Methodology in Education: Theory and Practice
Подаци о часопису Методичка теорија и пракса Наслов: Методичка теорија и пракса ISSN 0354 – 9801 (Штампано издање) ISSN 2560-5445 (Online) Информације о издавачу: Заједница учитељских факултета Србије Извршни издавач Факултет за образовање учитеља и васпитача Краљице Наталије 43 11000 Београд Србја Историја наслова: Методичка пракса ( 1997 – 2018), Методичка теорија и пракса (од 2018) Библиографски запис: од 1997. године Приступ пуном тексту: 21. 12. 2017. године Тип издања: научни часопис који се рецензира Теме: из наука и научних дисциплина које обрађују наставу и учење на свим нивоима образовања и васпитања с циљем унапређивања и иновирања наставног процеса. Опис: фокус је на унапређивању педагошке теорије и праксе на свим нивоима образовања од предшколског до факултетског, богаћење педагошке културе и стваралачких компетенција наставника. Издавач URL: http://www.uf.bg.ac.rs/ Годишње бројева: два Рецензирање: да
Faculty of education, University of Belgrade, Serbia
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, the 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.
Copyright (c) 2026 Methodology in Education: Theory and Practice https://creativecommons.org/licenses/by-nc-sa/4.0
MODELS OF EXERCISES BASED ON A CONTRASTIVE ANALYSIS OF ORTHOGRAPHY IN SERBIAN AND ENGLISH CLASSES IN ELEMENTARY AND SECONDARY SCHOOLS
This paper presents models of exercises that can be used in teaching Serbian and English orthographies by applying contrastive analysis. It focuses on the principles of error analysis and contrastive analysis, as two complementary approaches, and how they can be used in designing tasks that link orthographic elements of the two languages. The primary objective of this study is to demonstrate methods for formulating tasks contrasting the orthographic elements of both languages. Additionally, this paper also aims 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. Finally, this study aims to investigate how contrastive analysis and error analysis can enhance the learning process and a deeper understanding of orthographic features. The theoretical background of this study provides the key orthographic features of both languages, with particular focus on differences in punctuation, capitalization, and abbreviations. It also focuses on contrastive analysis and error analysis, highlighting their importance in identifying cross-linguistic similarities and differences between Serbian and English. The increasing influence of English is evident in many aspects, including orthography. Due to a daily exposure to English through digital media, games, and other formal and informal sources, students create hybrid forms and mix the rules of both languages. This tendency highlights the need for instructional strategies addressing contemporary language use. Therefore, this paper proposes the integration of contrastive tasks that offer a practical response to these challenges without requiring formal changes to the curriculum. This study proposes various models of contrastive tasks, including translation-based exercises, comparison, and the identification of differences, error correction, puzzles, and riddles. These tasks are designed to support instructors with concrete examples that can engage students actively and motivate them to think critically and creatively. The tasks vary in terms of complexity and can be adapted to different age groups, students’ abilities, and learning needs. Namely, some are created just to draw students’ attention to an important aspect of language use – proper orthography – asking them to identify similarities and differences between the two languages. Others are more complex, aiming at enabling students to explain and critically evaluate these similarities and differences, thereby addressing higher cognitive levels complying with Bloom’s taxonomy – from understanding and applying the rules, to higher-order thinking skills such as analysis, synthesis, and creation. Tasks designed in the form of puzzles particularly support the development of students’ both critical and creative skills. This structural approach and a wide range of tasks allow for more effective learning outcomes and support the gradual improvement of students’ cognitive skills.The proposed tasks can be implemented in regular Serbian and English lessons, or they can be used within a framework of interdisciplinary activities involving collaboration between Serbian and English language teachers in primary and secondary school, thus contributing to a more integrated and collaborative teaching approach. Ultimately, this study demonstrates that the effective use of contrastive tasks can support both student learning and teacher professional development, thus contributing to a more lasting and functional orthographic knowledge of both languages.
contrastive analysis of Serbian and English
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.
PLANNED LEARNING SITUATIONS IN PRESCHOOL
Planned learning in preschool involves situations based on a social process in which children and adults jointly explore possible solutions and negotiate them. The educator plays a key role in supporting and organizing these situations by creating an inspiring learning environment, fostering relationships, and continuously developing through reflection and practice. Given that the concept of planned learning in the current framework differs from that in previous frameworks, the aim of this research was to examine the ways in which educators provide support in planned learning situations and the extent to which such practices align with the current curriculum. The research used the method of content analysis of pedagogical documentation. The study examined educator support in 50 thematic/project-based stories. The findings indicate that the support methods used by educators are predominantly aligned with the curriculum but vary in their frequency: educators largely apply support strategies that were, to a greater or lesser extent, present in previous frameworks, while strategies aligned with the current framework are less frequently implemented. These results point to the need for educators to understand the differences between planned learning in various conceptual frameworks and to apply work strategies consistent with the current framework, which implies the necessity of professional development for educators, from initial training to ongoing professional engagement in this domain.
planned learning situations in preschool
educator support in planned learning situations
PRINCIPLES OF THE CURRENT ORGANIZATION AND ARRANGEMENT OF PRIMARY SCHOOLS IN THE RAŠKA REGION (1912 - 2000)
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 (1912-2000). 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.
PRIMER TEXTS THAT COMBINE ALPHABETIC AND ICONIC FORMS: CRITERIA FOT THEIR DESIGN
This paper focuses on primer texts that combine alphabetic and iconic representations, aiming to examine the criteria for their creation. The analytical procedure included: a) identifying the types of such primer texts, b) extracting and recording the reasons for iconic representation of words, c) analysing the characteristics of accompanying instructions and text titles, and d) examining the language and content of pictorial stories and pictorial poems. The sample consisted of eight primers and two early readers, and the collected features of the texts were analysed qualitatively, using thematic analysis. The material revealed four types of primer texts in which certain words are represented iconically: a) unrelated sequences of sentences, b) connected sequences of sentences, c) pictorial stories, and d) pictorial poems. The most common were connected sequences of sentences, followed by pictorial stories dedicated to the reading of block letters. The analysis showed that: 1) some primers contain no texts combining iconic and alphabetic representations, 2) the presence of such texts varies across textbooks, and 3) texts combining iconic representations with script letters are significantly less frequent than those combining them with block letters. Important criteria for the iconic representation of words included: 1) the number of (un)taught letters in the text, 2) the presence of consonant clusters in the word, and 3) the type of word. Instructions accompanying the primer texts and the titles of these texts were mostly expressed using alphabetic script and typically contained at least one word with a consonant cluster. In the construction of these texts, authors of primers and early readers appeared to rely on the following key criteria: 1) clarity and simplicity (limited vocabulary, simplified syntax and punctuation use, single-episode composition), and 2) thematic and experiential relevance to students. Aesthetic criteria were subordinated to these, resulting—except in rare cases—in a lack of compelling narration and authentic stylistic features. The conclusions drawn from this study suggest that improving primer texts could be directed toward: 1) stronger and more balanced inclusion of various types of texts combining iconic and alphabetic representation, 2) more consistent avoidance of alphabetic representations that include consonant clusters, 3) iconic representation of different word types, 4) avoidance of consonant clusters in the alphabetic content of instructions and titles, and 5) introduction of less typical characters and dialogues, situations that spark imagination, and humorous twists.
methodology of teaching Serbian language and literature
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.
ВЕШТАЧКА ИНТЕЛИГЕНЦИЈА У ВИСОКОМ ОБРАЗОВАЊУ
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 role of everyday, practical life activities as a key factor in the early development of mathematical concepts in preschool children. The focus is on the analysis of the cognitive specificities of children of this age, as well as the potential of these activities for the development of logical-mathematical thinking. The theoretical basis of the work includes modern psychological and pedagogical approaches, where Maria Montessori’s method and the concept of situational learning are analyzed in particular. The paper relies on qualitative analysis of examples from practice and existing curricula. The possibilities of applying measuring, serial and classification activities in the function of early mathematical development are pointed out. It was concluded that the introduction of everyday activities into the educational process can encourage functional understanding of concepts, but that systematic pedagogical support and further empirical insights are necessary to confirm the effectiveness of the proposed approaches.
ATTENTION IN TEACHING AND SCHOOL LEARNING
The issue of attention in teaching seems prima facie familiar and almost trivial. In the teaching practice, attention is taken for granted. Anyone who has worked in teaching knows that it is necessary to attract and maintain students’ attention, and that it is an integral element of every school lesson. But what is precisely attention and why is it important for teaching? Are the conceptualizations of attention simple, unequivocal and unambiguous? In the paper, we examine the conceptualization of attention from the perspective of teaching and school learning, first through a theoretical analysis of traditional definitions of attention in the psychological literature, then we examine one of the contemporary philosophical positions on attention, and in the main part of the paper we examine the concept of attention in teaching and school learning from a specifically pedagogical-psychological and didactic perspective. The aim of our paper is to demonstrate that even an elementary overview of theoretical definitions (such as we provide in this paper) confirms that the conceptualization of attention in teaching and school learning is neither simple nor unambiguous and that it is based on a series of open theoretical questions and conceptual dilemmas, which makes attention a non-trivial and provocative didactic issue, requiring continuous elaboration and research.
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 under scores the importance of continuous teacher development towards a comprehensive approach to managing a foreign language classroom.
Classroom management of foreign languages
classroom management styles and communication models
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 rep resent 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.
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 regard ing 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.
LANGUAGE ADVISOR NIJE–NEGO, REČNIK NEPRAVOLNOSTI 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 or thographic 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 lan guage 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 – capitaliza tion, 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 suit able 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.
Copyright (c) 2017 The Methodology Theory and Practice https://creativecommons.org/licenses/by-nc-sa/4.0
МЕСТА КОЈИМА СУ ХОДАЛИ КРАЉЕВИ И СВЕТИТЕЉИ
ДИНАМИКА МОРФОЛОШКОГ РАЗВОЈА ПРЕДШКОЛСКЕ ДЕЦЕ
УВОД У ГЕОМЕТРИЈСКО-ПРОПОРЦИЈСКЕ ОСНОВЕ ТЕСЛИНИХ РЕЗУЛТАТА ИСТРАЖИВАЊА ИЗ КОЛОРАДО СПРИНГСА - ПРИМЕР ПРИМЕНЕ СИСТЕМА НЕПРЕКИДНЕ ПОДЕЛЕ, И МУЗИЧКЕ АНАЛОГИЈЕ
IH KAN DEUTSCH SHREIBEN - PROBLEMS SA ORTHOGRAPHY OF GERMAN LANGUAGE AS ANOTHER FOREIGN LANGUAGES WITH STUDENTS AND STUDENTS ELEMENTARY SCHOOLS
In this paper we will deal with the presentation of both quantitative and qualitative research by Ivana Zorica, written in German, whose results are very important for the theory of learning and the adoption of languages in general. The author studies the German writing skills and tries to solve how any mistakes can be overcome. Material subjected to analysis makes mistakes from the composition of students who learn the language for years. In addition, we also carried out research at the corpus that presents errors based on the analysis of dictates of elementary school students, where errors at the orthographic level are similarly qualified and analyzed. The hypothesis from which we begin to work is that in the foreign language the presence of unassigned elements from the lower stages of development can be evindicated.
VAN HIELE THEORY OF GEOMETRIC THINKING IN THE MATHEMATICAL TEACHING
Although the twentieth century was marked research in algebra, the emergence of the theory of geometric thinking encourages interest in geometric content. With increasing interest in geometric idea is important to research about the nature of geometrical reasoning and how it develops. This paper summarizes the theoretical framework for the study of geometrical reasoning van Hiele model of thinking in geometry. First, we give van Hiele theory of geometrical reasoning, levels of understanding of spatial relationships and geometric phase of learning content. Second, we present and analyze the interpretation of van Hiele theories. Then, we give a brief overview of research based on van Hiele theory. The paper uses the methods of theoretical analysis. Based on the researched literature we conclude that still need a lot of research on deep process of development and learning of geometrical reasoning.
THE MOST IMPORTANT READING MOTIVES AND INCENTIVES OF FOURTH GRADERS
The aim of this research was to investigate influence of modern media on how much and why fourth graders read books, and what would encourage them to read more. The study included 161 fourth graders from five city schools in Belgrade and Krusevac. Data were collected by using a questionnaire in November 2014. It was founded that reading habits of fourth graders are implemented in a variety of media, but –contrary to our assumption – are still manifested primarily through reading books, and not through the use of journals or content on the Internet; pupils usually read to learn something new or because they believe that reading is a skill necessary for life; they usually choose new booksby the main character or title; on a personal level they would be most encouraged to read more often if they had more time, while they believe thattheir peers would be best stimulated if there were sites, blogs, television shows and flyers through which students could inform themselves about which books are worthy, interesting and should be read; book and film are motivation for each other, although book is somewhat stronger incentive for watching a film, than vice versa.
the factors that influence the choice of books
PROCESSING FOLK TALES ,,ZMIJA MLADOŽENJA"
Through the interpretation of the fairy tale “Snake the groom” students will be prominent features of a fairy tale they already know. We will demonstrate and other characteristic of folk tales which are not yet familiar to the students: method of themes developing, a comparison of this fairy tale with literary works that have similar themes, spotting the flow of story line and distinguishing between main and minor moments of this epic literary work. Through the interpretation of this fairy tale we will emphasized a characteristic of some narrative proceedings. Through the conversation with students we will also indicate on spot in the text which tell us about the action and behavior of the main actors. We will also mark a spot in the text in which we can find interesting consideration about man and life. The educational work on interpretation of this fairy tale has been shown that methods of interpretation should not be repeated. The way in which we approach the literary work depends on his characteristic. Among others objectives of the class should be set aside training of students for independent reading and comprehension and experiencing of reading, as well as adoption of literary notions provided for curriculum for a certain class.
CREATIVE TEACHING THROUGH INTERACTIVE LEARNING OF LANGUAGE PHENOMENA
The imperative of modern teaching is to enable students to reason, think critically, solve problems, and conclude. That is why the teacher must create a class in which he will allow students to independently, with their own engagement, achieve new grammatical knowledge. When the creative teaching of grammar is organized in the form of interactive learning, it certainly requires the use of methods, forms and techniques different from those that are predominantly used in more traditional classes. The teaching approach should be unique and always new. This paper contains an example of preparing a class in which creative teaching of grammatical phenomena is applied.
grammatical and orthographical phenomena
RELATIONS BETWEEN MORPHOLOGICAL CHARACTERISTICS WITH THE AEROBIC CAPACITY OF CHILDREN OF DIFFERENT GENDER AND AGE
The study was conducted on a sample of 200 subjects divided into two sub-samples as follows: 99 boys and girls 101 III, IV, V and VI grade, aged 9 to 13 years, Belgrade. Measured 17 anthropometric measurements and testing for the assessment of aerobic fitness. The aim of the study was to determine the relations between morphological characteristics and aerobic capacity of children of different sexes and ages. The results suggest that the system is the predictor had a statistically significant effect in males with the criterion of the third (R = 0.944; P = 0.054) and of the sixth class (R = 0.973; P = 0.016). In girls with the system is the predictor criteria had a statistically significant effect in the fourth class (R = 0.970; P = 0.009). The other grades were not statistically significant predictors influence the system with the criterion.
DIFFERENCES IN MOTOR ABILITIES OF CHILDREN YOUNGER SCHOOL CHILDREN OF DIFFERENT SEXES
The research was conducted on a sample of 92 participants aged 10 and 11 years, divided by gender into two homogeneous sub-samples: 43 boys and 49 girls from Brcko, Bosnia and Herzegovina. The battery of 10 motor tests "EUROFIT" prescribed by the Committee for the Development of Sport of the Council of Europe Council of Europe, 1993.Problem study was to determine differences between groups of respondents (boys and girls) within the motor space. The subject of research are represented motor skills: speed of alternative movements hand, flexibility in the hip joint, general balance, explosive power of the lower extremities, repetitive strength hull structural strength flexor hands and agility. The aim of this study was to determine whether there are statistically significant gender differences in motor skills. Was used in ex post facto draft istraživanja.Multivarijatnom (MANOVA) analysis of variance were differences in the mobility area, the overall between boys and girls. Analysis of variance (ANOVA) differences were found in the flexibility of the hip joint in favor of girls, and agility, static strength of arms and shoulders, static force flexor hands and explosive strength of the lower extremities in favor of boys. It was found that boys are at a higher level of development of motor skills, and that girls are more flexible in relation to them.
PROTOCOL FOR ANALYSIS ТEXTBOOK ELEMENTS IN MODERN RIDER
The Rider, literacy textbook for students is determined by the specific tripartite structure (pre-rider, rider and post-rider) and it is used only in the first grade of primary school. Methodical literature focuses the autors of the textbook to organize content so that students more easily overcome the initial reading and writing and it is the only book which, according to the curriculum, contains tasks and guidelines for mastering reading and writing the first language. We studied the presence of the usual textbook elements (content, illustrations, thematic units, working /non-working tutorial), but the emphasis is on specific activities (exercise of writing exercises writing, teaching methods, parallel reading and writing) that characterized the first book which pupils faced in school.
FUNCTIONALITY OF KNOWLEDGE OF SECONDARY SCHOOL STUDENTS PHRASEOLOGY IN THE NEWS NEWS NEWS REPORT
The aim of the research is to indicate the ability of students to apply knowledge about the phraseology they acquired during schooling through recognition, understanding, determination of the purpose of using phraseology and through the use of phraseology. The sample of the research consists of four high school students, two grammar schools and two secondary vocational schools, altogether 171 pupils of the third grade. The preliminary test of knowledge, used in this study, contained 14 variables of knowledge of phraseology, which were operationalized mainly as issues of recognition of phraseological and their characteristics. The main result of the correlation analysis is the high and statistically significant correlation between the "Ratings from Serbian language and literature at the end of the second grade" and "Average of all scores", therefore, all 14 variables of the quantified answers of the respondents, which r = 0,421 (which is significantly at the level 0.01). The key results of a qualitative analysis of respondents' responses indicate a low degree of originality in the use of phraseology and the frequent use of conversational phraseology in the titles of socio-political themes. The results of the research showed that in the very small number of cases, students of the third grade of secondary schools (0.6% of the answers) recognize the different stylistic functions of the use of phraseology and most often singulate only one purpose of use. The above findings point to the necessity of using contemporary phrasodiodactic methods, such as the work with shorter texts from daily press, in which students are asked to find phraseology in the context and to master its form, as well as to express linguistic creativity.
CLASSROOM TEACHING IN THE DIGITAL ENVIRONMENT: A CRITICAL REVIEW OF THE USE OF ICT IN CLASS LITERATURE DIGITAL SCHOOL
This paper examines the practice of applying new technologies to the study of literature in lower primary school grades. Under consideration are the works published in the electronic collections of the contest "Digital lesson" sponsored by the Ministry of Trade, Tourism and Telecommunications. The aim is to show and assess the role of ICT used in classes and its contribution to the implementation of 4Cs (creativity, critical reflection, communication, collaboration) in literature learning strategies. Analysis shows that the digital environment of the majority of classes were based on teacher's PowerPoint presentations in almost all parts of the class, regardless of the specifics of the literary text, the outcome, and thus the feasibility of the goal of teaching. The second most commonly used method was YouTube, often managed by the teacher to present the content. Only those works that used a meaningful and diverse combination of multimedia in certain parts of the classes for developing knowledge, accessing information from multiple sources, communication and cooperation, received awards in the contest.