Establishing clear and sharp boundaries between children's literature and adult literature intended recipients is difficult if we

In this paper, authors point out the need and possibilities of integrating content from literature for children into the process of preschool mathematics education. On concrete examples of various forms of literature for children (picture book, poetic text, story, fairy tale, numerator) point out the role of these contents in the process of learning and building mathematical concepts in preschool mathematical education. The contents from literary for children are viewed as a starting point in the work on mathematical education activities whose role is to create a real-life context, which is close to the child, in which the child is accustomed, in which the child is motivated to participate, as content that excites curiosity and interest in learning of abstract mathematical concepts, and which visualizes mathematical concepts and helps crossing from concrete performances to abstract mathematical performances.

Identity is a very complex structure. There are many aspects of identity and those start to form and develop in early childhood This study explores specific age-related characteristics of children which influence the forming and shaping of different layers of identity and points out the important role that legislature and various social environment factors have in this process. Special attention is dedicated to the positive influence that preschool teachers and institutions have and to a range of possibilities that literary texts offer in this whole process. Concrete examples illustrate how complex semantic structure of a literary text can initiate conversation about different layers of identity. The advantages of this kind of work are numerous and are reflected in the fact that the development and the strengthening of the identity is approached from an integrative standpoint, given the fact that we are simultaneously working on children’s speech development through reading activities and literary text analysis. The main implication of this study is 1) the need for conducting future research with the aim of identifying literary texts which, apart from their aesthetic quality, also possess semantic potential as a tool for learning about identity and 2) further work on strengthening the competences of preschool teachers so that they can integrate activities directed towards development of the child’s identity in all the areas of their educational activities within preschool institutions and carrying them out with continuity.

уводУспешна интерпретација књижевног дела захтева од наставника да пронађе најбоље методолошке и методичке приступе који ће омогућити да се целовито сагледају сви важнији аспекти књижевног текста. То није лак задатак, јер је избор ваљаних методолошких и методичких приступа за интерпретацију књижевног текста сложен и вишеструко условљен.

Various advantages and disadvantages of homework are discussed in the literature. The aim of this paper is to determine the advantages and disadvantages of homework practices in Serbian Language taught in junior grades of primary education. Implementation practices were examined from the standpoint of teachers with the aim of determining: the dynamics in assigning and reviewing homework; assessment methods and ways of communicating feedback; representation of different types of homework; and the evaluation of their contribution. The study was conducted in 2020 and 2021 on a sample of 123 teachers. The obtained results indicate that the homework practices in Serbian Language classes are characterized by the frequency and diversity of homework assignments, individualized approach, reviewing regularity, and positive perception of their contribution. However, the results also raise several important questions-excessive student workload, functionality of assessing homework as a learning tool, homework assessments, encouraging cooperative homework and communication related to it-and indicate the need for further research.

This paper is based on a content analysis of the curriculum for the subject Serbian Language for grades 1-4 of primary school, the purpose of which was to determine to what extent the elements of the curriculum regulating the teaching and learning of figures of speech in the first four grades of primary school are in accordance with contemporary insights into the learning abilities of children of this age, and into the importance of figures of speech for learning. An analysis of the content of the reformed curriculum has shown that the enabling of students to understand the role that figures of speech play in a literary work begins in the third grade of primary school, and that instruction only focuses on two figures, namely, simile and personification. The levels of knowledge specified in the syllabus outcomes include knowledge of the instruction content pertaining to these figures, understanding of this content and its application in the course of analyzing a literary work. Learning about figures of speech is gradual, but there is some inconsistency in terms of the relationship of outcomes-content-instructions from grade to grade. It is not enough for instruction about figures of speech to be limited to only two figures, since understanding of the role of figures of speech is an important segment in the interpretation of literary works and helps improve students' language skills. In addition, work on figures of speech can represent the starting point for internal integration linking literature and stylistics instruction to language, i.e. grammar instruction. It is therefore suggested that enabling students to identify figures of speech in a literary work and to understand their role should start in the second grade of primary school, and that the number of figures of speech that students learn about in the first four grades should be increased.

One of the novelties in the reformed Curriculum for the Fourth Grade of Primary School (2019) the application of which will begin from 2021/2022 is the introduction of common linguistic expressions into the curriculum content and phraseological units into outcomes of the Serbian Language course. Although we are talking about the content of a single course, it marks a major step forward and lays the groundwork for methodological acquisition of phraseology in junior grades of primary school. Therefore, our paper provides specific methodological recommendations and know-how for introducing students to phraseologisms in junior grades of primary school, and points to the terminological inconsistency between concepts in the curriculum content, learning and instructions for didactic-methodological implementation of the curriculum outcomes that may bear upon the selection of language teaching material, thus putting fourth-graders in an unfavourable position when it comes to enriching their vocabulary with phraseological units. This implies the need for harmonization of terminology in the curriculum content and learning outcomes, harmonization of learning outcomes with the requirements of contemporary teaching methodology, as well as the need for further methodological research that will address the issue of studying phraseological units in junior grades of primary school.

Једна од важних карактеристика нашег модерног друштва је интензиван развој науке и технике. Информациона технологија је ушла у све области људског деловања. И у школама, конкретно, у настави, која, по много чему, још увек има ознаке традиционалног, неопходно је интензивирати њену примену. Из наведених разлога, у раду приказујемо један од модела школске интерпретације басне "Лав и миш" уз примену информационе технологије. Идеја да учење треба да буде забавно веома је стара, тако да су аутори овог рада покушали да садржај басне и начин њеног уметничког обликовања искажу ученицима на другачији, забавнији начин. Циљ је био да се омогући ученицима већ на почетном нивоу школовања, од првог разреда основне школе, квалитетна и занимљива анализа књижевног дела, која поштује њихове узрасне могућности и развија потенцијале.