the teaching and learning program from the first to the eighth grade of elementary school. The research results show that it is methodically applicable to content in the fourth and fifth grades of elementary school. In this paper, in accordance with the goals of the program, teachers are given guidelines for processing this music content in accordance with modern methodological trends.
THE RIGHT TO EDUCATION OF MEMBERS OF NATIONAL MINORITIES WITH A REVIEW OF NORMATIVE ACTS IN THE REPUBLIC OF SERBIA
The paper analyzes normative acts on national minorities and the right to their education in Serbia, emphasizing the importance of this right for the preservation of cultural and linguistic identity. We will review the legal and institutional framework consisting of the Constitution of the Republic of Serbia, relevant laws and international documents, such as the Framework Convention and the European Charter for Regional or Minority Languages. We will also review relevant legal acts in order to better understand the legal basis for the education of national minorities. The paper points to important segments that must be the subject of future research and analysis in order to improve the position of national minorities in the Republic of Serbia, and to improve and plan in detail the procedures for teaching these social groups. We will highlight challenges in the implementation of the right, such as the lack of teaching materials, staff and infrastructure, and emphasize the need for further improvement of the system for the full implementation of the right to education;
FACTORS INFLUENCING THE USE OF FIELD TEACHING IN GEOGRAPHY
This applied research aims to determine the factors that influence the prevalence of the application of field teaching as a form of extracurricular education in the implementation of geographical content from fifth to eighth grade, according to the opinion of 111 teachers in the Republic of Serbia, depending on their teaching experience and academic education. The elements of emancipatory didactics form the theoretical basis. The results indicate that there is still an insufficient number of geography teachers willing to implement this work. However, they know the numerous advantages of fieldwork, citing the time and effort required for organization. In contrast, teachers who use fieldwork highlighted it as the most interesting part of their teaching activities. The pedagogical implications of these findings point to the need for educational policy (number of lessons in curricula, etc.) to be dedicated to the possibility for teachers to have the conditions for this type of teaching activities in geography teaching.
THE WINTER'S TALE BY WILLIAM SHAKESPEARE IN THE CONTEXT OF ENGLISH CULTURAL AND SOCIAL PAST
By reading Shakespeare’s play The winter’s tale in a new way the author of this paper has the goal to focus our attention on the actual events and the connection between the events from social reality and from personal, emotional, spiritual world of characters. The author’s aim is to show that the past brings energy to present time and for ideas of cosmic justice that must be satisfied in every moment by no means. By linguistic analyses, thinking about characters’ actions, by revealing hidden meaning of the spoken words, by citing chosen extracts from the play we come to the conclusion that the past leaves an indelible mark in the present and has a noticable influence on today’s society and culture. Verse narration reveals Shakespeare’s attitude towards tradition, customs and faith striving towards harmony and love for people and for God. Shakespeare finds the material for this play in real life, but the focus of his dramatic enthusiasm is a man himself – a timeless being with universal fears, anxieties and sufferings, who is torn apart between his inner thoughts and knowledge of the outer world. This very fact is actually a testimony of eternal spiritual makeover, changes of ideas and knowledge, all of which, as Shakespeare and the scholars that studied his works used to point out, represent the enlightenment of human’s soul that strives for universal values. Shakespeare’s capability to create various characters of different intellect and social background, to follow them along some imaginative line, to give them thoughts and language, to make a connection between earthly and cosmic signs, symbols and events is also due to the very end of this drama. The end resembles very musch some kind of a new open space, a new horizon where the last scenes of the play take place. Having in mind Shakespeare’s position in the literary world, we can rightfully acquire the idea of his creations living through centuries because he involved cosmic vision in them. That vision guides future writers, dramatists, philosophers to transformations of human mind and thoughts making them believe that this is where man’s elan vital (life force) lies.By analyzing parts of the play we shall point out social and cultural values that are also cherished today.
COOPERATIVE TEACHING AND REPRODUCTIVE LEARNING
Cooperative teaching has long been one of the leading pedagogical strategies aimed at creating conditions in educational institutions that will contribute to their release from the transmissive teaching model. In accordance with the above, the goal of the research is to identify, among the basic elements of cooperative teaching, those that can be used to predict the level of students' choose to using reproductive learning strategies. The research sample included 516 elementary school students from Serbia, from the Rasina and Pomoravlje districts. The research results confirmed that based on a more successful organization of cooperative teaching, lower levels of student chuse to using reproductive learning can be predicted. The following elements of the structure cooperative teaching stood out as significant predictors in the model: positive interdependence students and “face-to-face“ promotive interaction. Hierarchical regression analysis confirmed that the above variables also have a mediating role in the relationship between the remaining predictors and the criterion variable. Moderator analysis determined that there is an interaction between significant predictor variables in the model. Including this interaction in the regression model increased its accuracy. In its final form, the model of the listed predictors explains 11.1% of the variance in reproductive learning.
FACTORS SHAPING THE ADOPTION OF ARTIFICIAL INTELLIGENCE IN EDUCATION
With the growing influence of Artificial Intelligence (AI) in education, this study explores the factors shaping the intention of future teachers and educators to integrate AI-based tools into their practices. It investigates how variables such as intelligent-ethical Technological Pedagogical Content Knowledge (TPACK), AI-related anxiety, subjective norms, AI for social good, and self-assessed AI competence influence this intention. Data were collected from 157 pre-service teachers at the Faculties of Education in Jagodina and Belgrade, and multiple regression analysis revealed that 72.9% of the variance in intention to use AI was explained by these variables. Intelligent-ethical TPACK (β = 0.501, p < 0.001) emerged as the strongest predictor, followed by AI for social good (β = 0.296, p < 0.001) and subjective norms (β = 0.195, p < 0.01). The results highlight the importance of enhancing teacher education programs to develop intelligent-ethical TPACK and awareness of AI’s role in promoting social good.
METHODOLOGICAL APPROACH TO DEVELOPING ALGORITHMIC THINKING USING EDUCATIONAL ROBOTS IN CLASSROOM TEACHING
Algorithmic thinking is a problem-solving approach and one of the core skills pupils develop interactively during primary education. One approach to developing algorithmic thinking is working with physical digital devices such as educational robots. The aim of this paper is to present the methodological approaches in developing algorithmic thinking using educational robots, as well as alternative approaches in case of lack of technology. The code writing is shown through 4 different methodological approaches and the transformation from the square grid into a linear algorithm. When writing the algorithm, mistakes (bugs) are inevitable, so special attention in the methodological approach is paid to recognizing and correcting mistakes (debugging), as an important skill that should be developed in the first cycle of primary education. In the absence of physical digital devices, algorithmic thinking can be developed using virtual robots-emulators, available in the web environment, or in the form of mobile applications.
ASSESSMENT OF TASKS CREATED BY CHATGPT-4o FOR 10-YEAR-OLDS IN THE FIELD OF MAGNETISM
This paper examines the potential of ChatGPT4o as a support tool in Nature and Society teaching for fourth-grade students. Tasks of three levels of complexity in the domain of magnetism were generated by the tool and evaluated by 12 experts using a Likert scale. The results indicate that the generated tasks are age-appropriate, with the basic-level tasks receiving the highest evaluations. The analysis focused on aspects such as safety, promotion of student cooperation, alignment with learning outcomes, real-life application, and clarity. Certain shortcomings were noted, particularly in terms of safety in task implementation and the need for clearer instructional guidelines. The paper discusses the implications for future use of AI-based systems in elementary education and emphasizes the necessity of teacher training for responsible implementation of such technologies.
INTRODUCING THE CONCEPT OF NUMBERS AS PART OF SPEECH IN ELEMENTARY GRAMMAR AND SPELLING TEACHING
In the context of language practice and linguistic science, numbers as a part of speech occupy a significant place in the grammatical, more precisely, in the morphological system. The aim of this study was to examine the role of numbers in primary education and, based on that, suggest the direction in which its further development could progress. Existing knowledge within the framework of linguistic sciences was presented, and the research encompassed an analysis of content and a comparative analysis, including both old and new curricula from the first to the fourth grade, current programs from the fifth grade of elementary school to the fourth grade of gymnasium, as well as grammar textbooks from the second to the fifth grade of elementary school. Upon analyzing available literature, it was concluded that there is no consensus in the scientific community at multiple levels: some authors do not recognize numbers as a part of speech, and various classifications and characteristics of this type of word are mentioned. Additionally, based on content analysis, similar contradictions were observed, including inconsistencies in the didactic-methodological apparatus of different textbooks, and the fact that a clear and logical connection between the content of the first and second cycles of primary education and upbringing, as well as between primary and secondary school, has not been established. These findings suggest the need for changes that will overcome these inconsistencies, both at the level of program content and the content of grammar textbooks. This would ensure education grounded in linguistic science and adapted to the age and developmental needs of elementary school students.
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PORTRAITS OF CHILDREN IN POETRY OF JOVAN JOVANOVIĆ ZMAJ AND ALEKSANDAR VUČO
Social and political conditions have always influenced literature and it was reflected on the poetry of very important poets in the development of Serbian literature for children and young people, Jovan Jovanovic Zmaj and Aleksandar Vuco.In this text we are going to think about the two different ways in which childhood was depicted in the poetry of Jovan Jovanovic Zmaj and Aleksandar Vuco.We are going to compare the first and the second period in the development of Serbian literature for children and young people analyzing the relationship between adults and children (authority and freedom),presentation of school and social reality and consequently the conditions in which children are brought up.While Zmaj's child is overprotected by his parents, Vuco's child is rebellious, capable of taking care of himself and finding the way out of the problems he is facing. We are going to show the way in which Vuco builds the critical attitude towards capitalism using the characterisation of his heroes and observing their everyday incidents and accidents, their imaginations and cravings. We are going to consider the values children were taught by Zmaj and ,on the other hand the values Vuco offered them as well as the elements that influenced that poetics
THEORY AND PRACTICE OF PEDAGOGICAL DIAGNOSTICS
POSSIBILITIES FOR INTEGRATING THE TEACHING OF NATURE AND SOCIETY AND ENGLISH LANGUAGE TEACHING THROUGH CONTENT ON NATURAL PHENOMENA
Integration in teaching refers to the connection of content from different subjects, allowing students to acquire comprehensive knowledge and better understand the world around them. The importance of this approach lies in fostering critical thinking and applying learned concepts in real-life situations. The aim of this research was to determine the existence of similar or identical educational content on natural phenomena in the curricula for the subjects World Around Us/Nature and Society and English language, and explore possibilities for their integration. To conduct the research, we used the descriptive method, with content analysis as the main technique. The content analysis corpus consisted of curricula for the first four grades of primary school, specifically their segments related to the aforementioned subjects. Our analysis revealed that these subjects contain similar or identical content on natural phenomena, which could serve as a basis for integration. However, they are not fully aligned, as there are topics covered in one subject but not in the other within individual grades. Additionally, there are some natural phenomena topics that are covered in different grades across these two subjects.
EXAMINING THE ROLE OF THE AMERICAN CORNER IN PROMOTING THE DEVELOPMENT OF ENGLISH LANGUAGE SKILLS AMONG ADULT EFL LEARNERS
The American Corner serves as a cultural and information center that supports the growth of non-formal adult learning initiatives. This American-style library is particularly important because of the services it provides to English language learners, who visit the Corner regularly in order to hone their language skills. Thus, the aim of this paper is to investigate the role that the Corner plays in promoting the development of English language skills among adult learners through an analysis of relevant theoretical perspectives and empirical studies on English language teaching. The study begins by defining the mission of the American Corner and explaining its role in promoting the importance of non-formal learning programs. Next, the paper examines the effectiveness of the English language programs offered at the Corner by analyzing whether they rely on methods and techniques that are compatible with contemporary approaches to second language acquisition (SLA). The paper concludes by offering some suggestions for future research, which could focus on assessing adult students’ perceptions of their English learning experience within the educational environment provided by the American Corner.