Man develops and changes from conception through end of its life cycle. Under development we mean series of quantitative and qualitative changes over time period that can be progressive or regressive (but not pathologicalthose changes are not subject of developmental psychology).Preschool age is period in which whole series of developmental changes occur. Child play in early childhood is dominant daily activity. Music game and the increasing attention paid to it has been a result of changing the concept of musical upbringing and education in broader professional circles. In the same time it is beyond dispute that learner-specific features are significant factors of foreign language learning and teaching. Pleasure, which is a consequence of play, is the only conscious reason of why child engage in play. Child play is the activity that is PUPIL: International Journal of Teaching, Education and Learning ISSN 2457-0648 Available Online at: http://grdspublishing.org/ 99in the same time game and work because play affects all aspects of child development (sensomotor, cognitive, emotional, moral, social, as well as speech development). In social view, play is preparation of child for life in society with others. Also, we will include classification of preschool children games, in accordance with their level of cognitive development and level of social inclusion.
The paper brings about the results of a research carried out within the project the Importance of Plants in Roma Culture, which on the one hand was dedicated to collecting of intangible cultural heritage of Roma on names of plants in Romani language and how they are used by Roma people in folk medicine, customs, religious celebrations, and, on the other hand to comparison between symbolic uses of certain plants in Serbian and Roma Culture. The research aim was to collect the names of plants in Roma language and to identify their use in folk medicine, customs, religious celebrations, as well as to compare the symbolism of certain plants in Serbian and Roma culture, i.e. to establish potential similarity of symbolism of plants in certain Roma ritual practice with the symbolism of plants in Serbian traditional culture through comparative analysis. For the purpose of the research, a number of students attending the program of first and second level of studies in Romani language at the Preschool Teacher Training College "Mihailo Palov" in Vrsac, supported by their mentors, according to the method of (semi-structured) interview collected data on names and symbolism of 38 different plants in Roma culture in Zabalj, Pirot, Jazak and Vrsac). Consulting relevant literature, the collected linguistic material was analyzed and classified, to be subsequently supported by theoretical impulses and findings of previous research. The obtained results, even though on the small scale sample, confirmed the assumptions that the symbolism of certain plants in Roma culture is similar of even the same in certain ritual practice as the symbolism of plants in the Serbian culture, as well as that certain names of plants are the same as those in majority of population (Serbs) Roma people live by. The research findings may serve as a starting point for more comprehensive research of the subject, as well as a motivation for further deeper research on intangible cultural heritage of Roma in Serbia. The research itself and the way it was conducted did certainly empowered the students, having provided them with the training on how to conduct a field interview, inspiring them to engage in further activities directed to preservation of Roma culture, as well as nurturing of multicultural dialogue, enriching the teaching material in a number of courses, especially within the program in Romani language.
The aim of this meta-analysis is to take a small step forward from the separate observation of the self-regulatory construct and the relationship of variables that seek to explain it, define its structure more clearly and make it available in practice. For this purpose, the question arises regarding the relationship between personality traits and motivation as variables, which are shown in a number of studies as important for self-regulation in terms of its contribution to success in mastering a foreign language (L2). As mentioned, metaanalysis was used as a method. The selection of studies included in the metaanalysis is as follows: Out of 175 research papers dealing with the topic of selfregulation in learning L2 that covered 49.821 students, 17 papers were selected in the second round, which covered 4.263 students who were academically gifted and learned L2. In the third step of selection, only three papers remained, which could be compared by characteristics (goals, sample, variables, respondents...), and which examined issues relevant to this paper, i.e. the relationship between personality traits, motivation to learn L2 and achievements in a language for specific purposes. The total number of respondents was 1.263, with 711 of them being academically gifted students who were learning a Language for Specific Purposes (LSP). The theoretical context of the research is the Self-Determination Theory, i.e., an understanding of the spontaneous development of the individual's predispositions (intrinsic motivation and internalization) when basic psychological needs are met in the function of interpersonal dynamics and social settings (Deci & Ryan, 1985) and Sternberg's Theory of Mental Self-Government. Previous reflections and comparisons with theoretical assumptions and research findings are partly the basis for answering the questions posed in this analysis, as they provide a framework for understanding the structure of the self-regulatory construct. Thus, the quest for the state of relations between the observed variables, which are important for self-regulation and sufficient to formulate a model of self-regulation, did not provide sufficient indications that they could be considered safe in assessing the effects of defining self-regulation constructs. Also, the relationships between the gifted and others were researched, starting from the observation of the relationship between personality traits and motivation. The intention was to determine how many personality traits have proven to be good predictors for self-regulation of learning (success - average and in L2) of gifted and other students. Related to the above is the observation of the issue of their mutual relationship and scope in terms of their predictive value for opportunities to encourage the gifted and other students to realize achievements in learning a language for specific purposes. Thus, it could be concluded, that the dimensions of motivation generally achieve correlations of the highest intensity with Intellect and Agreeableness, while relations with other dimensions are somewhat weaker. This supports the conclusion that Intellect and Agreeableness as personality traits are important for the construct of self-regulation, and supports the aforementioned theoretical positions of Sternberg within the Theory of Mental Self-Government, for which these findings are only the initial step, indicating that it would be worth going in that direction.
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