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CONTENTS
articles and studies
Vesna ivanovi, Ph. D.
CONTEMPORARY EDUCATIONAL INTERVENTIONS FOR FIGHTING
AGAINST SOCIAL EXCLUSION OF PRESCHOOL CHILDREN......................11
Miroslava Koji , M. A.
Zagorka Markov, Ph. D.
INCLUSIVE PRACTISE A PEDAGOGICAL MODEL OF SUPPORT FOR
CHILDREN WITH DISABILITIES IN KINDERGARTEN..................................20
Danica Vasiljevi-Prodanovi, M. Sc.
Irena Stojkovi, M. Sc.
PRACTICAL ISSUES OF PEER MEDIATION IN SCHOOL...............................34
Jelena Mievi Karanovi Ph. D.
THEORETICAL ANALYSIS OF THE OPENNESS TO INOVATION.................42
Jasmina Arsenijevi Ph. D.
SPIRITUAL INTELLIGENCE...............................................................................54
Sneana Ladiorbi, M. Sc.
MOTIVATIONAL TECHNIQUES IN ELEMENTARY SCHOOL......................64
Gordana Rackov, M. Sc.
THE ROLE OF THOUGHT IN FORMING MATHEMATICAL NOTIONS........78
Ljiljana Duki, M. Sc.
COMMON CHARACTERISTICS OF SELECTED
EUROPEAN FOLK TALES....................................................................................87
Slobodan Bala, Specialist
THE CONCEPT, CONTENTS AND POSSIBILITIES OF THE
ELECTIVE COURSE FOLK TRADITION............................................................93
Mirjana Bala, B. A.
CHILDRENS CHOIR AND CHOIR SINGING..................................................99

RESEARCH
Milanka Maljkovi, Ph. D.
LITERARY TEXT TRANSFORMATION IN WORKING
WITH PRESCHOOL CHILDREN.......................................................................109
Tamara Gruji, Ph. D.
ZMAJS TONGUE-TWISTERS AS A LINGUISTIC GAME..............................116
Danijela Iliin, B. A.
THE PLACE OF ORIGIN AND THE FIRST ORTOGRAPHY
SCHOOLS OF THE SERBIAN RECENSION OF THE OLD
CHURCH SLAVONIC LANGUAGE..................................................................123
Ljiljana Krneta, Ph. D.
INFORMATION TECHNOLOGY AND THE ECDL STANDARD AS
PRECONDITIONS FOR QUALITY HIGHER EDUCATION............................133

Zoran Miji, Ph. D.

THE EFFECT OF PROGRAMMED TRAINING ON THE LENGTH RUN AT
CROSS COUNTRY COMPETITION BY PUPILS AGE 11................................139
Dragana Stojanovi, M. A.
BAGPIPES IN NORTHERN BANAT THROUGH THE
REPERTOIR OF BRANISLAV ZARI.............................................................148
Gordana Roganovi, B. A.
FOLK SONGS ACCOMPANYING KOLO DANCE THEN AND NOW..........157

REVIEWS AND ANALYSES

Jovica Trkulja, Ph. D.
A CONTRIBUTION TO THE CULTURAL HERITAGE OF KIKINDA
(Modelling tradition, Marija Tanackov, Cultural centre of Banat, Novo
Milosevo, 2009)....................................................................................................165
Ljilja Ili, Ph. D.
ON READING (The Awakening of a Dream,
Vladimir Milicevic, Hesperia, Zemun, 2009)........................................................167
Smiljana Joveti, Ph. D.
A DIALOGUE WITH A PAINTER (Painters Notes, Ljilja Ilic,
Public library Branko Radicevic, Odzaci, 2010)...............................................171
Srbislava Pavlov, B. A.
GIFTEDNESS, INVENTIVENESS, CREATIVITY.............................................173
Sonja S. Milosavljevi, Specialist
SCHOOL TEACHERS, KINDERGARTEN TEACHERS AND PARENTS
AND THEIR ATTITUDES TOWARDS INCLUSION......................................176
Jelena Stoji, Specialist
TEACHERS ATTITUDES TOWARDS INCLUSIVE EDUCATION
OF SLIGHTLY MENTALLY CHALLENGED CHILDREN.............................183
Sofija Jegarski
AN EXAMPLE LINGUISTIC ACTIVITY IN THE OLDEST
GROUP IN HALF-TIME DAYCARE SPEECH AND VERBAL
CREATIVITY AS ENCOURAGEMENTS OF CHILDRENS
PERCEPTION OF THE WORLD........................................................................187
Instructions for submitting a journal..................................................................................191

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Vesna ivanovi
CONTEMPORARY EDUCATIONAL INTERVENTIONS FOR FIGHTING
AGAINST SOCIAL EXCLUSION OF PRESCHOOL CHILDREN
Summary
For the last few decades, poorness in the transition countries has brought to rapid social
divisions and unequal opportunities for gaining access to education. By developing the culture of
poorness, many families are no longer in position to develop educational aspirations of their children.
Different kinds of deprivation, within the context of the educational and psychophysical development of
a child, increase the educational deficit, especially in children who come from the less privileged areas,
which is why the preschool institutions appear as places for compensation of the inadequate conditions
in the family life. At the same time, by application and realization of the developmental-compensatory
preschool programs, attempts are made to help these children by planned intervention. This article is an
attempt to cast new light onto the question of the existence and efficiency of the support systems in the
education of preschool children, all oriented towards seeking an answer to the key question: whether to
compensate or to develop when it comes to preschool children from marginalized groups, i.e. should the
preschool institution be a compensation for family conditions or an inclusive support system of a childs
development?
Key words: compensatory programs, marginalized groups, early intervention, symhedonian
support, inclusion.

19

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Alderson, P, Goodey, C. (1999). Autism in Special and Inclusive Schools: there has to be a point to their
being there. Disability & Society, Vol. 14, No. 2, 249-261.
Andrejevi, D. (2005). Rana intervencija u Evropi trendovi u 17 evropskih zemalja. Beograd:
Zadubina Andrejevi.
Booth, T. (2000). Meeting Special and Diverse Educational Needs. Helsinki: Making Inclusive Eduction
a Reality.
Grahovac, B. (2008). Stavovi prema inkluziji u Predkolskoj ustanovi u Kikindi, Zbornik 4 (111-125).
Kikinda: Visoka kola strukovnih studija za obrazovanje vaspitaa.
Greenspan, S. I., Wieder, S. & Simons, R. (2003). Dijete s posebnim potrebma poticanje intelektualnog
i emocionalnog razvoja. Lekenik: Ostvarenje.
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razrednu nastavu u osnovnoj koli. Zagreb: kolska knjiga.
Daniels R., & Stafford K. (2001): Integracija dece sa posebnim potrebama. Beograd: Centar za
interaktivnu pedagogiju.
Dowining, J. E. (2000). Including Students with Severe and Multiple Disabilities in Typical Classrooms.
Paul H. Brookes Publishing.
evi, R. (2009). Spremnost nastavnika osnovne kole da prihvate uenike sa tekoama u razvoju.
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oteenjima i djece u razvoju govora. Zagreb: kolska knjiga.
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Srbije.
Meali, ., Mahmutagi, A., Hadihasanovi, H. (2004). Edukacija i socijalizacija uenika usporenog
kognitivnog razvoja. Tuzla: Defektoloki fakultet.
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drutvo.
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razovanje vaspitaa Mihajlo Pupin Vrac.

32


Sretenov, D. (2008). Kreiranje inkluzivnog vrtia. Beograd: Centar za primenjenu psihologiju.
Vajnbrener, S. (2010). Poduavanje dece s tekoama u uenju u redovnoj nastavi. Beograd: Kreativni
centar.
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istraivanja, 38 (1), 190-204.
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obrazovanju. Banja Luka: Nauna knjiga.
Wedell, K. (2008). Confusion about Inclusion: Patching up or System Change? British Journal of Special
Education, Vol.35, no.3.
Miroslava Koji,
Zagorka Markov
INCLUSIVE PRACTISE A PEDAGOGICAL MODEL OF SUPPORT FOR
CHILDREN WITH DISABILITIES IN KINDERGARTEN
Summary
This article describes the possible influences of inclusive preschool education to the changes
in the initial teachers education in Kikinda. The changes implemented in the Teacher training college
in Kikinda consisted of introducing new subjects and contents dealing with the problems of inclusive
education. Besides the theoretical studies done in the classes, the College organizes various activities
such as lectures and discussions participated by experts of different profiles, parents of children with
disabilities and the representatives of the local community. The changes within the College have lead
to cooperation of the Teacher training college and the specialized elementary schools. The article also
emphasizes the importance of art teachers as forerunners of the process of inclusion.
Key words: inclusion, children with disabilities.

33

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,
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.

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(Gilhooley, Scheuch, 2000: 3).

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39

 1/2011.

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.


.
, .

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.
( ),

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.
,
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Van Gurp, H. (2002) Peer mediation: the complete guide to resolve conflict in our schools. Winnipeg:
Portage&Main Press.
, . (2008) .
: -, . (.) . : ,
. 359-373.
Gilhooley, J., Scheuch, N. (2000) Using peer mediation in classrooms and schools: strategies for
teschers, counselors and administrators. Thousand Oaks: Corwin Press.
Deutch, M. (1949) A theory of cooperation and competition. Human Relations, 2, str. 129-152.
Johnson, D., Johnson, R. (1974) Instructional goal structure: Cooperative, competitive, or individualistic.
Review of Educational Research, 44, str. 213-240.
Johnson, D., Johnson, R. (1996) Conflict resolution and peer mediation programs in elementary and
secondary schools: A review od the research. Review of Educational Research, 66(4), str. 459-506.
Schrumpf, F., Crawford, D., Bodine, R. (1997) Peer mediation: conflict resolution in schools: program
guide.
Cohen, R. (2005) Students resolving conflict: peer mediation in school. Tucson: Good Year Books.
Danica Vasiljevi-Prodanovi
Irena Stojkovi
PRACTICAL ISSUES OF PEER MEDIATION IN SCHOOL
Summary
Despite the common understanding that conflict is by definition negative, different theories
posit that conflict is a necessary and positive aspect of human development. The way people react in
conflict situations is the real problem. Students usually react in two ways: they either avoid confronta
tion entirely (withdrawal) or deal with it using verbal or physical aggression. Peer mediation programs
provide students with means that enable them to resolve conflicts without the use of violence. Peer

40


mediation is a communication process in which students in conflict work together, assisted by a third,
neutral party who facilitates the process and helps them negotiate an agreement. The mediator in this
process is their fellow student, trained in peer mediation. Peer mediation programs are now operating in
many schools worlwide. The purpose of this article is to present some practical issues in initiation and
application of peer mediation programs in schools.
Key words: peer mediation, school, conflict.

41

UDC 37.01

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51

 1/2011.

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, , .
,
, ,
.

Beal, G.M. i Bohlen, J.M. (1985). How farm people accept new ideas. Ames, IA: Cooperative Extension
Service.
Becker, M.H. (1980). Sociometric location and innovativeness: Reformulation and extension of the
diffusion model. American Sociological Review, 35,
Berman, R. (1990). Publicita e cambiamento sociale. Milano: Angeli.
Burt, R.S. (1987). Social contagion and innovation: Cohesion versus structural equivalence. American
Journal of Sociology, 92, (str. 1287-1335).
Codeluppi, V. (2002). Le tendenze del Marketing. Milano: Universita IULM.
Cusi, A. i Boffa, M. (2000). Un brand globale nel mercato Italiano. Milano: Peliti Associati Lupetti.
Danowski, J.A. (1986). Interpersonal network structure and media use: A focus on radiality and nonmass media use. U: G. Gumpert i R. Cathcart (Ur.), Intermedia (str. 168-175). New York: Oxford
University Press. (str. 267-282).
Freeman, L. (1989). Centrality in social networks: Conceptual clarification. Social Networks, 1, (str.
215-239).
Granovetter, M. (1987). Threshold models of collective behavior. American Journal of Sociology, 83,
(str. 1420-1443).
Hamel, G (2000). Leading the Revolution. Boston: Harvard Business School Press.
Katona, G. (1964). L uomo consumatore. Milano: Etas Kompass.
, . (2000). : . :
.
, . (2003). : , 80 .
: .
Kotler, P. (1999). Il marketing secondo Kotler. Milano: Il sole 24 ore.
Krassa, M.A. (1988). Social groups, selective perception, and bihevioral contagion in public opinion.
Social Networks, 10, (str. 109-136).

52


, . (2004). . : .
Maitland, C. (1998). Global Diffusion of Interactive Networks. U: C. Ess i F. Sudweeks (Ur.),
Proceedings Cultural Attitudes Towards Communication and Technology (str. 268-286). Australia:
University of Sydney.
Markus, M.L. (1987). Toward a critical mass theory of interactive media: Universal access,
interdependence and diffusion. Communication Research, 14, (str. 491-511).
Markus, M.L. (1990). Toward a critical mass theory of interactive media. U: J. Fulk i C. Steinfield
(Ur.), Organizations and communication technology (str. 194-217). Newbury Park, CA: Sage.
Noelle-Neumann, E. (1984). Turbulences in the climate of opinion: Methodological applications of the
spiral of silence theory. Public Opinion Quarterly, 40, (str. 143-158).
Rice, R.E. (1993). Using network concepts to clarify sources and mechanisms of social influence. U:
W.D. Richards i G.A. Barnett (Ur.), Progress in communication sciences, Vol XII. (str. 44-62). Norwood,
NJ: Ablex.
Rogers, E.M. (1983). Diffusion of innovations. New York: Free Press.
Valente, T.W. (1995). Network Models of the Diffusion of Innovations. Hampton Press.
Valente, T.W. i Rogers, E.M. (1993). The rise and fall of rural sociological research on the diffusion
of innovations: The Ryan-and-Gross paradigm. Paper presented at the annual meeting of the Midwest
Sociological Society, Chicago, IL.
Jelena Mievi Karanovi
THEORETICAL ANALYSIS OF THE OPENNESS TO INOVATION
Summary
This article offers a theoretical analysis of the ideas of innovation, openness to innovation,
resistance to innovation, and also a concise review of the Innovation diffusion theory which examines
all of these concepts. The article emphasizes the importance of studying innovations as a social process,
describes the dynamics of adopting innovations and declares how personal traits and social status
influence the dynamics of adopting innovations.
Key words: innovation, openness to innovation and the innovation diffusion.

53

UDC 159.922.72


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59

 1/2011.

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60

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61

 1/2011.

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.

Allport G.W., Ross J.M. (1967). Personal religious orientation and prejudice. Journal of Personality and
Social Psychology, 5, 432-443.
. (2006). ? 2, 2006.
. (2007). . 1, 2007.
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. (2010). .
,
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., . (2010). . :

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Asimov I. (1986). Foundation and Earth. Halmstad: Spectra.
- . (2007). , . : .
. (1979). . : .
Bradberry T.,Greaves J. (2006). ,
. : .
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New York: Paulist Press.
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. (2000). . : .
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. (2005). . :
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Zohar D. Marshall I. (2000). SQ: Spiritual Intelligence, The Ultimate Intelligence. London:
Bloomsbury.
. (2000). . : .
., . (2008) . : .
Jung, C.G. (1959). The Archetypes and the Collective Unconscious. Sir Herbert Read, Michael
Fordham, Gerhard Adler, William McGuire (Eds.), The Collected Works of C. G. Jung (Volume 9, Part
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. (1981). . : .
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62


Lovelock J.E., Margulis L. (1974). Atmospheric homeostasis by and for the biosphere - The Gaia
hypothesis. Tellus 26 (1): 2-10.
Margulis L. (1989) Gaia: The Living Earth, The Elmwood Newsletter, Berkeley, California: 5 (2).
Maslow A. (1954). Motivation and Personality. Harper&Row. New York.
. (2008). , . : .
Persinger M.A. (1996). Feelings of Past Lives as Expected Perturbations Within the Neurocognitive
Processes That Generate a Sense of Self: Contribution from Limbic Liability and Vectoral Hemispheri
city. Perceptual and Motor Skills, 83 (3): 1107-1121.
Ramachandran V.S., Blakeslee S. (1998). Phantoms in the Brain. London: Forth Estate.
Reber S.A. (1995). Dictionary of Psychology. Penguin books.
Salovey P., Mayer J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality. 9, 185211. Preuzeto 20. jaunara 2011. sa sajta: www.unh.edu/emotional_intelligence/.../ EI1990%20Emotion
al%20Intelligence.pdf.
Singer W. (1999). Striving for Coherence. Nature 397. 391-393.
. (2007). , . :
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Volume XIX.

.., . (1995). . : .
Jasmina Arsenijevi
SPIRITUAL INTELLIGENCE
Summary

At the beginning of the twentieth century, researches done in the field of human intelligen
ce became a subject of great interest. In addition to the already existing knowledge about the rational
intelligence, during the 1980s indications appeared about the existence of several types of intelligence
(multiple intelligence), which then, ten years later, resulted in the concept of the existence of emotional
intelligence. Recent neurological, psychological and antropological researches of human intelligence
provide evidence of the existence of another type of intelligence: spiritual intelligence, which is often
considered as the top and final intelligence which determines the personal traits of people that separate
them from mashines and animals: the sense of meaning, the sense of values, creativity and ability to
change the situation in which they are. This article explains the basic characteristics of the spiritual
intelligence, its importance for the human development, scientific proofs of its existence and differences
between the emotional, rational and spiritual intelligence. The author uses the methods of content
analysis of Serbian and foreign literature available, the hystorical method, the classification method, the
descriptive method, the comparative method and the method of analysis and synthesis.
Key words: intelligence, spiritual intelligence, emotional intelligence, rational intelligence,
human brain, neuronal processes, thinking,

63

UDC 371.124:371.311.5

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 1/2011.

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75

 1/2011.

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10 , .

.

, ., , . (2005). 2.
. : .
, ., , . (2005).
. : .
XIII. . 70/71, . 29-31.
Marenti Poarnik, B. (2000). Psihologija uenja in pouka. Ljubljana: DZS.
, ., , ., , . (2001).
.
Rafini, J. P. (2003). 150 saveta za poveanje motivacije uenika, Ljubljana: Educy.
Revolucija uenja (2001). Ljubljana: EDUCY.
, . (2003). . : .
Woolfolk, A. (2002). Pedagoka psihologija. Ljubljana: Educy.
Sneana Ladiorbi
MOTIVATIONAL TECHNIQUES IN ELEMENTARY SCHOOL
Summary
The author writes about motivational techniques which are present in all the stages of the
teaching process, but are especially important at the beginning of the class when the teachers are trying

76


to attract the pupils attention to the new contents. Motivational techniques can be directly related to
the contents (teaching motivational techniques) or aimed at holding the pupils attention. Special mo
tivational techniques were created to enable pupils to relax and rest for a short while. Various teaching
and motivational techniques and methods used in the teaching process contribute to creating positive
classroom climate and trigger the emotional engagement of the pupils, their interest and enthusiasm.
Key words: motivational and teaching techniques, motivational teaching methods, relaxing
techniques, authentic tasks, motivation.

77

UDC 159.954/.956-057.874
UDC 37.032-057.874

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85

 1/2011.

.
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, . (2000). . : .
, ., , . (2003). . a: .
, . (2008). . . :
- , IX/2: 318-327.
, . (1996). I II . : .
, ., , . (1974). . :
.
, N., , . (1998). . : .
, . (1990). . : .
Gordana Rackov
THE ROLE OF THOUGHT IN FORMING MATHEMATICAL NOTIONS
Summary
When developing mathematical thinking of pupils and their overall mathematical education
special attention should be given to intellectual activities which contribute to a more efficient educatio
nal effect of the education in general. Acquiring a system of mathematical facts and ideas and mastering
certain mathematical skills and habits, do not directly imply an adequate development of mathematical
thinking. In the process of teaching mathematics, besides forming a technique of thinking (preparing
pupils for mastering operations and procedures), pupils need to be taught to discover new relations and
general procedures which will enable them to solve new tasks, broaden their knowledge and develop
new skills.
While constructing mathematical notions, pupils use intellectual operations: analysis, synthe
sis, abstraction and generalization, concretization, specialization, analogy, and while drawing conclusions
they use basic forms of concluding: incomplete induction, deduction and analogy. When solving tasks
by intellectual activities pupils mathematicize real situations and use mathematical operations to come
to solutions actualizing in that way their mathematical thoughts.
Key words: basic mathematics teaching, thought, mathematical notions.

86

UDC 821-344:398

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 1/2011.

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89

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. .
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(, 1987).
,
. (Theodor Benfey)
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Lang)
(-, 2006: 8-9).
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, . (1991). . : .
Vasi, D. (2008). Sunce i ma: japanski mitovi u delu Koiki. Beograd: Rad.
Grim, J. prir. (2002). Najlepe bajke. Beograd: Prosveta.
Grim, (J); Grim (V). prir. (1968). Bajke. Zagreb: Mladost.
, . (2001). : . :
, .
Drndarski, M. prir. (1978). Narodna bajka u modernoj knjievnosti. Beograd: Nolit.
ivkovi, D. ur. (1986). Renik knjievnih termina. Beograd: Nolit.
Jolles, Andr. (1978). Jednostavni oblici. Zagreb: Studentski centar sveuilita.
, . (1971). science fiction. : ,
, , II/5-6: 61-81.
, . (1999-2000). .
, , . LXV-LXVI/1-4: 71-76.
, . . (2007). . : .
, . (1987). 1. 4. . : .
Liti, M. (1994). Evropska narodna bajka. Beograd: Bata, Orbis.
, . . (1978). . : .
-, . (1971).
. : .

91

 1/2011.

-, . (2006). : .
2. . : .
Prop, V. (1982). Morfologija bajke. Beograd: Prosveta.
, . (2009). . :
.
, . . (2009). . : .
.
, . . (1995). . :
.
, . (1997). . : .
, . (2007). . : .
-, . (2006). . :
.
, . . (1978). . : .
, . . (1962). . : .
, . . (1968). . : .
. . (1999). . : .
, . . (2002). : . 2. .
: .
ijakovi, Lj., ijakovi, M. prir. (1964). Engleske bajke. Cetinje: Obod.
Ljiljana Duki
COMMON CHARACTERISTICS OF SELECTED EUROPEAN FOLK TALES
Summary
This article offers a study of several common characteristics of selected European folk tales
Serbian, German, French, Danish, Spanish, Greek, English, Finnish and Icelandic, their beginning and
ending formulas, space and time notions, and the common international motives.
Key words: folk tale, formula, motif, fantasy, folklore.

92

UDC 378

,

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(, 1978: 118).

, . (1980). . : .
, . (1996). . : , .
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. : .
, . (1999). . :
.
, . (1978). . : .
, . (2000). . : .
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, . (1983). . :
.
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, . (1999). . : , .
Slobodan Bala
THE CONCEPT, CONTENTS AND POSSIBILITIES
OF THE ELECTIVE COURSE FOLK TRADITION
Summary
Possibilities for interdisciplinary research offered by the elective course Folk tradition
are welcome in elementary school since ethnomusicology is often underrepresented in preschool
institutions. This article is based on the studies of folk tradition in elementary school, and it represents
an attempt to explain activities and pedagogic and didactic aspects of the course. The author explains

97

 1/2011.

how the importance of folk tradition can be emphasized in the teaching process, enabling pupils to
interpret the traditional culture, its elements and forms by themselves. The pedagogical importance of
the development of this elective course is based on the development of the young peoples motivation
to study their traditional heritage, creating in such a way an adequate relation to the traditional, real
values.
Key words: tradition, folklore, pupil, education, pedagogic and didactic aspects, school.

98

UDC 784.67.087.681:785.16

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 1/2011.

, ,
.

. , (G. Revesz)
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103

 1/2011.

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104

, .
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.
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.
, . (1961). . : .
, ., , ., , . (1983). . :
, : .
Mirjana Bala
CHILDRENS CHOIR AND CHOIR SINGING
Summary
The author writes about the importance of choir singing as a very important need of children
of all ages, and especially of preschool children. By singing in a choir educational goals can be achieved
in the nicest possible way, through song. Besides socialization, development of the sense of belonging
to a group, aesthetic evaluation of music and the active creation of tone, there are other educational
goals such as learning new music material, new words, forms and shapes, development of the melodic,

105

 1/2011.

rhythmic and harmonic hearing, listening and noticing ones own vocal reproduction and analytical
hearing of the vocal expression of others, discipline and control of breathing, posture and above all the
happiness and enjoyment in a choir song.
Key words: children, choir, song, group activity, preschool institution.

106

UDC 821.163.41-93-32.09

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 1/2011.

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111

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113

 1/2011.

,
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, . (2005). . :
.
, ., , . (1996). . : .
,. (2008), . .
, ., (2007). . :
.
, . (1991). . :
.
, . (2007). . .
Rosandi, D. (1986). Metodika knjievnog odgoja i obrazovanja. Zagreb: kolska knjiga.
Rosandi, D.(2005). Metodika knjievnoga odgoja. Zagreb: kolska knjiga.
Milanka Maljkovi
LITERARY TEXT TRANSFORMATION IN WORKING WITH PRESCHOOL CHILDREN
Summary
A preschool child often improvises with the familiar literary texts and changes their contents.
It is easiest for a child to learn the truth about endless expressive possibilities of a literary text through
personal linguistic experience, gained by different methodological approaches. Considering the fact that

114


a literary text is concise and the descriptions in it are reduced to details, when working on a text children
define the gaps in the text using their imagination, they transform the text and, in that way, create their
own complete representations.
Key words: child, preschool age, literary text, transformation.

115

UDC 821.163.41-93-14.09 Jo - J.

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.
, (Vitez, 1969: 6).
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.

Buinac, M. (1987). Ludika pjesma Grigora Viteza, Umjetnost i dijete, br. 1-2. Zagreb: 91-98.
Vitez, G. (1969). Djetinjstvo i poezija, Umjetnost i dijete, br. 3. Zagreb: 4-21.
, . (2006). . :
.
Gordi, S. (1983). Srea kao prestup, Detinjstvo, br. 3-4. Novi Sad: 19-24.
Grli, D. (1976). Filozofsko-estetski aspekti nekih suvremenih teorija igre, Umjetnost i dijete, br. 4243. Zagreb: 3-11.
, . (2004). , . : : 97112.
, . (1965). . : .
Joci, M. (1975). O nekim morfo-semantikim karakteristikama poezije za decu, Detinjstvo, br. 3.
Novi Sad: 24-31.
Kekez, J. (1986). Usmena knjievnost, u: Uvod u knjievnost, (priredili Zdenko kreb i Ante Stama).
Zagreb: Globus: 165-166.
, . (1957). , ,
7, : . : .
Lei, Z. (2008). Teorija knjievnosti. Beograd: Slubeni glasnik.
, . . (2007). ,
III. : : 21-27.
, . (1983). , , .4. : 219-229.
Mitrovi, M. (1988). Fenomen igre u savremenoj poeziji za decu, u: Mirjana Duran, Dijana Plut,
Mirjana Mitrovi, Simbolika igra i stvaralatvo. Beograd: Zavod za udbenike i nastavna sredstva.
, . (2002). . : .
Pei, R., Miloevi-orevi N. (1984). Narodna knjievnost. Beograd: IRO Vuk Karadi.
Prai, M. (1971). Igra kao sloboda. Novi Sad: Zmajeve deje igre, Kulturni centar.
, . (2003). . : .
Renik knjievnih termina (1992). Beograd: Nolit.
Rui, . (1985). O jednom obliku tonske versifikacije i Zmajevim meovitim stihovima, Zmajev stih,
radovi sa strunog radnog sastanka odranog u Novom Sadu 5. i 6. decembra 1983. godine, (urednik
Svetozar Petrovi). Novi Sad: Vojvoanska Akademija nauka i umetnosti: 71-111.

121

 1/2011.

I-XVI (1933-1937), ( . ).
: .
, . (1993). , , . 71-72. : 137-149.
, . (1972). , . : .
klovski, V. (1970). O poeziji i zaumnom jeziku, Poetika ruskog formalizma, preveo s ruskog Andrej
Tarasjev, (izbor tekstova, predgovor i beleke Aleksandar Petrov). Beograd: Prosveta: 119-136.
Tamara Gruji
ZMAJS TONGUE-TWISTERS AS A LINGUISTIC GAME
Summary
This article compares Jovan Jovanovi Zmajs rhyming tongue-twisters to the tongue-twisters
from the oral literature, because Zmaj takes on the form of a folk tongue-twister. Tongue-twister is a
genre of oral literature which enables a child to play a linguistic game and express itself freely, in the
extent their verbal abilities allow. Using an oral literature genre, Zmaj created rhyming tongue-twisters
(songs similar to tongue-twisters) which children can use to practice their verbal abilities, and have fun
and enjoy themselves at the same time.
Zmaj used the tongue-twister as an example of how oral literature can be an endless resource
of innovative and artistic creation for children. This article also illustrates that oral tradition, through
Zmajs songs, still lives in the contemporary childrens literature.
Key words: Jovan Jovanovi Zmaj, oral literature, tongue-twisters, linguistic game, game,
children, rhythm.

122

UDC 811.163.1374

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Danijela Iliin
THE PLACE OF ORIGIN AND THE FIRST ORTOGRAPHY SCHOOLS OF THE
SERBIAN RECENSION OF THE OLD CHURCH SLAVONIC LANGUAGE
Summary
The first literary Slavic language is Old Church Slavonic, and it originates from the 9th century.
Rewriting religious texts, old scribes brought certain changes into the standard language, and that was
the way how its adaptations, known as the Old Slavonic recensions, were created. The oldest surviving
monuments of the Serbian recension originate from the end of the 12th century, although there are
evidences that some of the monuments existed even before that period. Because of that, various opinions
exist about the time and place of origin of the Serbian recension of Old Slavonic. It is supposed that the
regions of the origin: Zahumlje (located in todays Herzegovina and southern Dalmatia), Duklja (most
territory of todays Montenegro) and Principality of medieval SerbiaRascia made a connected region,
from the west and southwest to southeast and the east. Under those boundaries appeared the adaptation
of Old Slavic alphabet, the more appropriate one for the Serbian folk pronunciation.

132

UDC 004.912

ECDL

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2011. .

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, . (2006). . 2006.
33. (. -306-309). :
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, . (2000). Implementacija ISO 9000. : Mobes Quality.
, . (2004). Implementacija TQM. : Mobes Quality.
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137

 1/2011.

Bologna Process
http://www.bologna-bergen2005.no/
: 04. 09. 2010.
European Centre for Higher Education CEPES
http://www.cepes.org
: 09. 07. 2010.
European Association for International Education EAIE
http://www. eaie.org
: 19. 12. 2010.
European Center for Strategic Management of Universities ESMU
http://www.esmu.be
: 04. 09. 2010.
UNESKO
http://www.unesko.org/education
: 30.10. 2009.
Ljiljana Krneta
INFORMATION TECHNOLOGY AND THE ECDL STANDARD
AS PRECONDITIONS FOR QUALITY HIGHER EDUCATION
Summary
This article represents a segment of a research done in order to assess the quality of higher
education in Vojvodina. Quality, among other things, demands institutions of higher education to be
technically well equipped, to ensure information availability and Internet access, and provide ECDL
(European Computer Driving License) training for students who wish to ensure their mobility by
acquiring a computer certificate accepted in the whole European Union. The results of this research
confirm the assumption that students in Vojvodina are not in the same position, even when they enroll the
same university, in Novi Sad. The demands of quality higher education are more easily met by students
in Novi Sad, and the further we move from the centre of the province the fewer are the possibilities for
students to meet these demands.
Key words: higher education, quality, information technology, ECDL standard.

138

UDC 796/799

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, . (2005).
, : . . (.),
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: 229-235.
, . (1970). . : .
McArdle, W., Katch, I. i Katch, L. (2006). Essentials of Exercise Physiology. Baltimore: Lippincott
Williams / Wilkins.
, . (1975). . : .
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kof, B. (2001). Vzdrljivostni tek 1. del prvi koraki k vzdrljivostni vadbi. Ljubljana: Fakulteta za
port Univerza v Ljubljani.
Zoran Miji
THE EFFECT OF PROGRAMMED TRAINING ON THE LENGTH RUN AT
CROSS COUNTRY COMPETITION BY PUPILS AGE 11
Summary
The aim of this study was to determine the optimal length of track which pupils can run in
cross-country competitions, using programmed training and constant tracking of their heart rate. The
official length of track for competitions is extremely short requiring sub-maximal intensity; in other
words, anaerobic mode which is not good for young organism in development. Consequently, many
pupils take a long time to recover after finishing the race, and nausea and vomiting are common. Some
professors do not prepare pupils adequately or long enough, thinking that because the tracks are short,
that the pupils will run without any problems.

146

 ...
The subjects of this experimental study were 40 pupils age 11 from Stojan Novakovi Primary
School in Sabac, of whom there were 20 girls and 20 boys split into two subgroups.
Sample variables included: heart rate at rest, maximum heart rate measured at 600m, the
difference in heart rate measured at 600m and at rest, the distance run until failure with 80% ( 4 cycles)
of maximal heart rate at 600m.
This experimental study lasted two months, during which Polar S610 heart rate monitoring
equipment was used. Results were transferred to a computer in order to track and log the results.
Based on the studys findings, it was concluded that sufficiently long, programmed and
continuous training affects the length of run distance; which is longer than the one usually run in crosscountry competitions, with no harmful effects on pupils organism in aerobic mode.
Based on theoretical principles that define aerobic exertion and the study findings , the optimal
length of a cross-country track for pupils age 11 was determined as being 2000 metres for girls and 2500
metres for boys.
I hope that this research will contribute to the theory and practice of athletics and help all those
who work with children of this age.
Key words: pupils, cross-country competition, length of a track, heart rate.

147

UDC 681.818.91

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, . (1975). . : .
. (1962). : .
, . . (1979). . : .
, . (1989). . : .
Gojkovi, A. (1994). Muziki instrumenti, mitovi i legende, simbolika i funkcija. Beograd, Bruxelles, i.e:
Atelier Tchik et Tchak.
, . (1973).
, XX : 173-190.
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117.
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. . . (2002).
. / - : 67-76.
y, . (1973). . XX :
37-61.
, . (2000). . . :
.
Milutinovi, V. (1978). Svatovac u Vojvodini, Zbornik XX kongresa SUFJ: 78-93.
Milju, A. (1988). Instrumentalna narodna kola u vojvoanskih Srba Zbornik XXXV kongresa SUFJ:
426-433.
, . (1987). : .
: , 28. X 2004. :
(1949), , ,
, .
Dragana Stojanovi
BAGPIPES IN NORTHERN BANAT THROUGH THE REPERTOIR OF BRANISLAV ZARI
Summary
The article Bagpipes in Northern Banat through the repertoire of Branislav Zari represents
an attempt and a suggestion for systematization and classification of traditional folk vocal-instrumental
and instrumental bagpipes songs from Northern Banat on an example of a case study a contempora
ry bagpipes player Branislav Zari. Zaris contemporary bagpipes practice and his repertoire are
overviewed through the prism of his relation to the tradition and musical heritage on one hand, and the
positioning of the role of a bagpipes player in Northern Banat today, in the modern ages of the XXI
century on the other. The tradition has now been transformed and somewhat changed, mostly at the level
of context and the function of performing, which ensures the preservation of the traditional heritage, and
with it the possibility for the Northern Banat bagpipes tradition to live on and be transferred through
time, space and generations.
Key words: Banat bagpipes, bagpipes player, repertoire, classification, tradition, contemporary
times.

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, , (, 1969)17,

, .

1948. .
Antunovi, I. (1899). Bunjevci i okci u Bakoj, Baranji i Lici. Beograd.
Aanski, V. (2009). Tanzschule-kola igranja profesora Vukovia. Novi Sad: KID PESA, XXIV
KIBV: 272-275.
, . . (1949). ( 1). : .
, . (1960). . : (
CCCXXX), . 11, .
, . (2009). . :
: 121-136.
Vasi, O. (2004). Kad ujem tambure (orske igre Vojvodine) U: Folklor magazin. Beograd: Art grafik
br. 006: 18-21.
(, , , ,, ).
17
Plesni folklor u Vojvodini. KID PESA. Novi Sad. 2009: 3-4 (preuzeto iz zbirke Lek od
smrti, Matica Srpska, Novi Sad, 1969).

161

 1/2011.

Vasi, O. (). Uticaji istoka i zapada na gradske igre Srbije (skripta).

Ivanan, I. (1964). Narodni plesovi Hrvatske 1 (drugo izdanje). Zagreb: Savez muzikih drutava
Hrvatske.
, . (1953). . : , CIII: 247-256.
J, (1949). V . : : 107-108.
, (1952). VII . : : 169-170.
erkov, J. (2009). Nobl i graanski balovi. Novi Sad. KID PESA, XXIV KIBV: 249-250.
, . (2010). . . .
: 55-56.
, . . (2006). . : Feniks Libris.
Kuha, F. (1880). Juno-slovjenske narodne popievke III knjiga. Zagreb: Tiskara i litografija C.
Albrechta.
Kuha, F. (1881). Juno-slovjenske narodne popievke IV knjiga. Zagreb: Tiskara i litografija C.
Albrechta.
, . (2003). . : .
, . (1869). ( ) .
: .
, (1973). . : . ,
, . 14.
, . (2003). . :
.
Rakoevi, S. (2009). Matrica uspostavljanja drutvenih identiteta u tradicionalnoj plesnoj praksi Srba
u Banatu tokom XX veka. Novi Sad: KID PESA, XXIV KIBV.
(1994). : .
.
o, V. (1984). Starocrnogorske narodne igre. Zagreb.
Gordana Roganovi
FOLK SONGS ACCOMPANYING KOLO DANCE THEN AND NOW
Summary
Natural position of Vojvodina is placed among Europe and the Balkans, and its huge territory
was under various cultural influences throughout history. According to the older writers and research
workers, very popular and favorable way of dancig in circle (kolo), included singing of characteristic and
charismatic folk songs. These are short cheerful songs with lyrics which are often vulgar and obscene,
and therefore have not been published for many years. During the nineteenth and the first half of the
twentieth century, the major carriers and creators of these songs were bagpipers and good dancers. In
the second half of the twentieth century it became usual to shout out the lyrics loudly in one tone that
belongs to tune, without proper melody. The question is how and when that happened. Assumption is
that the main reasons, among others such as the disappearance of bagpipes from traditional music, were
the European cultural influence and the appearance of pair-dances: in this area called modern dances
like kadril, waltz, polka, czardas. Based on this form, people in Vojvodina created their own pair-dances,
containing lots of steps-variations, with elements of traditional dances that demonstrate superior dance
abilities and high level of improvisation. Most pair-dances are accopmanied by different kinds of lyrics,
and there is a strong possibility that the folk songs from the nineteenth and the twentieth century, were
moved and ended in pair-dances.

162

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