preschool teacher training and business...

PRESCHOOL TEACHER TRAINING AND BUSINESS INFORMATICS COLLEGE - SIRMIUM

COURSE CATALOGUE

PRESCHOOL TEACHER

The Course Catalogue includes general information on the institution, detailed information on courses, assessment procedure, names of people to contact so that all interested parties on the institution’s learning environment can easily access it and make the right choices. The Course Catalogue is published on the institution’s website in the national and the English language. It includes information on individual educational components (code, title, type), cycle, semester when the component is delivered, number of ECTS credits allocated, name of lecturer(s), learning outcomes, as well as the content and aims, model of delivery, prerequisites, recommended or required reading and other learning resources/tools, planned learning activities and teaching methods, assessment methods and criteria, as well as the language of instruction (Serbian, English and Russian). Its aim is to improve transparency for prospective students before entering and throughout their studies.

Contact person: PhD Maja Cvijetic email: [email protected] tel. +381691777014

PhD Gordana Mijailovic email: [email protected] tel. +381691777002

Milena Radosavljevic email: [email protected] tel. +381691777006

Svetlana Barac email: [email protected] tel. +381691777011

mailto:[email protected]




Study programme : Preschool teacher

Course: SOCIOLOGY

Professor: PhD Zoran Gudovic

Course status: OBLIGATORY

ECTS: 4

Condition: registered semester

Course aim That the student discovers and sees not only open but also hidden / latent / functions of social institutions, intended

but also unintended consequences of social activity. Students acquire theoretical and practical knowledge in the direction of

their healthy integration into the working and overall social space through empathy and understanding of other people, as well

as understanding of diversity. To identify cause-and-effect relationships in the complex determinism of social phenomena.

Course outcome After successfully completing the course, the student will be able to determine and consider the directions of

complex social phenomena and processes as well as their connection; to recognize and critically evaluate the main megatrends

of modern civilization development and to select their forms. The student will show and analyze the concept of globalization

and the contradictory dimension of its manifestation. The student will introduce and describe world monotheistic religions and

point to their changed social context in contemporary society. The student will recognize and systematically expose problems

related to ethnic conflicts in the world and their connection with globalist processes, but pursuing ethnic identity. The student

accepts the necessity of the existence of cultural differences / religious, ethnic and other /, respecting their cultural content and

differences. The sstudent appreciates the willingness to cooperate and adheres to ethical standards in their work.

Course content

Theory- Subject, origin and tasks of sociology. Methods of sociology. Main theoretical orientations in sociology. Labor-

central human category. Division of labor as a basis for the development of man and society. The notion of property and

property forms. Concepts and changes in modern business: transition, entrepreneurship, management, marketing. Social

power. Concept, forms and sources of social power. Society typology. Pre-industrial (peasant-agrarian), industrial and post-

industrial (informatics). Traditional and modern societies. Contemporary sociological paradigms. Population and population

development problems. Global economy, sustainable development and environmental problems. Social groups - species

Social communities. Family-primary human community. Family and social condition of upbringing. Ethnic communities and

ethnic identity. Ethnic conflict. The class-layered structure of the society. The concept and theories of the elite. Social

Change and Social Mobility. The main megatrends in modern society. Social development-concept and indicators.

Modernization and Information Society. Contradictions and problems of modern society. Globalization and its Aspects.

Religion and Society. Monotheistic religions. Modern Transformation of Religion.

Practice - The meaning, role and scope of sociology in society. Communication, interaction, different cultures. Contemporary management theory.

Conflicts in society, sense, type, and historical context. Concept, forms and sources of social power. Comparative analysis of the socialist and capitalist

economy with emphasis on the theory of convergence. The legal order and the rule of law. Modern and traditional societies. Population and population

development problems. Definition, origin, approaches, aspects and drivers of globalization. Social institutions and organizations. Transformation of a

modern family. National consciousness and nationalism. The concept and theories of the elite. The main megatrends of modern civilization development.

Culture, subculture, counter-culture. Monoculturality, multiculturalism,

interculturality, transculturality. Religious organizations and contemporary transformation of religion

Refernces Bek,U.(2001): Rizično društvo, Beograd, Filip Višnjić Gidens,E.(2003): Sociologija, Beograd, Ekonomski fakultet Gudović, Z.(2012): Uvod u sociologiju-opšti pojmovi i problemi, 3.dopunjeno izdanje.Sremska Mitrovica, Visoka škola strukovnih studija za vaspitače i poslovne informatičare Sirmijum Haralambos, M,, Holborn,M.(2002): Sociologija: teme i perspektive, Zagreb, Golden marketing Pokrajac,S.(2009): Uvod u sociologiju,3.izdanje, Bečej, Proleter.

Number of classes Тheory: 45 Practice: 15

Methods of teaching Lectures, exercises, discussions, workshops, content analysis, problem solving, practical work

Knowledge assessment (maximum number of points 100)

Pre-exam obligations points Final exam points

activity during lectures 5 written exam

practice 25 oral examination 40

colloquium-i 20 ..........

seminar(s) 10

Study programme : Preschool Teacher

Course: Information systems

Professor: PhD Srdjan Damnjanovic, Darko Drazic

Course status: Obligatory

ECTS: 3

Condition: registered semester

Course aim

Encouraging students to become familiar with the opportunities offered by computer science in computing in a faster, easier and

more reliable way to solve problems. Acquiring basic computer literacy.

Course outcome

Students are able to use computers in further education and future work. Students know the operating system and architecture of

the personal computer, the Windows operating system, and the Microsoft Office software package (Word and Excel).

Course content

Theory

Information Technology. The importance of computing and informatics in contemporary society. Subject, purpose and tasks of

information and computing. Manual and automatic data processing tools. Computer system architecture. Computer Generations.

Computer System Architecture. Mathematical basics of data processing. Data, information and knowledge. Numerous systems.

Decade number system, binary number system, number conversion. Windows operating system. Working with windows and

icons. Windows Explorer. Read the contents of the directory, create a new directory, change the directory name, copy the file,

delete and save the file. Text editing. Pallets Sandard and Formatig. Microsoft Word. Graphics. Inserting images into a

document. Work with tables. Creating frames, merging cells, separating cells. Sort columns and rows. Activation and Excel

work environment. Title line, tool palettes, line of formulas. Creating a workbook, worksheets. Preparation for creating a table,

passive and active data. Enter data in a table. Format cell tables. Add rows and columns, delete rows and columns. Automatic

calculator. Classification of data. Working with spaced sequences. Formula. Different calculations. Sorting. Networking

computers. Computer communications. Multimedia presentations.

Practice

Windows operating system (system information, display settings, control panel). Windows Explorer (creating and deleting

directories, working with files). Microsoft Word (document work, page setup, text processing, text formatting). Graphics

(Drawing palette, drawing of basic and complex shapes, shading). Microsoft Word (working with tables, adding and deleting

rows, formatting the table). Microsoft Excel (worksheet, data entry, data formatting, spreadsheet work, work with formulas and

functions).

References Lj. Cvetković, Informatika sa računarstvom I, VŠSOV, udžbenik, Sremska Mitrovica, 2009. Lj. Cvetković, Informacione tehnologije II, Fakultet za preduzetni menadžment, udžbenik, Novi Sad, 2007. Z. Aleksić, MODUL 3: Word, Udžbenik za pripremu ECDL ispita, Kompjuter biblioteka, 2007. Z. Aleksić, MODUL 4: Excel, Udžbenik za pripremu ECDL ispita, Kompjuter biblioteka, 2007.

Number of classes Тheory: 15 Practice: 15

Methods of teaching

Theoretical teaching and practical exercises in a computer classroom.



activity during lectures 10 written exam 60



Course : English I

Professor : PhD Maja Cvijetic


ECTS: 3

Condition:registered semester

Course aim Introducing students with modern research and theory in learning foreign languages and training for the

implementation of acquired knowledge and skills in practice. Mastering not only language systems, but also skills, both

receptive and productive in order to achieve fluency and accuracy.

Course outcome Student is familiar with a phonological system, pronunciation and intonation are clear and natural. The student

expresses fluently, spontaneously and precisely. The student is able to execute the synthesis of information and arguments

collected from various sources. The student shows autonomy in reading, adjusts the way and speed of reading to the type and

nature of the text, choosing the appropriate sources. In a clear and comprehensible way, the student writes about a variety of

topics concerning his field of interest by linking the concepts and fact, respecting the rules of writing. The student recognizes

the aesthetic and poetic role of the use of language. The student is famialar with and applies basic types of formal letters and

essays.

Course content

Theory Present Tenses; School System; Articles; Formal/Informal Letters; Jobs and Professions; Roleplay; Past Tenses;

Storytelling; Plans and Ambitions; Future Intentions; Time Expressions; Quantity; Comparative and Superlative; Verb

Patterns, Hot Verbs; Project work

Practice: Present Simple/Present Continuous Tense; School Systems in England and Serbia/ Preschool Education; Definite

Article /Indefinite Article; Human body/The Nurse; Countable/Uncountable Nouns; Jobs fo Boys and Jobs for Girls/ Interview;

Past Simple/PastContinuous/Past Perfect; Charolotte’s Web/Writing a Story; Modal Verbs/ Giving Advice,

Suggestions; Will/Going to; Time Expressions/Time Clauses; Word Formation/Quantifiers; Regular Comparison/Irregular Comparison; Medical English-vocabulary building; Project work/ Children’s Literature

References: 1. Soars, John and Liz. (2010). New Headway Pre-Intermediate. Student Book. Oxford: Oxford University Press. 2. Soars, John and Liz. (2010). New Headway Pre-Intermediate. Workbook. Oxford: Oxford University Press.

3. Reilly Vanessa and Sheila M. Ward. (1997). Very Young Learners. Oxford:Oxford University Press. 4. Cvijetić M. (2012). English for Preschool Teachers. Visoka škola strukovnih studija za obrazovanje

vaspitača, Sremska Mitrovica.

Number of classes Theory 15 Practice: 15

Methods of teaching: Verbal method (dialogue method, discussion, polemics, debate), demonstrative method, research

and combined work.


Pre-exam obligations points

Final exam points

activity during lessons 10 written exam 70

practice oral examination

colloquium-i ..........

seminar(s) 20


Course : Physical education I

Professor : PhD Dejan Savicevic

Course status: obligatory

ECTS: 2


Course aim

-introduce students with the program basics of physical education and sports recreation aimed at improving and maintaining the

physical and psychological well-being of the student population

-To enable students to plan and program the forms and contents of physical education and sports recreation in adolescent and

pre-school children

-Develop students' competencies to create conditions and situations for optimal bio-psycho-social development of preschool

children

Course outcome

-Analyzes the effects of measuring instruments directed at the anthropometric and motor status of the student population

-Formulates and structures models of physical activity programs of different age categories

-Identifies and understands the developmental stages of biomotor abilities of pre-school children

-reads, analyzes and integrates academic literature

Course content

Practice

Theory and methodology of recreation as a teaching subject Anthropometric measurements - longitudinal and transferal dimensions Anthropometric measurements - Circular measurements and subcutaneous fat tissue Physical exercise programs aimed at raising the motor and functional abilities of students and children of pre-school age Selection of exercises for strength (strength) and strength of the muscles of the neck and face, arm and shoulder The selection of exercises for strength (force) and the strength of the muscles of the hull and muscle of the leg Swimming course (water games and methodical approach to the swimming style) Swimming course (water games and methodical approach to chest style swimming) Swimming course (water games and methodical approach to the back swimming style) Individual programs for strength and strength development - circular method and method of cells Methods for developing endurance and speed depending on the age characteristics of children Display BOT 2 and TMGD 1 (demonstration of measuring instruments at the team level) Long jump, throwing the medicine from the lying position, the dynamometry of the hand and the height in the fold Trainigns for strentgh and endurance developmen The complexes of physical exercises for speed and endurance.

References

Bala, G. (2010). Metodologija kineziometrijskih istraživanja, Novi Sad: Fakultet sporta i fizičkog vaspitanja. Višnjić, D.,

Jovanović, A. i Miletić, K. (2004). Teorija i metodika fizičkog vaspitanja. Beograd: Fakultet sporta i fizičkog vaspitanja

Stojiljković, S.(2001). Fitnes. Beograd: Fakultet sporta i fizičkog vaspitanja

Number of classes Theory Practice: 30

Methods of teaching Practically meaningful learning, professor-studen cooperative learning, cooperative learning in groups,

discussions, team work



Final exam points

activity during lessons

practice 10 испит 50

colloquium-i 30

team work 10


Course : Family pedagogy

Professor : phD Marta Dedaj


ECTS: 4


Course aim:

- to gain knowledge about family, parental roles, family and educational practices;

- Students understand the psychodynamics of family life in the context of a holistic approach.

- To gain knowledge about preventive strategies and procedures of professional behavior in situations of unaccepted behavior of children;

- Training students to realize different forms of family and preschool cooperation.

- Familiarize students with family support strategies and acquire knowledge about children who need additional support in upbringing and education.

Course outcome :

- After successful completion of the course, the student:

- Has knowledge of the role of the family in the development of children and the styles of family and educational practice.

- integrates knowledge, skills and abilities in working with children and parents and understands them in the context of comprehensive child development;

- acts preventively and knows and applies the procedures of professional behavior in situations of unaccepted behavior of children;

- recognizes and applies the strategies for achieving partnership with the family.

- Identifies children who need additional support in education and develos strategies to support their development and participation in the group in cooperation

with their parents.

Course content Тheory 1. The concept, subject and tasks of family pedagogy. Phases and tasks of the family life cycle; 2. Historical overview of family perceptions and its role in

personality development. Pedagogical classics about the family; 3. Theories and theoretical approaches to family: Historical-institutional approach; Structural-

functional approach; Interaction-symbolic approach; 4. Family, social system and social change. Family as a biosocial unit; 5. Family types: Patriarchal family. Modern family and its educational function; 6. Methods and means of family upbringing. Principles of family education; 7. Influence of family on children's

upbringing: a complete family. Incomplete family: family in which one parent died; family without both parents, new marriage; 8. The impact of family

specificity on the upbringing of children. Desired child; single family; twins in the family; adoption of a child; y aging; 9. The role and influence of parents in child development: moral education, sexual upbringing; Physical Education. Independence in children and the formation of habits; 10. Family and children with

disabilities. Forms of misconduct; 11. Family relations: intragenerational and intergenerational relations. Relationships between parents; 12. Family education

problems: families with disordered relationships. Problems of family education: families with disrupted structure; 13. Normal family processes. Clinical models of normality; 14. Preparing for marriage and responsible parenting. Selection of partners and family formation; 15. Family and pre-school cooperation. Parents'

role in the support team (inclusive concept of preschool education). Forms, methods and functions of cooperation between preschool institutions and family.

Practice 1. Genogram: interpretation and use of genograms (example); 2. "My family" - family structure (illustration of the genogram); 3. The model of solving the

problematic situation in the family (examples of circular issues). Systematic approach to family study; 4. Models of organization of family life; 5. Child with disabilities in the family (forms of support); 6. Child with disabilities: a case report; 7. Children in divorce situations: a case report; 8. The order of birth as a

factor determining the position of children in the family. Self-reflection - satisfaction / dissatisfaction with one's own family position; 9. Family life cycles and marital life cycle; 10. Causes and indicators of developmental difficulties and strategies for helping children and parents; 11. Children in families where there is

violence: a case report; 12. Family problems and ways of resolving them: a case report; 13. Transgenerational analysis: case report; 14. Motivation for parenting

- identifying own motives (types of parents); 15. Problem solving: family and preschool cooperation. Interview with parents.,,

References Gordon, T. (2003), Umeće roditeljstva. Beograd, Kreativni centar. Grandić, R. (2007), Prilozi porodičnoj pedagogiji, Novi Sad, Savez pedagoških društava Vojvodine. Dedaj, M. (2010), Uloga porodice u fizičkom vaspitanju dece, Novi Sad, Pedagoška stvarnost, br.5-6, str. 412-420. Dedaj, M. , Panić, T. (2014), Suradnja obitelji i odgojitelja u ranom odgoju, 14. Dani Mate Demarina, Zagreb, Suvremeni izazovi teorije i prakse odgoja i obrazovanja, str.61-68. Dedaj, M. (2012), Porodična i bračna terapija po metodi Virginije Satir-prikaz slučaja, Novi Sad, Pedagoška stvarnost, br.2, str.221-230. Dedaj, M. (2015), Porodična pedagogija, Autorizovana predavanja sa praktikumom. Dedaj, M. (2013), Sistemski pristup inkluziji, Zbornik rezimea sa međunarodnog naučnog skupa: Inkluzija u predškolskoj ustanovi i osnovnoj školi, Institut za pedagoška istraživanja Beograd i Visoka škola strukovnih studija za obrazovanje vaspitača Sremska Mitrovica. Mijailović, G. (2006), Dete u porodici, Laćarak, AM Graphic.

Number of classes : Theory 30 Practice: 15

Methods of teaching:

Lectures, exercises, consultations. Study of selected topics in the field of family pedagogy: discussion, debate, individual work.



Final exam points

activity during lectures 5

seminar 10 oral examination 50

genogram 10

colloquium 25


Course : Art Education

Professor : Miroljub Vujicic


ECTS: 3


Course aim

Acquiring knowledge from the theory and practice of art education. Developing the ability to analyze artwork in order to

enhance the aesthetic judgement. Gaining practical skills in painting, sculpting, drawing and graphic techniques, based on

them forming the views on these artistic phenomena. Developing students' competences for recognizing and developing

artistic creative potentials of preschool children.

Course outcome

Students have theoretical and practical knowledge of painting, drawing, graphics and abilities and skills for their application in

the context of kindergarten. They are able to analyze artwork. They understand the use of visual art in the educational group in

order to respond to the needs of children's development. They use arts and skills in the field of fine arts to enhance their

learning experience in pre-school children.

Course content

Theory Phenomenon of visual arts; Aesthetic sign and aesthetic judgment; Fine arts through history; Art elements and design;

Composing works of art; Line, shape, color and brightness; Space and plastic design; Applied art; Drawing techniques; Graphic

techniques; Painting techniques; Sculpting techniques; Artistic motifs; Symmetry, proportion, rhythm; Analysis of artwork

Practice: Getting to know different art techniques of both "clean" and combined; Practical realization of various fine art

elements: line, color, shape ...; Getting to know different art games / scheduled hours: 10 /; Introduction to group work;

Illustration; Recruiting and work in nature / number of hours: 5 /; Motives and choice of materials and techniques by choice

References

Karlavaris, B., i sar. (1982): Likovno vaspitanje, Beograd: Zavod za udžbenike i nastavna sredstva Priručnici iz

oblasti istorije umetnosti


Methods of teaching



Final exam points

activity during lessons 10 written exam


colloquium-i 10 practical work 40

seminar(s)


Course : Vocal –instrumental teaching 1

Professor : МA Branimir Dragojevic


ECTS: 2


Course aim

Training students for independent vocal and instrumental performance of compositions of music pieces for children and, as

required, of more complex musical examples.

Course outcome

The basic knowledge of music theory and musical literacy is mastered. Being acquainted with elementary vocal - instrumental

technique. The student has improved and developed musical habits and vocal - instrumental abilities.

Course content

Theory

/

Practice

Basic theory of music: terminology, terms, definitions of rhythmic and melody movements, tonality, written signs for tempo,

dynamics, articulation, phrasing. Music, sound, tone, sound properties. Singing. Parlato, solo singing, performance of rhythm.

Rhythm and rhythmic figures, beat, bar. Developing and equating bars. Mastering the music of the accordion. Instrument

setting, proper hand and finger hold, interpretation of simpler children's songs. Correlation with note text.

References

1. 1. Despić, D. (1997): Teorija Muzike, ZUNS, Beograd.

2. 2. Dragojević, B. (2012): Vokalno-instumentalna nastava, VŠSSOV, Sremska Mitrovica.

3. 3. Tajčević, M. (1982): Osnovna teorija muzike, NOTA, Knjaževac.


Methods of teaching

Practice



Final exam points


practice oral examination 70


seminar(s)


Course : Professional- pedagogical practice I

Professor : PhD Isidora Korac


ECTS: 1

Condition

Course aim: Getting insight into the organization and work of preschool institutions and getting to know the profession of educator.

Course outcome : Students gained insight into the organization of the external and internal space of the preschool institution;

they are familiar with the organization of the work of the preschool institution, the timing of activities, the number of groups,

the number of children within the group, etc .; understand the need to adapt the organization of space and activities of the

preschool to different needs of children; they are familiar with the specifics of the profession of educator and professional

approach in establishing relationships with various actors in the educational process.

Course content

Professional and pedagogical practice is carried out in the form of hospitality and independent work of students in pre-school

institutions within all organizational forms of educational work with children of pre-school age.

Practice: Getting to know the general organization of the work of the preschool institution (organization of space, time schedule of

activities, number of groups, number of children within the group, etc.); Sketching and assessment of functionality and aesthetic appearance

of kindergarten with description: size; space, devices and equipment, a space for games with sand, etc .; Sketching and assessment of

functionality and aesthetic appearance of the room for educational work (size, arrangement of existing equipment, toys and materials,

playgrounds or centers of interest, etc.); Observation of activities and individual forms of behavior of children; Presentation of realized

activities of children and educators, as well as personal participation in activities; Give a brief overview of the experience gained in

organizing life and work in a pre-school institution related to the activities of children and educators, possible problems, dilemmas and

proposals for better organization and implementation of practice; Observing the activity of the educator and the discussion in order to get

acquainted with the characteristics of the vocational training, different roles within the preschool institution, etc.

References: Practice diary

Number of classes Theory Practice:

Methods of teaching Cooperative learning; dialog method; method-oriented method, problem method. Participation in the

evaluation of the effects of realized activities.




Course : SOCIOLOGY OF EDUCATION

Professor : PhD Zoran Gudovic


ECTS: 3


Course aimTo gain insight into the development and importance of education in society, students see the impact of globalization on the content and ultimate role of education, and take a critical attitude towards an aggressive tendency for education to be modeled in the west. That students view the socio-psychological profile of the man of the future who treats education as a form of creativity and a way of personality confirmation, and not just preparations for taking over the role in the existing division of labor .

Course outcome After successfully completing the course, the student will be able to see the need and importance of the lifelong education, to understand and make the difference between education for a working role and the articulation of life. The student will be able to consider the limitations of the Enlightenment concept of education where culture is perceived as an ornament and passive complement, and a Eurocentric model that separates children from nature, their own culture and history, direct contact with life. The students reconstruct the previous glorification of man as part of ecology teaching and criticize an anthropocentric model in the perception of our planet.

Course content

Theory The subject and the emergence of sociology of education. The notion of education and upbringing (similarities and differences).

Socialization, education, upbringing, education ... Educational lessons. The history of education and upbringing. Education,

individualization, manipulation. Comparative analysis of the difference of socialization-manipulation. Education and values. Traditional

values, social change, globalization - impact on education.

Social mobility and education. Education from status symbol to mass expansion. Classes, education, aspirations. School as an

institution. Radical critique of school (schooling) and alternative. Family, school, education. Education-enlightening act or learning for

life. Subculture, education, success. Media violence and education. The pedagogical act is the form of symbolic violence or dialogue.

To what extent does the school enable creativity, in which it represses repression. Crisis communication: speech or conversation.

Education and creativity.

Leisure. Leisure and leisure time education. Education and professions. Professions and social changes. Gender and education.

Feminization of roles, prejudices, education. Scientific technological revolution and education (new technologies and education).

Religion, culture and education. Ecology and education. Ecological culture, ecological awareness, ecological morality. A critique of the

egoistic and anthropocentric view of the world

Practice: Vilillage and education. Local communities and education modeled in the west. Globalization. Historical approach to education and upbringing. Conformity and education.

Indoctrination and education. Theoretical orientations in the sociology of education. Education and values. Education and society. Can education change society? Institutional frameworks of

education. Social Inequalities and Inequalities in education. A critique of the Enlightenment Concept of Education. Education for life .. School. pupils, deviant behavior. Gender and education.

Scientific and technological revolution and education. Religion and education. Ecology and education.

References

-Bok,D.(2005) Univerzitet na tržištu, Beograd, Klio

-Gudović,Z.(2005) Društvene protivrečnosti savremenog obrazovanja, Zbornik radova Više škole za obrazovanje vaspitača u Sremskoj Mitrovici

-Koković,D.(1994) Sociologija obrazovanja, Novi Sad, Matica Srpska.

-Koković, D.(2009) Društvo i obrazovni kapital, Novi Sad, Mediteran

-Mander,Dž.,Gldsmit,E.(prir.)(2003) Globalizacija, Beograd, Klio


Methods of teaching Lectures, exercises, discussions, workshops, content analysis, problem solving, practical work



Final exam points


practice 25 oral examination


seminar(s) 10


Course : Literature for Children

Professor : PhD Sladjana Milenkovic


ECTS: 2


Course aim

Introduce students with the most important representatives of our and world literature for children, the characteristics of literary works, as

well as the criteria for selection and evaluation of texts. Developing the competencies of students required to create conditions that integrate

all communication activities (language, spoken and written). Developing students' ability to use standard Serbian language efficiently in the

educational group.

Course outcome

Studens are able to use literary terminology, determine the criteria for selecting and evaluating texts of literature for children, making the

distinction between folk and art literature, literary genres and species, verbally communicating with children and adults in the Serbian

language and creating a positive atmosphere for further development of language and speech.

Course content

Тheory Division of literature and literature for children. Literature for children or children's literature? Function and artistic features of literature for

children; Genres in literature for children. Poetics of Literature for Children. Studying literature for children within literary science, developing literary studies and relationships with other fields of science. Introduce students with group and teamwork characteristics, with communication modes in a variety of high-level environments related to written work and documentation, verbal presentations, and online contexts.

Practice Analyzing literary and artistic works for children and young people, literary activities in which literary problems are exposed and generating programs for stimulating children's speech development. Developing students' abilities for argumentative discussions and presentations of work, encouraging critical and creative thinking. Creation and oral defense of seminar work, and subject students define together with the professor.

References

Živković, Dragiša: Teorija književnosti, sva izdanja

Milenković, S. (2012). Bajkovit svet detinjstva, Sremska Mitrovica: VŠSSOV. Petrović, T. (2011). Uvod u književnost za decu, Novi Sad: Zmajeve dečje igre.

Milinković, M. (2014). Istorija srpske književnosti za decu i mlade, Beograd: Bookland.

Milenković, S. (2012): Recepcija antičkog teatra u dramama za decu Aleksandra Popovića. U R. Vasić, D. Stefanović i K. Maricki Gađanski (ur.), Antika, savremeni svet i recepcija antičke kulture štamp. u celini, Beograd 9-11. septembra 2011, (str. 212-219). Beograd: Društvo za

antičke studije Srbije.

Milenković, S. (2010). Biblijske teme – inspiracija u poeziji Nikole Drenovca, U R.Vasić, D. Stefanović, K. Maricki Gađanski (ur.), Antička

kultura, evropsko i srpsko nasleđe, oktobar 2009, Beograd (str. 156-165). Beograd: Društvo za antičke studije i Institut za teološka istraživanja

Milenković, S. (2010). Tumačenje boja u Plavom čuperku Miroslava Antića, U T. Rosić (ur.), Savremena književnost za decu u nauci i nastavi, štam. u celini, decembar 2009, Jagodina (str. 233-243). Jagodina: Pedagoški fakultet

Milenković, S. (2010): Zlo kao motiv u književnom delu Dušana Kostića, U Žarko Đurović (ur.) Drugi Lalićevi susreti: Zlo kao književna tema, br. 104, OU, knj. 35, Podgorica, decembar 2009. (str. 205-215). Crna Gora, Podgorica: CANU

Milenković, S. (2011). Obrada nonsensnih pesama Ljubivoja Ršumovića u vrtiću. Uzdanica, god/br. VIII/2, 107-116. Milenković, S. (2012). Deca i mediji, Sremska Mitrovica: VŠSSOV.

Milenković, S. (2012): Ženidba sa preprekama – roman-bajka Tiodora Rosića Zlatna gora, U V. Jovanović i T. Rosić (ur.), Književnost za decu i omladinu - nauka i nastava, 6. aprila 2012, Jagodina (str. 351-359). Jagodina: Pedagoški fakultet


Methods of teaching lectures, exercises, discussion, case analysis, problem solving, creation and presentation of seminar papers,

development of mini projects in the form of action research, application of significant projection techniques and their discussion, simulation

or application in real conditions of possible methodical solutions, etc.



Final exam points




seminar(s) 10


Course : Preschool Pedagogy

Professor : PhD Gordana Mijailovic


ECTS: 3


Course aim: Introduce students with classical theoretical models, contemporary conception of pre-school upbringing and the basics of the preschool education system in Serbia. Develop student competencies for identification, analysis, creation and evaluation of preschool programs. To introduce students to the specifics of learning at preschool age, the functions of the play in the development and upbringing of preschool children, as well as the ways of its development. Develop competencies for observing, recording and evaluating children's play activities and creating conditions for playing in institutional conditions. To encourage the development of abilities for group and team work.

Course outcome After successful completion of the course, the student: summarizes the main contributions to the classics of pedagogy theory and practice of preschool education; analyzes and critically evaluates modern programs of preschool education; knows the ways in which early learning is organized and structured in Serbia; can explain the importance and principles of inclusive education and accepts the principle of equal opportunities in education; knows the specifics of learning at preschool age and creates an incentive environment for children, respecting different learning styles; identifies different types of children's play, evaluates and critically analyzes the conditions for playing in kindergarten; distinguishes the characteristics of group and team work and works efficiently with others.

Course content

Theory Pre-school pedagogy as a science and teaching discipline. Notions about children as a historical and cultural

category. Notions about children in Serbian culture. The position of children in the modern world. Possibilities and

limitations of family and institutional education. Classics presschool pedagogy: J.A. Komensky; F. Frebel; E.Key;

M.Montessori; Tolstoy, Modern conception of upbringing. in the world and in ior country: Montessori program, Valdorf

Pedagogy, Reggio Emilia; Pre-school education and education in Serbia. Inclusive education and education - concept,

legislation. The relationship between education and development. Specificity of learning of preschool children. Motivation of

pre-school children for learning. Play in the development and upbringing of a young child. Different classification of

children's games. Conditions for playing and learning in preschool. The concept and characteristics of children's creativity.

Conditions and procedures for nurturing and developing children's creativity. Programming, and planning educational and

upbringing work in kindergarten. Thematic planning - sources and conceptualization;

Practice: Students’ notions about childhood; Discussion on the topic: Childhood: a myth or reality. Raising children in

different cultures - analysis of video materials. Children in the customs and beliefs of our people. "Mother's School"of J.A.

Komensky. Tolstoy School in Jasna Poljana: principle of freedom, relationship teacher - pupil. Demonstration of the

Montessori method. Structure of educational programs - program analysis. Similarities and differences of Program A and B

Models Arguments for "and" against "inclusion. Teamwork in kindergarten. Characteristics of group and team work.

Learning styles - creating a stimulative environment for children with different learning styles. Introduction to the

observation technique - creation and application of check list and narrative notes. Game rules. Demonstration of traditional

children's games. Creation of "suitable" toys from packaging materials .. Presentations of the program "Open Montessori

Program", "Kindergarten as a Family Center" etc.

References

- Marjanović.A.(1987)Protivurečnosti odrastanja dece u savremenom svetu. Dečji vrtić kao otvoreni sistem. Tematsko

progamiranje: izvori, konceptualizacija, pedagoška razrada i primena. Predškolsko dete br.1-4

- Mijailović,G.(2013)Predstave o deci. Sremska Mitrovica: VŠSSVPI-Sirmijum, Sremska Mitrovica.

- Kon,I.S. (1991) Dete i kultura. Beograd: Zavod za udžbenike i nastavna sredstva.

- Pešić,M.(1987) Motivacija predškolske dece za učenje. Beograd: Prosvetni pregled.

- Pravilnik o opštim osnovama predškolskog programa (2006). Beograd: Ministarstvo prosvete i sporta R. Srbije. Prosvetni

pregled, specijalni broj.


Methods of teaching lectures, workshops, discussions, content analyzes (text, videos, film), encouraging the group, observing and interpreting specific situations and events in preschool practice, consultations.



activity during lessons и вежби 10 oral examination 50

colloquium-i 20

essay, book review or presentation 10

compar. program analysis-team work 10


Course : Developmental Psychology

Professor : PhD Mirjana nikolic

Course status: Обавезни

ECTS: 4


Course aim

Introducing a student with a concept of development throughout the lifetime, methods and techniques in developmental psychology for

educators; Training a student to identify the developmental characteristics of the child at an early age and pre-school age in the field of

physical, motor, cognitive, emotional and social development; Introducing students with psychological aspects of children's play; Acquiring

knowledge for identifying characteristics of developmental disorders in childhood Training of students for creation of instruments of

systematic observation, questionnaires, interviews and sociometric techniques; Training a student to apply knowledge in relation to individual

characteristics of pre-school child development

Course outcome The student is expected to be able to know at the end of the course: the developmental phases of the entire life cycle, the methods and techniques of developmental psychology that are in the function of the competences of the educators, the characteristics of physical, motor, cognitive, emotional and social development in the period of early child development and pre-school age , the characteristics of the development of children's play at different ages of the preschool period and the connection of children's play with the development of psychic functions, the characteristics of emotional problems and developmental disorders of the autistic spectrum, Down’s syndrome and ADHD and distinguishes normal from the pathological characteristics of the development of a pre-school child; independently creates instruments of systematic observation, questionnaire, interview and sociometry; Apply acquired knowledge in educational work in kindergarten, respecting individual differences among children

Course content

Theory 1. History of developmental psychology; Methods in developmental psychology 2. General tendencies in child development and

periodization of development; Mental hygiene of gravidity; 3. Antenatal development; Newborns; 4. Toddler - the first year of life; The

concept of affective binding; 5. Physical development: Motor development; 6. Cognitive development; Observation, memory and forgetting;

7. Development of thoughts in children; Children's image of the world; 8. Emotional development; Basic characteristics and types of emotions

at pre-school age; 9. Social development in children; Social groups at pre-school age; 10. Development and speech theories; Speech-language

disorders in pre-school age; 11. Child play; Psychological aspects of children's play; 12. PRACTICE; 13. Development of personality of pre-

school child: Psychoanalytic theory of development; Erickson's theory; 14. Developmental disorders in children; Emotional disorders; 15.

Autistic spectrum disorders in children; Down's syndrome; ADHD

Practice: 1. Organization of research in developmental psychology - experimental and non-experimental methods; 2. Systematic observation

techniques - the observation of patterns; 3. Questionnaire and interview as research techniques; 4. Detection of patterns of affective

attachment - interview through role play; 5. Creation of questionnaires for the examination of early development in children; 6. Sensomotor

intelligence and its development - video presentation; 7. Demonstration of a battery for testing conservation in thinking; 8. Application of the

protocol of observation of time samples and event samples - aggression in pre-school children; 9. Demonstration of the development of the

sociometric process - preparation for the task in practice; 10. Psychology of language disorders - presentation and analysis of a case study of a

child with speech-language disorder; 11. Analysis of narrative notes on children's play; 12. Creating and analyzing the sociograms of the

group in which the student practices; 13. Infantile sexuality; 14. The role of educators in identifying and recording the characteristics of

emotional disorders in children; 15. Educator as a member of an inclusive team

References Nikolić, M. (2015). Razvojna psihologija za vaspitače, Autorizovana predavanja sa praktikumom. Brković, A. (2011). Razvojna psihologija, Regionalni centar za profesionalni razvoj zaposlenih u obrazovanju, Čačak. Smiljanić, V. (1999): Razvojna psihologija, Centar za primenjenu psihologiju Društva psihologa Srbije, Beograd Manojlović, A. Mladenović, U. (2001): Psihologija predškolskog deteta, Centar za primenjenu psihologiju, Beograd Nikolić, M. (2010). Značaj ranog iskustav za razvoj dece: Zbornik radova, Visoka škola strukovnih studija za obrazovanje vaspitača, Sremska Mitrovica. Nikolić, M. (2008). Razvoj i teorije govora, Radovi Filozofskog fakulteta, Univerziteta Istočno Sarajevo, 10, 2, 57-72.


Methods of teaching: Verbal (lectures, polar lectures, discussions ...), working with a book, illustrative (demonstrations,

presentations, videos, film ...)



Final exam points




seminar(s) 25


Course : Englsih II



ECTS: 3


Course aim Introducing students with the sentence function within a particular discourse in order to successfully master the

translation technique. Training students for self-expression, with an emphasis on the communicative function of the language.

Expanding knowledge of language systems and language skills.

Course outcome the student adequately communicates, is able to conduct a clear, fluid and well-structured conversation with a

high degree of correct use of grammar and lexical elements. The studentarticulates and organizes a sophisticated discourse.

Presents and clearly describes complex contents, linking close and related topics, governing a broad scale of speech structures,

and exchanging views on general topics and topics of professional interest. It has an active lexical reading fund. The student

understands specialized publications from the educational sphere, along with the occasional use of ductionary to check

understanding

Course content

Theory Inventions and Discoveries; Passives; Infinitives; Collocations; About the Hospital; Time and Conditional Clauses;

Travelling Abroad; Word Formation; Present Perfect Simple and Continuous; Phrasal Verbs; Dream and Reality; Modal Verbs;

Reported Speech; Aspects of Language Learning; Teaching Techniques

Practice: Simple Present Passive/Past Simple Passive; Infinitives and Gerunds; Verbs and Nouns that Go Together; Discussion-

pros and cons; Medical Supplies and Tools/Medical Specialists; Second Conditional, Giving Advice

Word Endings, Nouns and Adjectives; Tense Revision, For and Since; Literal Phrasal Verbs, Idiomatic Phrasal Verbs; Writing-

My Dreams for the Future; Might, Could, Should; Statements and Questions; Second Language Learning;Input and Interaction; The Natural Approach; Total Physical Response

References: 1. Soars, John and Liz. (2010). New Headway Pre-Intermediate. Student Book. Oxford: Oxford University Press. 2. Soars, John and Liz. (2010). New Headway Pre-Intermediate. Workbook. Oxford: Oxford University Press.

3. Reilly Vanessa and Sheila M. Ward. (1997). Very Young Learners. Oxford:Oxford University Press. 4. Cvijetić M. (2012). English for Preschool Teachers. Visoka škola strukovnih studija za obrazovanje

vaspitača, Sremska Mitrovica.



and combined work



Final exam points




seminar(s) 20


Course : Physical education II



ECTS: 2


Course aim

-Introduce students with the program basics of physical education and sports recreation aimed at improving and maintaining the

physical and psychological well-being of the student population

-To enable students to plan and program the forms and contents of physical education and sports recreation in adolescent and

pre-school children

-Develop students' competencies to create incentive conditions and situations for optimal bio-psycho-social development of

preschool children

Course outcome

-Analyzes the effects of measuring instruments directed at the anthropometric and motor status of the student population

-Formulates and structures models of physical activity programs of different age categories

-Identifies and understand the developmental stages of biomotor abilities of pre-school children

-Reads, analyzes and integrates academic literature

Course content

Theory

Practice

Theory and methodology of recreation as a teaching subject Anthropometric measurements - longitudinal and transferal dimensions Anthropometric measurements - Circular measurements and subcutaneous fat tissue Physical exercise programs aimed at raising the motor and functional abilities of students and children of pre-school age Selection of exercises for strength (strength) and strength of the muscles of the neck and face, arm and shoulder The selection of exercises for strength (force) and the strength of the muscles of the hull and muscle of the leg Swimming course (water games and methodical approach to the swimming style) Swimming course (water games and methodical approach to chest style swimming) Swimming course (water games and methodical approach to the back swimming style) Individual programs for strength and strength development - circular method and method of cells Methods for developing endurance and speed depending on the age characteristics of children Display BOT 2 and TMGD 1 (demonstration of measuring instruments at the team level) Long jump, throwing the medicine from the lying position, the dynamometry of the hand and the height in the fold Trainigs for strength development The complexes of physical exercises for speed and endurance

References

Bala, G. (2010). Metodologija kineziometrijskih istraživanja, Novi Sad: Fakultet sporta i fizičkog vaspitanja. Višnjić, D.,

Jovanović, A. i Miletić, K. (2004). Teorija i metodika fizičkog vaspitanja. Beograd: Fakultet sporta i fizičkog vaspitanja

Stojiljković, S.(2001). Fitnes. Beograd: Fakultet sporta i fizičkog vaspitanja


Methods of teaching Practically meaningful learning, Professor-student cooperative learning, cooperative learning in groups,

discussions, team work



Final exam points


practice 10 exam 50

colloquium-i 30

team work 10


Course : Vocal-instrumental teaching 2



ECTS: 2


Course aim

Training students for independent vocal - instrumental performance of compositions of music literature for children and, as

required, of more complex musical examples.

Course outcome

The basic knowledge of music theory and musical literacy is mastered. Mastering elementary vocal - instrumental technique. The

student has improved and developed musical habits and vocal - instrumental abilities.

Course content

Тheory

/

Practice

Bar 3/8 and 6/8. Sixteen in the note. Triola. Complex bar. Change the type of the bar in the same composition. Intervals. Quint

(quart) circle. Split scales. Dur and Mol scales. Kadenca. Harmonization of children's songs. Modulation, transposition.

Rhythmic and melodic dictation.

References

1. Despić, D. (1997): Teorija Muzike, ZUNS, Beograd.

2. Dragojević, B. (2012): Vokalno-instumentalna nastava, VŠSSOV, Sremska Mitrovica.

3. Tajčević, M. (1982): Osnovna teorija muzike, NOTA, Knjaževac.


Methods of teaching

Practice



Final exam points




seminar(s)


Course : Professional and pedagogical practice II

Professor : PhD Mirjana Nikolic


ECTS: 1

Услов: practice in the first semester

Course aim To make students more fully aware of the organization of life and work in preschool institutions, checking and

applying knowledge and skills of systematic and deliberate monitoring of opportunities, needs, interests and individual

differences in kindergarten.

Course outcome Students gained insight into the organization of the external and internal space of the preschool institution;

they are familiar with the organization of the work of the preschool institution, the timing of activities, the number of groups,

the number of children within the group; students are enabled to record and analyze the needs, interests of children,

developmental characteristics of children using methods, techniques and instruments of systematic observation and understand

the need to adapt the organization of space and activities of preschool institutions to different needs of children, in accordance

with the individual differences they perceive; students show initiative to independently engage in some of the activities of

children and educators in the group

Course content Professional and pedagogical practice is carried out in the form of hospitality and independent work of students

in pre-school institutions within all organizational forms of educational work with children of preschool age, under the

supervision of the head of practice and other professors as well as preschool teachers.

Practice

Collecting and recording general information about the institution, kindergarten, group and educator. Observation and

description of working conditions - organization of space, time and materials. Evaluation of the functionality and aesthetic

appearance of the children's room. Identify the model of the program being applied and access the planning used by the

educator. View goals, tasks, and activities from a global, monthly or thematic work plan from a teacher's diary. Recording a

weekly activity plan, tracking the realization and observations about the implementation. Creation and implementation of

systematic observation instruments in order to record the perceptions of children's abilities, their needs, interests, characteristics

of cognitive, emotional and social functioning in the group and individual differences. Keeping notes on particularly interesting

behavior of children, verbal statements, etc. Analysis and interpretation of collected data. Inclusion in individual activities of

children and educators, according to the student's assessment. Realization of special tasks from the pedagogical and

psychological group of subjects. Brief review of the implementation of practical tasks, possible problems, dilemmas and

proposals for better organization and implementation of the practice; self-evaluation of students' participation and work during

practice.

References Practice diary






Final exam points


Review and Analysis of the Practice

Diary Content

conversation with a student

Descriptiv

e score-

satisfying

activity during practice 20 special tasks 30

practice 30 work activities diary 20


Course : Psychology of Pedagogy

Professor : PhD Mirjana Nikolic


ECTS: 5


Course aim Acquiring knowledge about the concept, types and rules of learning and their application in the educational work in the

kindergarten; Adopting knowledge in the field of learning and teaching at preschool age; Training a student to create check lists and scales of

assessment; Acquiring knowledge related to project planning; Introducing students with the concept and theories of intelligence, individual

differences in the intelligence of pre-school children and forms of additional support in the kindergarten; Adoption of knowledge in the field

of children's preparation for going to school; Introducing students with models of upbringing and their application in educational work;

Acquiring knowledge about the personality of modern educators

Course outcome The student is expected to be able at the end of the course: to know and apply psychological mechanisms of learning in

kindergarten; He knows the learning styles of children, encourages learning in social interaction; Independently creates and applies the

instruments of systematic observation; Initiates the implementation of mini-projects in kindergarten; Recognizes individual differences in

children's abilities, performs a role in an inclusive team; Recognizes the qualities of the child's readiness to go to school, independently creates

exercises to encourage the development of phonological awareness and awareness of syntax; He knows the characteristics of the education

model; He knows the roles of modern educators as creators, practitioners and evaluators of their own practice

Course content Theory 1Subject and problems of pedagogical psychology for educators; Methods and instruments in pedagogical

psychology; 2. Learning, types of learning and legality; Classical conditioning, emotional conditioning, instrumental learning, learning by

learning, learning by model; 3. Awarding; Punishment; 4. Learning at pre-school age; Context in kindergarten; 5. Personal context, a unique

learning approach; Internal motivation in children; 6. Styles of learning in children; Audible, visual and kinesthetic-tactile style; 7. Teaching-

context of learning conditions; Creating conditions for learning by the environment and time organization 8. Understanding social interaction

in the theory of Piaget and Vigotsky; The term "future development zone" (ZNR); 9. Creating conditions for integrated learning-learning in

projects; phases in project learning; 10. Intelligence, theories and intelligence measurement;

11. Individual differences in the intelligence of pre-school children - Mental retardation; Theories of gifting; 12. PRACTICE;

13. PRACTICE; 14. Preparing children for going to school; Methanguage skills in preparing children for reading reading; 15. Personality and

tasks of the educator; Models of upbringing and educational attitudes

Practice 1. Experiment with parallel groups in research of problems in pedagogical psychology; 2. Application of the lawfulness of learning

in the educational work in the kindergarten; learning by model; 3. Presentation and analysis of the results of research on the form of

punishment of children in the family; 4. Checklist - creation and application possibilities; 5. Assessment scale - creation and application

possibilities; 6. Creating a checklist for determining learning styles in children; 7. Roles in learning and teaching; 8. The network of learning

relationships: cooperation, confrontation, consensus; 9. Creating a project activity; 10. Analysis and application of the Gardner multi-

intelligence model; 11. Forms of additional support in inclusive practice; 12. PRACTICE; 13. PRACTICE; 14. Creating exercises to

encourage the development of phonological awareness in children; 15. Exploring the attitudes of parents about the desirable qualities of

educators - analysis; Thinking about educational attitudes and their consequences on the development of children

References

Nikolić, M. (2014). Pedagoška psihologija za vaspitače, Autorizovana predavanja sa praktikumom. Krnjaja, Ž. (2009): Kontekst u učenju i

podučavanju, Zadužbina Andrejević, Beograd.

Nikolić, M., Katrina-Mitrović, V. (2009): Korak ka inkluziji obrazovanja, Pedagoška stvarnost, 55, 5-6, 479-491.

Nikolić, M., Katrina-Mitrović, V. (2012): Stavovi roditelja o inkluziji dece ometene u mentalnom razvoju, Vaspitanje i obrazovanje dece sa

smetnjama u razvoju u predškolskoj ustanovi i školi, Tematski zbornik, Sremska Mitrovica.

Nikolić, M. (2010): Razvojni tok sintaksičke svesti kod dece uzrasta 5-9 godina, Pedagoška stvarnost, 56, 7-8, 681-694. Nikolić, M. (2009):

Determinante vaspitljivosti sintaksičke svesti, Nastava i vaspitanje, 58, 2, 253-267.

Nikolić, M. (2007): Povezanost inteligencije i sinataksičke svesti, Pedagoška stvarnost, 53, 5-6, 480-494.

Nikolić, M. (2009): Podsticanje razvoja svesti o sintaksi kod dece predškolskog uzrasta, Zbornik Instituta za pedagoška istraživanja, 41, 2, 437-

460.


Methods of teaching: Verbal (lectures, polar lectures, discussions ...), working with a book, illustrative (demonstrations,

presentations, videos, film ...)



Final exam points




seminar(s) 25


Course : Play workshop



ECTS: 3


Course aim

Introducing and training students for the application of various techniques and materials for making toys. Empowering artistic

expression (color sensitivity, composition) and creative abilities (fluency, originality, imagination, flexibility, redefinition) of

students. Developing the ability of students to articulate and encourage ways in which children of pre-school age learn and

develop through the play.

Course outcome

Students are trained in the use of various techniques and materials for making toys. They are able to articulate and

encourage ways in which children of pre-school age learn and develop through the play. They use skills and knowledge

in the field of fine arts to enhance the learning experience in children

Course content

Theory Types, content and organization of children's games: functional games, imagination games or role games, games with

completed rules and constructor games; The role of educators in providing conditions for developmentally significant games; A

system of games that promotes child’s development; Requirements for a good toy; Types of toys and their use in play;Practice:

Visits to kindergartens and organization of games; Analyzing toys and how they are used; Creating toys.

References

1. Kamenov, E.(2006): Dečja igra vrtiću, Beograd: Zavod za udžbenike.

2. Thanan, G. (1984): Igre i igračke dece sveta, Beograd: Zavod za udžbenike i nastavna sredstva, 11-37.

3. Vat, F. (2003): Upoznajte umetnost crtanja, Book and Marso, 4-95.


Methods of teaching

Mini lectures and independent production of different toys and objects from various materials (paper, wool, textile, rope,

sponge, clay, etc.).



Final exam points




seminar(s) 10 practical exam 20


Course : Methodology of Educational Work 1



ECTS: 5


Course aim: To introduce students with theoretical knowledge about the laws of the educational process, the characteristics

and functions of the preschool institution and the complex role of the educators. Develop competencies to implement

appropriate strategies to support the socialization of the child. Introduce students with different possibilities of cooperation with

family, school and local community and develop competencies for partnership. Develop competencies for observing child

behavior, documenting data and their use in planning and evaluation. Encourage students' critical and creative thinking and

openness towards innovation efforts in educational work.

Course outcome : After completing the course, the student: recognizes and values the unique characteristics of preschool

institutions and the specific role of educators; knows the structure of the educational process, goals, principles and contents.

The basis of the program of preschool education and preparatory preschool program; knows how to involve the family and the

local community in developing a curriculum in a kindergarten; Creates and implements observation instruments and uses data

as a basis for planning upbringing; knows and implements strategies that support a child in the development of autonomy, self-

control and appropriate social behavior; identifies indicators and causes of misconduct in the group, applies strategies to deal

with inappropriate behaviors/educational problems.

Course content

Тheory The concept, subject and tasks of the methodology of the upbringing and educational work. Preschool institution as an

institution and elements of its structure. Functions and models of preschool institutions. Profile of contemporary educators.

Organization of life in the preschool institution. Establishing structure of educational process. Developmental and individual

specifics as the basis of educational activity. Special education support. Play in the curriculum. Interaction of educators and

children in the game. Observing child behavior and monitoring development. Observation instruments. Adaptation of children

in kindergarten.Internal motivation and regulation of child behavior. Penalties and rewards in upbringing. Conditions and

procedures for the development of children's independence. Conditions and procedures for the development of a positive

notion of self and high self esteem. Social relations among children and fostering childhood sociability. Conflicts among

children. Preparing children to go to school. Cooperation between preschool institutions and family. Cooperation with the

school and the local community.

Practice Possibilities and limitations of the institutional context of pre-school children's upbringing. Regular, special and

specialized programs of preschool institutions. Interview with children on the subject: the role of educators in the perception

of the child – mini research. Identifying problems in the behavior of children caused by the structure of a children's room.

Problems of reporting development difficulties and strategies for supporting children in their overcoming. Examples of good

inclusive practice. Identifying the role of educators in the children's play - analysis of narrative notes. Creation and

application of observation instruments - observation protocols, narrative and anecdotal notes. Humanistic approach to

regulating child behavior - solving the problem of situations. Assessing the degree of childhood independence and child self-

esteem. Application of sociogram in educational work. Constructive conflict resolution - practicing strategy. Pedagogical

documentation. Forms of cooperation with parents.

References -Krnjaja,Ž.i Miškeljin,L.(2006)Od učenja ka podučavanju. Sremska mitrovica:AMGrafik. - Leipzig, J., Lesch, J.(2001)Praćenje i posmatranje dece u procesu podučavanja. Beograd: CIP. - Pešić, M. (1982)Aktivnosti i uloge dece i vaspitača. Predškolsko dete, br. 3 - Mijailović,G. (2012) Igra u predškolskom kurikulumu. Beograd: Zadužbina Andrejević. - Mijailović,G.(2009) Socijalizacija u dečjem vrtiću – knjiga za studente VŠSSOV. Laćarak: AM Graphic. - Pravilnik o opštim osnovama predškolskog programa ( 2006) Beograd: Prosvetni pregled - .


Methods of teaching - lectures, workshops, discussions, debates, problem solving, content analysis (text, video), mini

research..



activity during lessons 10 oral examination 50

practical tasks 10

colloquium-i 15

mini research in the kindergarten 15


Course : Audio-visual means

Professor : PhD Zoran Banjac, Darko Drazic


ECTS: 5

Услов:registered semester

Course aim

Acquiring knowledge and skills in working with classical and contemporary audio - visual means.

Course outcome

Theoretical and practical knowledge for the use of didactic materials and resources in working with children of pre-school age.

Course content

Theory

Educational technology. Means of communication. Visual didactics (models, simulators, toys). Graphic tools (didactic images,

photographs, block diagrams, chronological schemes, linear charts). Film (tone film, film genres, film educational purposes).

Educational computer software. Simulation. Computer programs as assistance in the development of educational work. Computer

games for the youngest. Advantages and disadvantages of computer games. Methods of knowledge identified on the use of

didactic means (observation, demostration, experiment, game). Didactic media (natural materials, construction materials).

Auxiliary technical means in educational work (projection apparatus). Help children use computers.

Practice

Models (display of available models). Film educational purpose (scientific research film, scientifically popular film, film

reproduction). Video-multimedia presentation using Power Point. Educational computer software (demonstration and

discussion). Simulations (circulation of water in nature etc). Experiment. Projection apparatus (overhead projector, BIM

machine, etc.). Computer as a universal teaching tool. Computer games (games for the youngest, positive and negative effects

of computer games, educational games - demonstration and discussion).

References

Lj. Cvetković, AV sredstva, Visoka škola strukovnih studija za obrazovanje vaspitača, udžbenik, Sremska Mitrovica, 2010.

Lj. Cvetković, Primena računara, udžbenik, Visoka škola strukovnih studija za obrazovanje vaspitača, Sremska Mitrovica, 2011.

D. Markoska, AV sredstva u vrtiću, Viša škola za obrazovanje naspitača, Šabac, 1998.

Ž. Rečicki, Ž. Gitner, Dete i kompjuter, Zavod za udžbenike i nastavna sredstva, Beograd, 2002.

Number of classes Theory30 Practice:15

Methods of teaching

Lectures, exercises and discussion.




practice oral exam


seminar(s) 20


Course : Methodology of Pedagogical Research

Professor : PhD Marta Dedaj


ECTS: 5


Course aim: - students acquire knowledge about the essence, specifics and characteristics of scientific research in pedagogy. - students acquire knowledge about scientific research procedures and master the use of research methods, techniques and instruments, and they are prepared for various of scientific and research project work; - To enable students to independently apply descriptive statistics in Excel when collecting and processing data and interpreting empirical results; - to train students for research related to their own practice and to familiarize them with the specifics of conclusions in pedagogy.

Course outcome : After successful completion of the course, the student: - understands, analyzes, integrates academic literature and plans, initiates research in "education", independently or in partnership with a researcher; - organizes (selection of research problem, development of research project), realizes research (instrument making, data collection and processing), analyzes and interprets research results (writing research reports). - when collecting and processing data and interpreting empirical results independently applies descriptive statistics (using software support: Excel); - explores his work and critically considers the results of practice and research related to preschool education and children's education.

Course content

Тheory

1. Methodology of pedagogical research as a scientific and academic discipline. The purpose of studying at school for educators; 2. Epistemological-methodological characteristics of learning in education. Objective, tasks and characteristics of scientific pedagogical knowledge. Function and importance of

analytical and research work in the practice of kindergarten; 3. Theoretical and methodological approaches in pedagogical research. Basics of epistemological-

methodological orientation: deductivist-rationalistic, indictivist-positivistic, empirical, critical and axiological methodological orientation in pedagogy; 4. Types of pedagogical research: Empirical, applied research; Action research; Longitudinal research; Transgressive research; Ex-post-facto research;

Representative and mini (micro) research; Comparative research; Sociometric research; 5. Stages and course of pedagogical research: selection of problems for

pedagogical research; preparation of a research project (conceptual project, study project, technical project); report on pedagogical research; 6. Methods of pedagogical research: method of theoretical analysis, historical method, experimental method, descriptive method, action method, cybernetic and modeling

methods; 7. Techniques and instruments of pedagogical research: concept and overview of research techniques, metric characteristics of instruments in

pedagogical research. Instruments: observation, interviewing, testing; 8. Techniques and instruments of pedagogical research: scaling and scales, check lists, instruments in sociometric research. Sources and instruments of content analysis; 9. Subject, problem, goal and tasks in pedagogical research; 10. Hypotheses,

variables and samples in pedagogical research; 11. Basic statistical measures and procedures; 12. Statistics in pedagogical research: data processing and

processing; 13. Statistics in pedagogical research: levels of measurement; 14. Analysis and interpretation of research results; 15. Evaluation in pedagogical research: self-evaluation in research of practitioners.

Practice

1The relation between theory and practice and the role of educators in methodological concepts; 2. Analysis of published and unpublished research projects and

reports on conducted research; 3. Content analysis (documentation on processes in kindergarten, video and audio recordings, descriptions and activity plans, products of children's activities - drawings, etc.); 4. Anecdotal note - case analysis; 5. Narrative note - application and analysis of examples of narrative

recording of children's play (systematic observation); 6. Creating a preliminary draft of the research project; 7. Analysis of instruments of pedagogical research.

Creation of a questionnaire or an interview protocol, a sociometric questionnaire; 8. Construction of instruments of pedagogical research (observation in the practice of preschool education). Creation of a scale of the Likert’s type and check list; 9. Instructions for writing the final paper (structure, writing style,

quoting, sources, references, etc.); 10. Independent development of the project of pedagogical research on the selected topic (preparation for final work); 11.

Attributive series (case analysis and independent work); 12. Distribution series frequencies (case analysis and independent work); 13. Graphical representation of frequency distribution (case analysis and independent work); 14. Exercise in writing abstracts for text that they read, according to the instruction; 15.

Analysis of the evaluation and self-evaluation instrument

.

References

Dedaj, M. Panić, T. i Pešić, D. (2014): Uticaj akcionih istraživanja na profesionalni razvoj vaspitača, Zbornik rezimea: „Razvojne karakteristike deteta

predškolskog uzrasta – holistički pristup“, Novi Sad: Fakultet za sport i turizam tims i Visoka škola strukovnih studija za obrazovanje vaspitača. Dedaj, M. (2015): Metodologija pedagoških istraživanja, Autorizovana predavanja sa praktikumom. Krnjaja, Ž. (2006): Izvodi iz metodologije pedagoških istraživanja, Sremska Mitrovica /interna skripta/ Kundačina, M., Banđur, V. (2002): Metodološki praktikum: vežbe iz metodologije pedagoških istraživanja, Užice: Učiteljski fakultet. Pešić, M. (1998):

Pedagogija u akciji, Beograd: IPA. Potkonjak, N., Banđur, V. (1999): Metodologija pedagogije, Beograd: Savez pedagoških društava Jugoslavije..



lectures, exercises, group forms of work, individual work of students in the preparation of a research project, design and implementation of research instruments,

consultations.



Final exam points

activity during lessons 5

development of research project 15 written exam 60

colloqium 20


Course : Professional –pedagogical practice III

Professor : Phd Isidora Korac


ECTS: 2

Condition:

Course aim: Introduce students with different ways of planning educational work in a preschool institution. Developing the

competencies of students required to build a stimulative environment for learning, planning, realization, monitoring and

evaluation of educational work, as well as keeping pedagogical documentation.

Course outcome : Students gained insight into the activities of children and educators within the preschool institution; they are

familiar with different models of programs and ways of planning educational work, as well as different ways of keeping pedagogical

documentation; they are familiarized with various ways of monitoring the development of children of pre-school age and evaluation

in educational work; they carried out various activities in preschool in accordance with their own competencies; they carried out

special tasks from the pedagogical and psychological field of subjects.

Course content

Professional and pedagogical practice is carried out in the form of hospitality and independent work of students in pre-school

institutions within all organizational forms of educational work with children of pre-school age. Practice: Getting to know the

general organization of the work of the preschool institution (organization of space, time schedule of activities, number of groups, number of

children within the group, etc.); Sketching and assessment of functionality and aesthetic appearance of the room fo educational work (size,

arrangement of existing equipment, toys and materials, playgrounds or centers of interest, etc.), Assessment of the functionality of the room

for different activities of children (different games, research activities, activities of expression and creation, etc.) as well as the external space

of the preschool institution; Observation of activities and individual forms of behavior of children and according to individual possibilities

involvement in some of the activities of children and educators; Presentation of realized activities of children and educators, as well as

personal participation in activities; View organization of time, schedule of daily activities, model of program according to which educator

works; View goals and tasks from a global, monthly or thematic work plan; Give a brief overview of the experience gained in organizing

life and work in a pre-school institution related to children's activities and educators, possible problems, dilemmas and suggestions for better

organization and implementation of practice; Special tasks from pedagogical and psychological field.

References: Practice journal







practice 30 diary of work activities 20


Course : Methodology of Educational Work II



ECTS: 4

Condition: passed Methodology of Educational Work I exam

Course aim: Introduce students with different ways of planning educational work in a preschool institution. Developing the

competencies of students needed to build a stimulative environment for learning, planning, implementing, monitoring and

evaluating educational work, as well as keeping pedagogical documentation

Course outcome Students are: able to create and organize a stimulative social and physical environment for playing and

learning; understand the different ways to plan educatioal. work in preschool institution, establish and use different strategies

for planning and realization of preschool programs; select and adapt work methods to goals and learning contents within child-

oriented activities and are able to use interactive methods and techniques in learning and teaching in order to develop child

competences; are able to observe, systematically monitor, document and evaluate child behavior, development and learning;

they are familiar with the strategies of achieving partnership with key stakeholders (children, families, colleagues, environment

and school), are able to keep pedagogical documentation and use it in work.

Course content Theory Effective learning / teaching; Parameters of a good environment for learning at early ages; Relationships

as Contextual Systems; Partnership relationship in education; Starting points in programming and planning educatioanl work,

different models of the program; Long-term and short-term planning: structure, elements of the work plan; Planning and

programming: linear and developmental approach; Children's techniques and instruments as a basis for planning; Keeping

pedagogical documentation; Self-evaluation and evaluation of the work of teachers; Teamwork in educational practice. Practice: Designing an environment for learning and development; Planning conditions for different learning styles; Educational-

upbringing climate; Expert group of students: methods of teaching, classification based on criteria - method of learning and

classification based on the criteria - condition for the learning process; Planning, realization, monitoring and evaluation as

components and their mutual relationship; Long-term and short-term planning; Structure and preparation of a weekly plan and

daily sketch of work; Thematic planning; Planning for centers of interest and areas of educational work; Project Planning;

Integrated planning; Analysis of preparations for realization of educational activities;

Documentation on child progression; children's portfolio; Educator in team work .

References 1. Krnjaja, Ž. i Miškeljin, L. (2006). Od učenja ka podučavanju, Lačarak: AM Graphic, 99-158. 2. Miškeljin, L. i Vukolić, N. (2013). Maša i Raša, Priručnik za vaspitače, Beograd: Klett, 13-21, 45-48. 3. Pavlović Breneselović, D. (2012). Odnosi na ranim uzrastima, Standardi za razvoj dece ranih uzrasta, Beograd: Institut za psihologiju, Filozofski fakultet u Beogradu, 133-149. 4. Pavlović Breneselović, D. i Pavlovski, T. (2000). Partnerski odnos u vaspitanju, Beograd: Institut za pedagogiju i andragogiju, 15-24. 5. Bennett, M., Madigan, I., Radulović, L. i Miškeljin, L. (2013). Vodič za samovrednovanje u predškolskim ustanovama, Beograd: Digital Art, 18-20, 63-77 .


Methods of teaching cooperative learning; dialog method; method-oriented method and methods based on practical activities;

problem method. Participation in the evaluation of the effects of realized activities through lectures, exercises and realization of

practice in preschool institutions (discussions, content analysis, student presentations).




practice, research project 10 oral examination 30


Course : Methodology of Physical and Health Education I

Professor : PhD Miroljub Ivanovic


ECTS: 3


Course aim. To introduce students with theoretical knowledge about the characteristics of physical development and motor skills of preschool

children, as well as the specificities of the procedures used in preschool institutions; developing positive and critical relationships to science in

the field of physical culture and the adoption of basic knowledge about the legitimacy of the administered exercise process and the

consequences of these processes on the organism of a pre-school child. Developing competencies for students required to create

conditions that integrate all motor activities of the child, and openness towards innovation efforts in educational work.

Course outcome Students are able to achieve the goals in the field of physical and motor development in children, use methodical

terminology, determine the plan and program of work, communicate with children and create a positive atmosphere for further motor

creativity of children.

Course content.

Theory

1.The concept and definition of the methodology of physical education; 2. Basic concepts in physical education; 3. Subject, purpose and tasks

of physical education methods; 4. Anatomical and physiological characteristics of children in preschool age; 5. The influence of physical

exercise on the child's body and body growth; 6. The influence of physical exercise on morphological characteristics; 7. Principles and

activities of physical education; 8. Means of physical and health education; 9. Methods of work and forms of work in physical education; 10.

Physical education activities at preschool facilities of physical culture; 11. Morning exercise, excursions and walks; 12. Holidays, events and

public appearances; 13. Health control, preservation and improvement of health; 14. Teaching tools and sports requisites;

15. Physical culture objects in activity realization.

Practice:

1-3. Complex forming exercises without requisites; 4-6. Designing exercises with requisites (rhythmic exercises, ball exercises); 7-10.

Complexes of design exercises in joint activities of children and educators

("Journey through the sea", "On the boat", "Stork and frog" Exercises on the gymnastic wall); 11-15. Design exercises for the development of

essential motor skills (Exercise with balloons, Exercises with skipping rope).

References

Ivanović, M., i Ivanović, U. (2014). Igre za predškolce. Sremska Mitrovica: Visoka škola strukovnih studija za vaspitače i poslovne

informatičare – Sirmijum.

Ivanović, M., i Ivanović, U. (2014). Obuka neplivača i spasavanje utopljenika. Beograd: DATA STATUS.

Ivanović, M., i Ivanović, U. (2014). Karate za početnike. Sremska Mitrovica: Visoka škola strukovnih studija za vaspitače i poslovne

informatičare – Sirmijum

Ivanović, M., i Ivanović, U. (2014). Fudbal: tehnika, taktika i pravila igre. Sremska Mitrovica: Visoka škola strukovnih studija za vaspitače i

poslovne informatičare – Sirmijum.

Ivanović, M., i Ivanović, U. (2013). Sportske aktivnosti u najstarijem predškolskom uzrastu – Atletika, gimnastika i plivanje. Sremska

Mitrovica: Visoka škola strukovnih studija za vaspitače i poslovne informatičare – Sirmijum.

Ivanović, M., i Ivanović, U. (2012). Fizičko vaspitanje deteta od 2. do 8. godine. Sremska Mitrovica: Visoka škola strukovnih studija za

obrazovanje vaspitača.

Ivanović, M. (2012). Masaža, gimnastika i plivanje za bebe. Sremska Mitrovica: Visoka škola strukovnih studija za obrazovanje vaspitača.


Methods of teaching lectures, exercises, discussion, analysis of motor behavior of the child, solving problematic motor situations,

analysis of motor content (videos), making smaller projects in the form of action research, applying significant projection

techniques, simulating in objective conditions of possible methodical solutions



Final exam points



colloquiumI and colloquium II 25

seminar paper 5


Course : Methodology of Environmental Education I

Professor : PhD Milan Grujicic


ECTS: 3


Course aim

Through the operationalization of tasks and contents, students will be able to master the systems of procedures and

relationships in communication with preschool children in order to contribute to the structuring of their experience and

concepts in the immediate environment.

Course outcome

Students are trained for: independent planning and realization of activities in pre-school, with selected teaching tools and

appropriate games; creative approach to working with children and encouraging interactivity; independence, initiative, linking

and implementation of acquired knowledge in the correlation of all methods.

Course content

Тheory

1.Course methodology; 2. Teaching principles; 3. Teaching methods; 4. Forms of work; 5. Didactic resources in EEM; 6. Pre-

school children's games; 7. Activities of children; 8. Natural environment; 9. Natural phenomena and non-living nature; 10.

Chemistry; 11. Mechanical phenomena; 12. Orientation in time; 13. Orientation in space; 14. Social environment; 15. Customs.

Practice

1. Indicator method (observation of the aquarium - fish, watching TV shows, articles on the bus and train station); 2. Discovery method (classifying the objects); 3. Problem method (various materials); 4. Method of practical work

(significant dates); 5. The method of stage work (dolls, collections); 6. Didactic means; 7. Didactic lotto, dominoes; 8.

Forms of work - frontal, group, individual; 9. Types of teaching - excursion; 10. Game and activities; 11. Man's functions;

12. Chemistry; 13. Physics 14. Biology reviews; 15. Herbarium and other collections.

References 1. Grujičić,M. i Žderić, M. (2002):Inovacije u nastavi poznavanja prirode, Srpsko Sarajevo: Zavod za udžbenike i nastavna sredstva. 2. Grujičić, M., Miljanović,T., Žderić,M.(2004): Metodika nastave biologije, Srpsko Sarajevo: Zavod za udžbenike i nastavna sredstva. 3. Grujičić, M. (2011): Metodika upoznavanja okoline, Sremska Mitrovica: Visoka škola strukovnih studija za obrazovanje vaspitača. 4. Kamenov, E. (1997): Model osnove programa vaspitno-obrazovnog rada sa predškolskom decom, Novi Sad: odsek za pedagogiju Filozofskog fakulteta u Novom Sadu. 5. Kamenov, E. (2006): Vaspitno-obrazovni rad u dečjem vrtiću – opšta metodika, Novi Sad: Dragon.


Methods of teaching

Lectures, exercises, consultations, practical work, observation and interpretation of concrete situations



Final exam points


practice / oral examination 30

colloquium-i / practical exam 20

seminar 20


Course : Methodology of Art Education I



ECTS: 3


Course aim

Acquiring knowledge from the theory and practice of the methodology of art education. Encouraging aesthetic evaluation and

assessment of artistic creation of children of pre-school age. Mastering various art techniques and materials for working with

children of preschool age. Developing students' competences for recognizing and developing artistic creative potentials of

preschool children.

Course outcome

Students have theoretical and practical knowledge of drawing, paintinggraphics and abilities and skills of preschool children

for their application in the context of kindergarten. They use arts and skills in the field of fine arts to enhance the learning

experience of children. They create and organize stimuating social and physical environment that allows children to be active

and engaged in artistic creative activities.

Course content

Theory

1. Methodology of art education as a science.

2. Fundamentals of the methodology of artistic education of children of pre-school age. Didactic basics of art education methods

Practice:

1. Visual arts and materials for working with children of pre-school age.

Exercises of aesthetic evaluation and assessment of artistic creation of children of pre-school age

References

1. Karlavaris, B. (1991): Metodika likovnog odgoja 1, Rijeka

2. Karlavaris, B., i sar. (1986): Metodika likovnog vaspitanja predškolske dece za III i IV godinu Pedagoške

akademije, Beograd: Zavod za izdavanje udžbenika


Methods of teaching

Autonomous Procedures

of Alternative Impacts



Final exam points




seminar(s)


Course : Professional and pedagogical practice IV



ECTS: 2

Condition: practice in the third semester

Course aim Students expand knowledge about organization, planning and programming of educational work with preschool

children, cooperation with family and local community. To enable students to train and develop skills in integrating activities

through monitoring and performing practical activities with children under the mentorship of educators.

Course outcome Students know the basic elements of programming, planning and methodical approaches in working with

children. They know the criteria and evaluate the functionality of the physical environment for playing and learning.. Students

can explain the purpose and indicate the possibilities of achieving the cooperation of the preschool institution with the family

and the local community. They implement different activities with children in preschool in accordance with their competences

and critically evaluate personal engagement. They implement specific tasks from the pedagogical and psychological field of

subjects.

Course content Professional and pedagogical practice is carried out in the form of hospitality and independent work of students

in pre-school institutions within all organizational forms of educational work with children of preschool age, under the

supervision of the head of practice and other professors and schools as well as preschool teachers.

Practice

Collecting and recording general information about the institution, kindergarten, group and educator. Observation and

description of working conditions - organization of space, time and materials. Evaluation of the functionality and aesthetic

appearance of the children's room. Identify the model of the program being applied and access the planning used by the

educator. View goals and tasks from a global, monthly, or thematic work plan. Recording a weekly activity plan, tracking the

realization and observations about the implementation. Observation and identification of methodical approaches in working

with children. Monitoring the realization of cooperation with the family and the local community. Monitoring the education of

the child-educator and the parent-teacher communication. Direct involvement in the activities of children and educators, in

accordance with the acquired competencies. Realization of special tasks from the pedagogical and psychological group of

subjects. Critical assessment of personal contribution to successful realization of planned tasks of educational work and

activities of children, evaluation of their competences. Critical overview of the implementation of the practice (possible

problems, dilemmas) and suggestions for better organization and implementation of the practice.

References Practice journal






Final exam points


Review and Analysis of the Practice Diary

Content

conversation with a student

Descriptiv

e score-

satisfactor

y


practice 30 work activities diary 20


Course : Methodology of Speech Development I



ECTS: 2


Course aim

To introduce students with knowledge in the field of methodology of speech development of children of pre-school age as a science-teaching

discipline; to familiarize them with the specificity of the procedures applied with pre-school children in that area. Developing the

competencies of students required to create conditions that integrate all communication activities (language, spoken and written).

Course outcome

Students are able to achieve the goals of the field of speech development, use methodical terminology, determine the plan and program of

work on the development of children's speech, verbally communicate with children and adults in the Serbian language, and create a positive

atmosphere for further development of language and speech, to foster the voice creativity of children .

Course content

Theory

To introduce students to the contents, subject, objectives and tasks of the methodology of speech development as a science-teaching discipline.

Train them to recognize the characteristics of group and team work, to communicate in different ways in different environments at a high level

in relation to written work and documentation, verbal presentations and in the online context.

Practice

Analyzing what implies the quality work of educators on the development of children's speech, as well as conducting research on the

development of pre-school children's language development. Activities in the field of speech development methods in which problems arise

and generate programs for stimulating children's speech development. Developing students' abilities for argumentative discussions and

presentations of work, encouraging critical and creative thinking. Preparation and oral defense of the seminar work, and the students define it

together with the professor.

References Миленковић, С. (2012): Методика развоја говора, Сремска Митровица: ВШССОВ Matić, R. (1985). Metodika razvoja govora, Beograd: Viša škola za obrazovanje vaspitača. Milenković, S. (2009). Govorno

stvaralaštvo dece, Sremska Mitrovica: VŠSSOV Vigotski, Lav: Mišljenje i govor, Nolit, Beograd, 1983.

Milenković, S. (2014): Stvaralačke metode u interpretaciji tekstova književnosti za decu, U Č. Geza, L. Major (ur.), Efeketi

nastave metodike na kvalitetnije obrazovanje učitelja i vaspitača, štamp. u celini, Treća međunarodna metodička naučna

konferencija, 24. maj 2014. Subotica, (str. 210-215). Subotica: Učiteljski fakultet na mađarskom nastavnom jeziku.

Milenković, S. (2011): Obrada nonsensnih pesama Ljubivoja Ršumovića u vrtiću, Časopis za jezik, književnost, umetnost i

pedagoške nauke Uzdanica, VIII/2, Jagodina: Pedagoški fakultet, UDK 821.163.41.09-93-1 Ršumović Lj. 373.2::821.163.41 ID

broj 188140300, str. 107-116.

Milenković, S. (2010): Uticaj crtanih filmova na predškolsku decu, [The Impact of the Carttons on Childeren] Norma, br. 3/2008,

god XIII, Sombor: Pedagoški fakultet, str: 163-172.

Milenković, S. (2010): Influenta vorbirii crainicului asupra copiilor, Europa, 3/1, Novi Sad: Fond Evropa, str: 65-68. Milenković,

S. (2010): Metodika razvoja verbalne komunikacije i govornog stvaralaštva,Srem. Mitrovica: VŠSSOV


Methods of teaching lectures, exercises, discussion, case analysis, problem solving, creation and presentation of seminar papers,

development of smaller projects in the form of action research, application of significant projection techniques and their discussion,

simulation or application in real conditions of possible methodical solutions, etc.



Final exam points




seminar(s) 10


Course : Methodology of Mathematical Concepts Development I

Professor : МSci Radoje Pavlovic


ECTS: 2


Course aim: Studying the theory and practice of the methodology of the development of mathematical concepts,

mastering the system of procedures for translating children's immediate experience in getting to know the world around

them into mathematical concepts, and the process of evaluating size and relationships.

Course outcome The student is trained to find the most suitable methods for the development of mathematical concepts and

to stimulate the activity of preschool children and is capable of planning and monitoring the results of work and monitoring

the progress of children, as well as for research work.

- The student has basic mathematical knowledge,

- Deepening and expanding mathematical knowledge,

-The student is able to apply acquired mathematical knowledge, skills and knowledge in practice and everyday life,

- Recognizes the goals and tasks of educational work aimed at the development of mathematical concepts,

- Creates multimedia content for activities aimed at the development of mathematical concepts, critically referring to their

application,

-The student is creative in the presentation of mathematical content to children of the appropriate age for the purpose of their

interest in the same,

-The student is capable of programming, planning, monitoring and documenting activities aimed at the development of

mathematical concepts and the evaluation of own results.

Course content

Theory Basic mathematical contents, development of logical thinking of preschool children, relations, mapping,numbers and

figures, geometry figures, measuring and measurements), modern approaches to the method of development of mathematical

concepts for preschool age, formation of mathematical concepts, psychological basis of work on the development of

mathematical concepts, didactic materials, work planning, professional development of educators, program material analysis,

the development of mathematical concepts in pre-school children

.

Practice: mathematical logic and statements; operations; properties of relations; operations in the N set; basic geometric

figures; measuring units for length, surface, volume, mass and time, introduction of pre-school children with numbers of the

first and second tenth

References


Methods of teaching : Lectures, exercises, discussion, seminar work and didactic means creating



Final exam points




seminar(s) 5


Course : Methodology of Music Education 1



ECTS: 2


Course aim

Introduce students with the subject and various musical activities (performance, listening and creation) with a special focus on

getting to know music literature for the children ofp reschool age

Course outcome

Possession and ability of theoretical and practical knowledge of the methods of music education of preschool children and their

application for achieving the goals of music education.

Course content

Theory

Methodology, method: defining the methodology of music education. The development of musicality of children aged up to the

third year of life. The development of musicality of children aged 3-6. Activities of musical education: performing (singing and

playing), listening to music, types of children's creativity. Games to develop rhythm. Games for the development of listening

Developing vocal abilities. Listening to music. Children's musical instruments. Music game. National dances. Music

dramatization. Children's musical creativity. Choir, orchestra, musical ensembles. Music genres. Form in music

Practice

Students are encouraged to interpret creatively the musical texts by performing (singing and playing) and listening to music,

experientially passing different types of creativity appropriate to the age of children. Performing, Writing. Composing. Playing

and singing selected songs for children (Learn as many songs a different in character, mood, and expressive means). Listening

Playing selected songs on children's instruments. Perform selected music games. Performing folk dances. Designing text, rhythmic and melodic unit

References

1. Dragojević, B. (2010). Hrestomatija metodike muzičkog vaspitanja. Sremska Mitrovica

2. Đurković-Pantelić, M. (1998). Metodika muzičkog vaspitanja dece predškolskog uzrasta. Šabac: Viša škola za

obrazovanje vaspitača

3. Milenković, S. i Dragojević, B. (2009). Korelacija razvoja govora i muzičkog vaspitanja. U Norma, 2009,

vol. 14, br. 1, Sombor (str. 103-110)

4. Radoš, K. (1983). Psihologija muzičkih sposobnosti. Beograd: Zavod za udžbenike i nastavna sredstva


Methods of teaching

Lectures and exercises on given topics. Preparation of student presentations within workshops. Practce in

preschool institutions for the assessment of the practical implementation of the lessons learned



Final exam points



colloquium-i 20 practical exam

seminar(s)


Course : Methodology of Physical and Health Education II

Professor : PhD Miroljub Ivanovic

Course status: оbligatory

ECTS: 1


Course aim

Training students for different ways of planning and working in preschool institutions, for independent work, critical review of their own practice and evaluation of results. Developing student’s competence required to create conditions that integrate all

motor activities, systematic monitoring and evaluation of child’s motor behavior, as well as pedagogical documentation

Course outcome

Students are able to realize various activities in the kindergarten, encourage and nurture children's motor creativity, practice

playing games and competing with children at sports events. Students achieve the goals of physical and motor development,

use methodical terminology, define and implement the strategy, plan and program of work, communicate with children, create a

positive atmosphere for further physical and motor development, and are able to keep pedagogical documentation and use it.

Course content

Practice:

1-3. Observation of experimental motor activities of mentors in different spatial conditions of

kindergarten (room, gym, yard)

4-6. Practical exercise of physical activity in a gym

7-10. Writing Preparation of Operational Plan and Programs for Physical Education Activities

11-15. Practical exercise of physical activities in kindergarten and assessment of realization.

References

Ivanović, M., & Ivanović, U. (2015). Gimnastika za decu uzrasta 3–7 godina. Sremska Mitrovica: Visoka škola strukovnih

studija za vaspitače i poslovne informatičare – Sirmijum, str. 90. (ISBN 978-86-80697-71-01; COBISS.SR

– ID 217507852).

Ivanović, M., & Ivanović, U. (2015). Plivanje deteta od rođenja do 18. meseca života. Sremska Mitrovica: Visoka škola

strukovnih studija za vaspitače i poslovne informatičare – Sirmijum, str. 60. (ISBN 978-86-80697-72-71; COBISS.SR – ID

2175132228).

Ivanović, M., & Ivanović, U. (2015). Gimnastika za trudnice i dojilje. Sremska Mitrovica: Visoka škola strukovnih studija za

vaspitače i poslovne informatičare – Sirmijum, str. 60. (ISBN 978-86-80697-73-41; COBISS.SR – ID 2175110412).

Ivanović, M., & Ivanović, U. (2016). Rukomet za talentovane predškolce u pripremnoj vaspitnoj grupi. Sremska Mitrovica:

Visoka škola strukovnih studija za vaspitače i poslovne informatičare – Sirmijum.

Number of classes (0+1) Theory 0 Practice: 15

Methods of teaching

Exercises,, practical sports activities in kindergarten, cooperative motor learning, discussion, analysis of bodyguards, solving

motor problems, simulation of sports activities in the objective conditions of possible methodical solutions, analysis of motor

content (video footage) and others.



Final exam points

activity during lessons 10


colloquium I and colloquium II 25

Seminar paper 5


Course : Metohodology of Environmental Education II

Professor : PhD Milan Grujicic


ECTS: 1


Course aim

Training students for the creative use of acquired knowledge and skills in encouraging children to learn about the environment;

acquiring competencies for independent preparation, organization and performance of kindergarten activities aimed at

acquaintance with the environment; developing abilities and skills for encouraging the communication and creativity of a pre-

school child, perceiving the child's reactions and interests; training to explain the applied methods and forms of work, to

monitor, assess and evaluate their own work.

Course outcome

Students are trained to: become implementers, organizers and assessors of the educational process; use different methodical

forms of work; encourage and develop a partnership with children and respect diversity; develop a critical attitude towards the

offered models and the ability to find a solution for pedagogical problems in different educational situations with pre-school

children.

Course content

Тheory

1. Traffic education; 2. Ecological education; 3. Ecological education of preschool children; 4. Work with children with special

needs; 5. Child-centered approach; 6. An inclusive model of education and upbringing; 7. Toddler Groups; 8. Education from the

aspect of marketing and management; 9. Planning in the method of learning about the environment; 10. Organization of activities

in a kindergarten; 11. Examples of written preparations for practical work; 12-15. Contributions for realization of kindergarten

activities.

Practice

1. Making a model in the field of traffic; 2. Ecological education; 3. Visits to kindergartens in nature; 4. Visits to the zoo;

5. Making collections; 6. Implementation of an inclusive model; 7. Watching and analyzing TV shows for children; 8.

Observing the activities of children and preschool teachers; 9. Preparation for realization of kindergarten activities; 10-15.

Practical activities in kindergarten.

References 1. Grujičić,M. i Žderić, M. (2002): Inovacije u nastavi poznavanja prirode, Srpsko Sarajevo: Zavod za udžbenike i nastavna sredstva. 2. Grujičić, M., Miljanović,T., Žderić,M.(2004): Metodika nastave biologije, Srpsko Sarajevo: Zavod za udžbenike i nastavna sredstva. 3. Grujičić, M. (2011): Metodika upoznavanja okoline, Sremska Mitrovica: Visoka škola strukovnih studija za obrazovanje vaspitača. 4. Kamenov, E. (1997): Model osnove programa vaspitno-obrazovnog rada sa predškolskom decom, Novi Sad: odsek za pedagogiju Filozofskog fakulteta u Novom Sadu. 5. Kamenov, E. (2006): Vaspitno-obrazovni rad u dečjem vrtiću – opšta metodika, Novi Sad: Dragon.


Methods of teaching

Lectures, exercises, consultations, practical work, observation and interpretation of concrete situations.



Final exam points



colloquium-i practical exam 20

seminar 20


Course : METHODOLOGY OF ART EDUCATION II



ECTS: 1


Course aim

Acquiring knowledge from the theory and practice of the methodology of art education. Developing the ability to analyze

artworks of both artists and childrens in order to enhance the aesthetic judgement. Mastering practical painting, sculptural,

drawing and graphic techniques applied in working with children. On the basis of them, they form opinions about the relation

between fine art and children's artistic creativity. Developing students' competences for recognizing and developing artistic

creative potentials of preschool children

Course outcome

Students have theoretical and practical knowledge of drawing, painting, graphics and abilities and skills of preschool children

for their implementation in the context of kindergarten. They use arts and skills in the field of fine arts to enhance the learning

experience of children. They create and organize a stimulating social and physical environment that allows children to be

active and engaged in artistic creative activities.

Course content

Theory

Practice: Program of visual education in the basics of the program / artistic areas in the work with preschool children; Fine art

techniques of pre-school child; Art workshops; Planning of performing art activities; The attitude of the preschool teacher in the

organization of artistic expression activities; Planning and recording of artistic education; Linking art education with other arts

and the presence of visual arts in the life of a pre-school institution. Work within methodical practice in preschool institution.

Students receive individual guidance instructions for independet implementation of activities. Practical assessment of aesthetic

evaluation of children / younger, the middle, older group; The relation between the visual language and the artistic problem / the

younger, the middle, the older group; Use of various topics tailored to the younger, middle and older groups; Realization of

different art techniques / younger, middle, older group; Engagement and work in the artistic field drawing / younger, middle,

older group; Engagement and work in the artistic field of painting / younger, middle, older group; Motives and choice of

materials.

References

1. Karlavaris, B., (1991): Metodika likovnog odgoja 1, Rijeka.

2. Karlavaris, B., i sra. (1986): Metodika likovnog vaspitanja predškolske dece za III i IV godinu Pedagoške

akademije, Beograd: Zavod za izdavanje udžbenika.

1.


Methods of teaching

Lectures, exercises, discussions, workshops, content analysis and practical work.



Final exam points



colloquium-i 10 practical exam 40

seminar(s)


Course : Professional pedagogical practice V



ECTS: 3


Course aim

Students will be able to integrate the acquired knowledge and improve practical skills through cooperation with educators in

organizing, implementation and realization of educational goals, tasks and procedures of upbringing in a preschool group of a

preschool institution. Include students in various activities of children, forms and ways of planning and programming of

educational work with children. Improve students' competencies for initiating and developing cooperative relationships with

parents and the environement, partnership with colleagues - educators, independent professional application of acquired

knowledge and skills, monitoring and evaluation of their own work.

Course outcome

• By the end of the PPP, students will be trained:

• • To plan work with children, parents and colleagues through the role of preschool teachers,

• • to independently evaluate, organize and realize work in the educational group of preschool institutions,

• • To evaluate upbringing practices in pre-school institutions, including their own work,

• • for the integrated implementation of knowledge and skills acquired during the previous study,

• • to organize, realize and self-evaluate upbringing practice.

Course content

Practice

In the course of professional-pedagogical practice, students are actively involved in the whole-day work of the preschool

institution. They are thoroughly acquainted with the overall activities of the educators and participate as associates or organizers

in the planning of overall activities, creating space and didactic material. Students are encouraged to apply and creatively

combine all the knowledge and skills acquired during the course of studies and develop new, modern methods and forms of

work with children in order to introduce changes in existing practice. Theyobserve the cooperation between parents and

preschool teachers. Students are trained to independently create and implement educational practices, interact with children.

References

1. Kamenov, E. (1995): Model osnova programa vaspitno-obrazovnog rada sa decom predškolskog uzrasta. Novi Sad:

Filozofski fakultet, Odsek za pedagogiju.

2. Kamenov, E. (2006): Vaspitno-obrazovni rad u dečjem vrtiću –opšta metodika, Dragon, Novi Sad.

3. Pešić, M. (1989): Programiranje vaspitno-obrazovnog rada u dečjim vrtićima, Predškolsko dete, br. 2, Savez

pedagoških društava Jugoslavije, Beograd, str. 5-11.

Number of classes : Theory Practice:

Methods of teaching

Exercises, consultations. Independent work, keeping a journal of professional-pedagogical practice. Planning, organizing,

performing and evaluating upbringing work in preschool institutions.



Final exam points

аctivity during practice 20 special tasks 30

practice 30 working activities diary 20


Course : Methodology of Music Education 2



ECTS: 2


Course aim

Developing skills and mastering methods for independent performance and design of musical activities according to the needs

of the educational process in preschool institutions.

Course outcome

Application and development of acquired knowledge, specific and varied methods, principles, selection of musical contents,

correlation with other methods and practices, as well as critical and aesthetic thinking.

Realization of musical education activities in preschool institutions.

Course content

Тheory

/

Practice

Realization of musical education activities in preschool institutions. Work within methodical practice in preschool institution.

Students receive individual guidance instructions for independent realization of musical activities. Preparing, performing

activities in a particular age group and evaluating musical activities from the field: Listening to a poem, Listening to music,

music games.

References

1. Dragojević, B. (2010). Hrestomatija metodike muzičkog vaspitanja. Sremska Mitrovica: Skripta

2. Đurković-Pantelić, M. (1998). Metodika muzičkog vaspitanja dece predškolskog uzrasta. Šabac: Viša škola za

obrazovanje vaspitača

3. Milenković, S. i Dragojević, B. (2009). Korelacija razvoja govora i muzičkog vaspitanja. U Norma, 2009,

vol. 14, br. 1, Sombor (str. 103-110)

4. Radoš, K. (1983). Psihologija muzičkih sposobnosti. Beograd: Zavod za udžbenike i nastavna sredstva


Methods of teaching

Lectures and exercises on given topics. Preparation of student presentations within workshopsPractice in

preschool institutions for the consideration of the practical implementation of the lessons learned



Final exam points



colloquium-i 20 practical exam 70

seminar(s)


Course : Methodology of Speech Development II



ECTS: 2


Course aim

Training students for independent work, critical review of their own practice and evaluation of results. Developing the

competencies of students required to create conditions that integrate all communication activities (language, spoken and

written).

Course outcome

Students are able to perform practical activities in kindergarten, to encourage and nurture children's speech creativity, practice

playing games by roles, performing drama pieces with children for performing on stage, and celebrating holidays. Students

realize the objectives of the field of speech development in practical work with children, implement a plan and program of

work on children's speech development, verbally communicate with children and adults in the Serbian language and create a

positive atmosphere for further development of language and speech

Course content Practice

Practical work in kindergarten, fostering children's speech creativity, preparing drama pieces with children for performance on

stage, preparing parties. Conducting various types of research into the development of pre-school children. Activities in the

field of speech development methods in which problems arise and generate programs for stimulating children's speech

development. Developing students' abilities for argumentative discussions and presentations of work, encouraging critical and

creative thinking.

References Milenković, S. (2012): Metodika razvoja govora, Sremska Mitrovica: VŠSSOV Matić, R. (1985). Metodika razvoja govora, Beograd: Viša škola za obrazovanje vaspitača. Milenković, S. (2009). Govorno stvaralaštvo dece, Sremska Mitrovica: VŠSSOV Vigotski, Lav: Mišljenje i govor, Nolit, Beograd, 1983. Milenković, S. (2014): Stvaralačke metode u interpretaciji tekstova književnosti za decu, U Č. Geza, L. Major (ur.), Efeketi nastave metodike na kvalitetnije obrazovanje učitelja i vaspitača, štamp. u celini, Treća međunarodna metodička naučna konferencija, 24. maj 2014. Subotica, (str. 210-215). Subotica: Učiteljski fakultet na mađarskom nastavnom jeziku. Milenković, S. (2011): Obrada nonsensnih pesama Ljubivoja Ršumovića u vrtiću, Časopis za jezik, književnost, umetnost i pedagoške nauke Uzdanica, VIII/2, Jagodina: Pedagoški fakultet, UDK 821.163.41.09-93-1 Ršumović Lj. 373.2::821.163.41 ID broj 188140300, str. 107-116. Milenković, S. (2010): Uticaj crtanih filmova na predškolsku decu, [The Impact of the Carttons on Childeren] Norma, br. 3/2008, god XIII, Sombor: Pedagoški fakultet, str: 163-172. Milenković, S. (2010): Influenta vorbirii crainicului asupra copiilor, Europa, 3/1, Novi Sad: Fond Evropa, str: 65-68. Milenković, S. (2010): Metodika razvoja verbalne komunikacije i govornog stvaralaštva,Srem. Mitrovica: VŠSSOV


Methods of teaching Exercises, practical work in kindergarten, discussion, case analysis, problem solving, application of

significant projection techniques and their discussion, simulation or application in real conditions of possible methodical

solutions, etc.



Final exam points

activity during lessons written exam


colloquium-i practical exam 60

seminar(s)


Course : Methodology of Mathematical Concepts Development II

Professor : MSci Radoje Pavlovic


ECTS: 2


Course aim: To train students to organize meaningful and effective activities of children with the material being studied,

and in that way the knowledge becomes the result of these activities.

Course outcome The student is trained to find the most suitable methods for the development of mathematical concepts and to stimulate the activities of preschool children and is capable of planning and monitoring the results of work and monitoring the progress of children, as well as research work.

- Enables freedom of choice, encourages independence and motivation for the work of children, supports their initiative and creativity

- Creates an atmosphere of tolerance, - Applies ways of involving all children in work, - lndependently designs and manages activities on the development of mathematical concepts, - Monitors the development of mathematical concepts and the ability of children to connect them with the world surrounding

them, - Independetnly evaluates the achievements of each child, as well as the group in the function of supporting the progress of

children in the development of mathematical concepts, - independently determines the direction of further activities in order to develop mathematical concepts based on evaluation of

the achievements of children in that field, - Analyzes and critically reviews activities in the field of the development of mathematical concepts,

Course content

Practice Methods of work on the formation of mathematical concepts in preschool children, professional preparation of teachers

for work in preschool institution, analysis of program contents, development of logical thinking of preschool children,

continuity of mathematical training of children in preschool institution and elementary school, introduction of pre-school

children with numbers of the first and second tenth, geometric figures and shapes, sizes and measurements, orientation in space,

orientation in time, training children in solving tasks, game equations, development of constructive thinking of preschool

children, individualization of work in the field of development of mathematical concepts.

References

Prentović R.,Sotirović V., „Metodika razvoja očetnih matematičkih pojmova“, 1998. Didakta, Novi Sad,.

Pavlović, R. ,,Analiza programskog materijala“, 2010. Sremska Mitrovica

Pavlović R., ,,Matematička obuka dece u predškolskoj ustanovi“, 2010. Sremska Mitrovica,

,,Korak po korak 2“, Kreativni centar, Beograd

,,Korak po korak 3“, Kreativni centar, Beograd


Methods of teaching

Practical exercise in the classroom and kindergarten



Final exam points



colloquium-i practical exam

seminar(s) 10


Course : Developing a curriculum in kindergarten



ECTS: 3


Course aim

- Introducing students with important elements of organizing upbringing work in preschool institutions.

- Introducing students with the Annual Plan and program of work of preschool institutions, preschool programs and working models in the

institution / group, to gain insight into the structure and content of the activities of work with children.

- Introducing students with an inclusive concept and educational problems of children with whom parents, educators and professional

associates meet in preschool institutions.

-Education of students for independent planning, realization and evaluation of pre-school activities.

-Education of students for pedagogical documentation keeping and development of the curriculum at the level of the educational group.

Course outcome

- After successful completion of the course:

- Students know important elements of the organization of upbringing work in preschool institutions.

- A student can integrate previously acquired information, knowledge and conclusions - creating a stimulating social and physical environment

for playing and learning.

- Students identify the developmental characteristics of pre-school children and identify children who need additional support in education, develop strategies to support their development, and create an environment that is stiumulative for children - respecting diversity.

- Students are trained for designing, planning, organizing, carrying out and evaluating educational work. They show ability to critically

approach their own pedagogical experience, for reflexive pedagogical practice.

- Students keep pedagogical documentation and create a curriculum at the level of the educational group.

Course content

Тheory

Practice

1. Starting points in the development of the curriculum; 2. Different models of preschool programs; 3. Open curriculum as the outcome of the

transformation of educational practice; 4. Learning and teaching as a co-construction of knowledge and identity; 5. Kindergarten as a learning

organization. Curriculum from the perspective of educators; 6. The Concept of Curriculum Succeeding. Developing a curriculum centered on

the play; 7. Dimensions of Curriculum Coordination: Spatial and Material Environment; 8. Developing the curriculum through action

research.; 9. Developing the curriculum as a research process; 10. Developing the curriculum as a social process. Analysis of the model of

educational work; 11. Family and kindergarten partnership. Partnership of children and adults in the play; 12. Self-evaluation and

development planning of educational practice; 13. Developing the curriculum towards centers of interest. Thematic planning of kindergarten

education; 14. An inclusive concept of educational work in kindergarten(forms of support); 15. Criteria important for an effective institution.

Functions and method of keeping documentation.

References

Dedaj M. (2013): Individualni obrazovni plan - multidisciplinarni pristup, Zbornik rezimea Aktuelnosti u edukaciji i rehabilitaciji osoba sa

smetnjama u razvoju sa međunarodnim učešćem, Novi Sad: Društvo defektologa Vojvodine, str.67.

Dedaj, M. (2014), Uloga vaspitača u ranoj intervenciji, III stručno-naučni skup sa međunarodnim učešćem „Aktuelnosti u edukaciji i

rehabilitaciji osoba sa smetnjama u razvoju“, Smederevo: Resursni centar za specijalnu edukaciju, str.130

Dedaj, M. (2015): Razvijanje kurikuluma u dečjem vrtiću, Autorizovana predavanja sa praktikumom.

Miljak, A. (2005), Su-konstrukcija kurikuluma i teorije (ranog odgoja) obrazovanja, Pedagogijska istraživanja, 2 (2), 235-250. Miškenjin, L.

(2008), Dečji vrtić kao izvor kurikuluma, Beograd, Zadužbina Andrejević.

Slunjski, E. (2006), Stvaranje predškolskog kurikuluma u vrtiću-organizaciji koja uči, VUŠ Čakovec, Mali profesor, 50-72.

Panić,T., Opcenica, I., i Dedaj, M. (2014): Procena dečjeg funkcionisanja u predškolskom i školskom okruženju, Pedagoška stvarnost, 2 , 342-

355.


Methods of teaching

Exercises, consultations. Independent work, keeping records on educational work. Planning, organizing, performing and evaluating

upbringing work in preschool institutions.



Final exam points

activity during practice 5 written exam 60

practical exam 35


Course : Pedagogical and psychological situation in kindergarten

Professor : PhD Tanja Panic


ECTS: 3


Course aim

• Training a student to create and realize forms of additional support in working with children in accordance with their

needs

• Training students for the realization of appropriate forms of cooperation with their parents

• Introducing students with the principles of verbal and non-verbal communication, empowering the use of messages and

assertive response

• Training for constructively addressing the situation in the kindergarten

Course outcome

The student is expected to be able to:

- To adapt to the educational environment of children in accordance with their needs, individual differences and interests

- Participates in the development of a pedagogical profile and individualization measures

- Motivates and involves parents in various forms of co-operation in kindergarten and relies on cooperation

- Applies communication skills based on the "I" message model and assertively responds to all situations

- Constructs the problem of the situation in the kindergarten

Course content

Тheory

Practice

In KINDERGARTEN- identification of forms of cooperation between teachers and parents in the educational group;

anecdotal recording of one conflict situation in kindergarten and suggestions for its constructive resolution; examples of

the pedagogical profile and individualization measures in the educational group; presentation and analysis of a case

study of a child with disabilities; gifted children in kindergarten; making a pedagogical profile and making

individualization measures; presentation of work and analysis at the group level

References

• Nikolić, M., Panić, T. (2015). Pedagoško-psihološke situacije u vrtiću, Authorized lectures with practicum.


Methods of teaching

Verbal (lectures, discussions ...), using a book, illustrations, group work, (demonstrations)



Final exam points



colloquium-i

seminar(s)


Course : Professional and pedagogical practice VI

Professor : MSci Radoje Pavlovic


ECTS: 3

Condition:

Course aim: Self-concept, organization and realization of integrated activities in different kindergarten situations.

Course outcome : Students are trained to independently carry out educational work in the preschool institution (organize

physical and social environment, plan and perform activities with children); Cooperation with the communityEvaluating the

implemented activities; Independent keeepingo pedagogical documentation;

Course content

Professional and pedagogical practice is carried out in the form of independent work of students in pre-school institutions

within all organizational forms of educational work with children of preschool age in cooperation with educators in the group.

Practice: Getting to know the general organization of the work of the preschool institution (organization of space, time schedule

of activities, number of groups, number of children within the group, etc.); Sketching and assessment of functionality and

aesthetic appearance of kindergarten with description: size; space, equipment, a space for games with sand, etc .; Sketching and

assessment of functionality and aesthetic appearance of the children room (size, arrangement of existing equipment, toys and

materials, playgrounds or centers of interest, etc.); Based on the acquired insight, the realization of all forms of educational

work according to the plan of the preschool institution in cooperation with the educators in the group; Keeping pedagogical

documentation; Keeping a journal of practice..

References: Practice Diary







practice 30 working activities diary 20


Course : Final paper

Professor :


ECTS: 13

Condition: passed all exams

Course aim: Linking and applying the knowledge acquired during the course of the entire study; directing students to the

developmental characteristics of preschool children within the selected subject; developing a critical attitude towards

educational content, methods, procedures and means used within the selected subject; training to improve practice; training to

assess the level of professional maturity and competencies..

Course outcome : T h e s t u d e n t w i l l l e a r n i n d e p e n d e n t l y t o c r e a t e a s t i mu l a t i n g p h y s i c a l a n d s o c i a l

e n v i r o n me n t fo r t h e d e v e l o p me n t o f c h i l d r e n ; w i l l b e a b l e t o r e c o g n i z e t h e i n d i v i d u a l

c h a r a c t e r i s t i c s o f t h e c h i l d , a s a s t a r t i n g p o i n t f o r o r g a n i z i n g i n d i v i d u a l a n d g r o u p a c t i v i t i e s ;

w i l l c o mp e t e n t l y c h o o s e t h e c o n t e n t s , me t h o d s a n d p r o c e d u r e s i n wo r k wi t h c h i l d r e n , wh o s e

ma i n g o a l w i l l b e t o e n c o u r a g e a n d d e v e l o p t h e c r e a t i v i t y o f c h i l d r e n , a s we l l a s t o i mp r o v e t h e

h e a l t h o f c h i l d r e n ; w i l l h a v e a c r i t i c a l a t t i t u d e t o wa r d s h i s wo r k .

Course content The final work is the result of theoretical and / or practical research of the subject from the selected course.

After processing reference literature and / or completed research, a student prepares a final paper that should contain: An

introductory part explaining the significance of the problem being investigated; Theoretical part in which the present knowledge

on the subject is summarized; Description of the application of the acquired knowledge in direct work with children in the

kindergarten and detailed presentation and analysis of the activities the student has organized independently; Final consideration

is a critical overview of suggested measures; List of resources and references.

References:


Methods of teaching Consultation with a mentor; work in kindergarten if necessary; preparation of final work and defense of work.



activity during lessons written exam


colloquium-i

seminar(s)


Course : Didactics


Course status: elective

ECTS: 4


Course aim Introduction and understanding of different didactic theories and principles and their influence on the character of educational work, understanding the starting point for conceiving educational work. Developing competencies

students require to build a stimulating environment for learning and applying different methods, techniques and forms of work.

Course outcome Students understand different didactic theories and principles and their influence on the character of

educational work, understand the starting points for perceiving educational work; possess the competencies needed for

creating and organizing a stimulating social and physical environment for the learning and development of pre-school children.

Course content

Theory Didactics in Contemporary Pedagogical Theory and Practice; The relation of didactics and other sciences; Basic didactic

concepts; The notion of upbringing and education-the specificity of the process at pre-school age; Didactic principles / principles

of adapting content; the principle of obviousness; the principle of sustainability of acquiring knowledge, skills, habits; principle

of individualization; Learning and teaching pre-school children; Conditions and environment for successful learning; Designing

a learning environment; Motivation and learning; Social context of learning - learning as an interaction; interaction within a

group; Leadership styles; Forms, methods and techniques of work.

Practice: The relationship between learning and teaching, the role of educators and children; Characteristics of teaching pre-

school children; The competencies of educators needed to build an incentive environment for learning; Principles of realization

of partnership relations, role of educators; Group management and interpersonal relationships; Forms of work of the educator;

Methods, classification: based on the criteria of the method of learning, based on the criteria for the learning process;

Understanding and linking didactic theory to educational practice

.

References

1. Krnjaić, S. (2002). Socijalni odnosi i obrazovanje, Beograd: Institut za pedagoška istraživanja, Vršac: Visoka škola za

obrazovanje vaspitača, 69-70.

2. Krnjaja, Ž. i Miškeljin, L. (2006). Od učenja ka podučavanju, Lačarak: AM Graphic, 99-133.

3. Miškeljin, L. i Vukolić, N. (2013). Maša i Raša, Priručnik za vaspitače, Beograd: Klett, 10-15,26-28.

4. Pešikan, A. i Antić, S. (2012). Učenje i razvoj na ranim uzrastima, Standardi za razvoj dece ranih uzrasta,

Beograd: Institut za psihologiju, Filozofski fakultet u Beogradu, 97-111.


Methods of teaching cooperative learning; dialog method; method-oriented method and methods based on practical

activities; problem method. Participation in the evaluation of the effects of realized activities through lectures, exercises and

implementation of practice in preschool institutions (discussions, analysis of content, presentations

students).



activity during lessons и вежби 15 writtem exam 70

practice work, research project 15


Course : Hygiene and health of children

Professor : Msci Gordana Macanovic

Course status: Elective

ECTS: 4

Услов:registered semester

Course aim

Introduce students with the influence of environmental factors on health, nutrition and physical activity on disease prevention as

well as the importance of risk behavior in the onset of diseases especially younger populations.

Course outcome

Understanding and evaluating health, the importance of an individual and society in the preservation of health. Adoption of

hygienic habits in nutrition, collective living, environment and transmission of the same to the children's population.

Course content

Theory

General hygiene and study areas Microbiological safety of drinking water Climate, microclimate factors and health effects

Aerospace and health effects Non-ionizing and ionizing radiation Hygienic aspects of the soil Preservation of the environment

Hygiene of preschool institutions Hygiene nutrition Healthiness of food The role of educators in the formation of hygienic habits

in children Health and factors that affect health Healthy lifestyles Risky behavior of young people The most common diseases of

children

Practice

Most common pollutants, waste disposal, recycling Standards related to the preschool institutions Body hygiene, hands,

behavior at the table School environment and health of children Nutrition of different population group Application of hygienic

practices in food production facilities Nutrition testing Plan for active participation of children in the protection of their

environment Prevention of injuries, first aid Physical activity, sport and health Hygiene in emergency conditions Methods and

means for medical education Child and dentist, behavior of the child, the help of teachers in creating a good atmosphere in the

group

References

Novaković B.,Grujić V.: Higijena i zdravstveno vaspitanje, SP PRINT, Novi Sad 2006.

Jakovljević Đ., Grujić V. : Socijalna medicina, Medicinski fakultet Novi Sad 2009.

Number of classes Theory15 Practice: 30

Methods of teaching

Lectures, discussions, group work, workshops, practical problem solving.




report 10 oral examination 40

colloquium-i 30

seminar(s) 10


Course : Health Education

Professor : PhD Zlatko Maksimovic


ECTS: 4


Course aim

Students acquire knowledge about health education as a part of general culture and education. To formulate attitudes and

understand the importance and role of health education in shaping a healthy lifestyle and preventing many diseases for both

the individual and society as a whole. To master the communication skills of conveying the positive effects of health

education in all parts of the society.

Course outcome

During the course of medical education, the student is expected to adopt and develop theoretical knowledge, skills and

skills for their application in kindergarten. To be a personal example of a healthy lifestyle is an example for others. The

student works professionally by promoting the health culture both among children and among adolescents and adults.

Course content

Тheory

Basic concepts in health education and health culture. Informing, educating and promoting health culture. Modern medicine and

disease prevention, environmental impact on health. Hygiene of public buildings. The importance and essence of the methods of

asepsis and antisepsis. Addiction diseases - alcoholism, smoking and drug addiction. Marriage and family. Social relations

among young people. Teams and teamwork. The importance of proper nutrition and physical activity. Behavior of children,

immune system and other factors affecting health. Health education in the prevention of infectious diseases. Methods of work in

health education. Application and importance of medical education. Mental health and educational work.

Practice

What it means to be healthy. Health culture and the importance of kindergartens in the promotion of health culture. Promote

health at all times and anywhere. Water - the importance of water for human organism and the occurrence of disease. Hygiene

protects children and others. Methods of health work and medical education in kindergarten. Behaviors that lead to the

transmission of infectious diseases. The role of health education in strengthening immunity. Informing others about a healthy

lifestyle. Health intervention program - work in groups and roles - addiction diseases. Patients of mental health, The role of

educators in shaping a healthy lifestyle in children.

References

- Berar, M., Džinović – Kojić, D. (2008), Telesni razvoj i zdravstveno vaspitanje, Sombor: Univerzitet u Novom Sadu –

Pedagoški fakultet u Somboru.

- Banićević, M., et al. (2009), Zdravstveno vaspitanje. 1.izdanje, Beograd: Zavod za udžbenike Beograd.

- Novaković, B., Jusupović, F. (2014), Ishrana i zdravlje 1. izdanje. Novi Sad: Medicinski fakultet Novi Sad.

- Joksić, B., Mamula, J. (1976), Zdravstveno vaspitanje, Beograd: Zavod za udžbenike i nastavna sredstva.

- Kekuš, D. (2006), Zdravstveno vaspitanje, Beograd: Autorsko izdanje.

- Tomić, B. (1976), Zdravstveno vaspitanje, Beograd: Institut za zdravstveno vaspitanje.


Methods of teaching

Methods of lectures, methods of interactive teaching, presentations, individual and group work






seminar(s) 10


Course : Child anthropology

Professor : MSci Gordana Macanovic


ECTS: 5


Course aim

To get acquainted with the notion of anthropology, areas of study, and the significance of its history of origin and development.

Special emphasis is placed on physical anthropology, genetics, growth and development, anthropometry, pathological

conditions, and the effects of the environment on growth and development. Anthropology in recent times, the impact of the

social environment, ethical issues and the rights of the child.

Course outcome

It implies the ability of the student to recognize changes in the growth and development of children related to age, to distinguish

ill from a healthy person and to take preventive measures in his/her domain. The student is familiar with the rights of the child

with international conventions and is able to adequately protect the child from adverse environmental activities.

Course content

Theory

The term and subject of anthropology. Biological (physical) anthropology. Variability and adaptability of the human population.

Basic principles of human population genetics. Growth and development. Prenatal development. Physiology of postnatal

development. The period of the newborn. Psychomotor development of pre-school children. The most common disorders increase

in the development of children of pre-school age. Accelerating growth and development. The function of individual human

organs. Diseases of modern man. Ethical aspects of medical research. Convention on the Rights of the Child.

Practice

Place and role of man in nature. Demographic characteristics of the population. Physical development and basic physical

measures. Molecular anthropology. Social ecology. Genetic variations and natural selection. Genetics and ethics. Evolution of

ethics. Anthropometry. ITM and percentiles. Systematic review and assessment of physical development. Social and cultural

anthropology. Family and child.

References

Ugarković D., Biologija razvoja čoveka sa osnovama sportske medicine, Beograd 2011.

Antonijević Ž.,Telesni razvoj deteta i zdravstveno vaspitanje, Beograd 2001.


Methods of teaching

Lectures, discussions, group work, workshops.



Final exam points


report 10 oral examination 40


seminar(s) 10


Course : CHILDHOOD VALUES

Professor : PhD Zoran Gudovic


ECTS: 5


Course aim To introduce students with the most important documents on the rights of the child, primarily the 1989

Convention, provide insight into the content of children's rights, the meaning of childhood and the general position of the

child in society. Students need to perceive a balance in adult and child relationships, develop awareness and the need to

protect the child from various forms of abuse, abuse and neglect, and realize his best interests.

Course outcome After successful completion of the course, the student will be able to: identify, recognize and consider the

causes that could harm the optimal position of the child and his human perception in society; to recognize and systematically

expose the entirety of childhood problems; to recognize, in his profession the symptoms of an abused or neglected child; to

identify the gap between adults and children resulting from technical and technological development; to recognize the need to

respect the child's personality in accordance with the Convention and summarize that the risks and vulnerability of the child in

the changed circumstances have not disappeared but have existed in new forms

Course content Theory - The concept of childhood. Nature of the child's rights. The rights of the child in the most important

international documents. Convention on the Rights of the Child. The best interests of the child. Right to life, survival and

development. Right to protection against discrimination. Respect the child's opinion. The right to identity. Freedom of

expression and access to information. Prohibition of abuse and neglect of the child. Prohibition of physical, sexual and

emotional abuse of a child. Responsibilityof parents towards children and obligations of children towards parents. Protecting a

child without a family. Forms of care for a child deprived of family care. Adoption of the child as a permanent form of child

care. Child's right to health and some special questions. The rights of children in hospital. Child with disabilities. Right to

education, leisure, recreation, games and cultural activities.. A child in an armed conflict and war affected areas. Exploitation of

child labor. Exploitation of a child in prostitution. Abuse of drugs. Forms of manipulating the child and protecting children. The

right of a child as a member of a minority group. Freedom of religion and problems related to the rights of the child's definition.

Recovery of child victims and juvenile justice. The right of a child to privacy. Supervision bodies in the protection of the rights

of the child.

Practice- Inherent and structural vulnerability of the child. Children's vulnerability in the public sphere. A historical view of

the child's vulnerability. Patriarchal and traditional society of South Slavic People and the attitude towards the child. The best

interests of the child are the central idea of the rightsof the child and the difficulty of realizing them. Difficulties in accepting

and realizing the rights of the child .. Is physical punishment the same as physical abuse? What is child abuse?

Protecting children frm physical, sexual and emotional abuse. What is children manipulating? Types and actors of

manipulation, frequency and protection from it. Forms of vulnerability and ways of protecting the child in a hyper-potentially

socially-owned society. Forms of child exploitation. The right to education and the reasons for its vulnerability.

Interdependence of the difficult realization of the right to education and numerous forms of exploitation and child

maltreatment. Protecting the privacy of the child. Analysis of the procedures of the media, parents, health and educational

institutions. Inclusion of children in military and paramilitary formations. Critical analysis of inconsistencies and limitations

in the formulation of the Convention on the Rights of the Child.Traditional procedures detrimental to the health of the child

and the need to protect the child.

References -Arijes,F.(1973) Vekovi detinjstva, Beograd: Zavod za udžbenike i nastavna sredstva -Gudović,Z.(2004) Kulturološki aspekt povrede prava deteta, Beograd :Socijalna misao br.2 -Gudović,Z.(2014) Iskušenja detinjstva, Sremska Mitrovica: Visoka škola strukovnih stdija za vaspitače i poslovne informatičare - Sirmijum -Tomanović,S.(prir.)(2004) Sociologija detinjstva-sociološka hrestomatija, Beograd: Zavod za udžbenike i nastavna sredstva -Vučković-Šahović,N.(2000) Prava deteta i međunarodno pravo.Beograd: Jugoslovenski centar za prava deteta.


Methods of teaching Lectures, exercises, practical work. Consultation, observation and interpretation of concrete situation, individual and group study of certain topics, etc. Knowledge assessment (maximum number of points 100)





seminar(s) 10


Course : Introduction to Inclusion



ECTS: 5


Course aim

Acquisition of the basic corpus of knowledge on inclusion, adoption of the pedagogical concept of inclusive education and understanding of the

specifics of an inclusive educational process.

Course outcome The student understands and can explain the concept of social inclusion and inclusive education. He has the basic knowledge and professional competencies for work in an inclusive preschool context. Student is sensitive and shows respect for the diversity of children and family. He is sensitive to the needs of children with developmental disabilities and is in charge of strategies to support their development and participation in the group. He is trained to monitor and document the development and progress of children with special education needs and for a reflexive-creative approach to inclusive educational practice.

Course content

Theory

1. Basic concepts and guidelines for inclusive education and upbringing. 2. Inclusive Movement, 3. Assumptions for Successful Inclusion,

4. Objective and tasks of an inclusive approach; 5. Inclusive education: children, families, educators, local community and society as a whole;

6. The role of peers in fostering social communication in children with disabilities; 7. The role of educators in the inclusive process;

8. An inclusive team and an individualized educational process; 9. Encouraging social and emotional development in children with

disabilities; 10. Encouraging the development of speech; 11. Encouraging intellectual development; 12. Encouraging the development of

physical skills, 13. Researching individual differences and different approaches to differences. 14. Principles of Inclusive Education and

Education; 15. Specificity and innovative forms of education for children with disabilities.

Practice

1. Pedagogical profile; 2. Individualization; 3. Individual educational plan (case study), 4. Models of support in inclusive education; 5. The role

of inter-departmental commission; 6. The role of parents in the inclusive process; 7. Additional support team; 8. The role of defectologists in

the inclusive process; 9. Selection of instruments for monitoring and documentation of the development and promotion of children with

disabilities; 10. Assistive technology 11. Sociological basis of inclusive education; 12. Pedagogical basis for inclusive education; 13.

Psychological basis of inclusive education; 14. Research on the process of educational-upbringinginclusion, 15. Evaluation of the success of

educational inclusion.

References Dedaj, M. (2013): Dete sa hiperkinetičkim sindromom u socijalnom okruženju, u: Tematski zbornik radova: Ostvarivanje inkluzije u predškolskoj ustanovi i osnovnoj školi, Institut za pedagoška istraživanja i Visoka škola strukovnih studija za vaspitače i poslovne informatičare Sirmijum Sremska Mitrovica, str. 145-163. Dedaj, M. (2013): Sistemski pristup inkluziji, Zbornik rezimea sa međunarodnog naučnog skupa: Inkluzija u predškolskoj ustanovi i osnovnoj školi, Institut za pedagoška istraživanja Beograd i Visoka škola strukovnih studija za obrazovanje vaspitača Sremska Mitrovica. Dedaj, M. (2014), Kompetencije vaspitača za inkluziju dece sa smetnjama u razvoju, Zbornik rezimea sa međunarodnog naučnog skupa: Inkluzija u predškolskoj ustanovi i osnovnoj školi, Institut za pedagoška istraživanja Beograd i Visoka škola strukovnih studija za obrazovanje vaspitača Sremska Mitrovica. Dedaj, M. (2014), Uloga vaspitača u ranoj intervenciji, III stručno-naučni skup sa međunarodnim učešćem „Aktuelnosti u edukaciji i rehabilitaciji osoba sa smetnjama u razvoju“, Smederevo: Resursni centar za specijalnu edukaciju, str.130 Dedaj, M. (2014): Saradnja defektologa i vaspitača u radu sa decom na ranom uzrastu, Konferencija sa međunarodnim učešćem Defektološki rad sa decom na ranom uzrastu - prevencija, (re)habilitacija i socijalna integracija, Društvo defektologa Vojvodine, str.38 Dedaj, M. (2015), Podrška u realizaciji inkluzivnog obrazovanja iz perspektive vaspitača i učitelja, Zbornik rezimea VI Međunarodna naučna konferencija, Inkluzija u predškolskoj ustanovi i osnovnoj školi, Izazovi unapređivanja politike i prakse inkluzivnog obrazovanja, Institut za pedagoška istraživanja Beograd i Visoka škola strukovnih studija za obrazovanje vaspitača Sremska Mitrovica. Pravilnik o bližim uputstvima za utvrđivanje prava na individualni obrazovni plan, i njegovu primenu i vrednovanje („Službeni glasnik RS“, broj, 79/10) Sretenov, D. (2008). Kreiranje inkluzivnog vrtića. Beograd: Centar za primenjenu psihologiju.


Methods of teaching

lectures, exercises, group forms of work, individual work of students on the development of pedagogical profile, consultations.




pedagogical profile of the child. 30

seminar paper 10


Course : Intercultural upbringing and education



ECTS: 5


Course aim Introduce students to the basics and specifics of intercultural upbringing and education. Training students for

critical review of the social implications of interculturalism in upbringing and education, developing professional curiosity and

interest in further study of the problem and professional approach in promoting the principles of intercultural upbringing and

education in practice.

Course outcome Students are: able to understand and explain the importance of equal opportunities in pre-school education;

support the creation of an environment that is stimulating for children and that respects diversity; show sensitivity and show

respect for diversity in family structures, cultural background, nationalities, beliefs and ways of life; respect and engage in the

principles of diversity and multiculturalism in upbringing and education; capable of designing and integrating within the

educational group, pedagogical and methodological procedures for groups of children who come from different environments.

Course content Theory The notion of culture, multicultural and intercultural; Cultural pluralism; Identity and culture; Personal,

social and intercultural identity; Affiliation to the group; Intercultural upbringing and education: Key concepts; Multicultural

and intercultural education; Hidden aspects of culture; Behavioral components of culture; Intercultural sensitivity; World

experiences on the practice of intercultural upbringing and education; Stereotypes and prejudices; Discrimination; Barriers to

intercultural communication; Key characteristics of the program of intercultural upbringing and education; Key competences of

educators: the field of intercultural upbringing and education; Criteria, indicators of interculturality.

Practice: Confronting identity; Discussion about culture; Cultural postcard, student work; The importance of intercultural

education and pre-school education; Serbia, challenges and supports for intercultural upbringing and education; Workshops: My

prejudices and stereotypes; Gradation of negative behaviors; Affiliation to the group; Cultural diversity; In a dialogue with

another; Use of different materials, techniques and methods of work in intercultural upbringing and education; Creating an

atmosphere necessary for intercultural learning; Developing the intercultural competences of children through the educational

process; Analysis of realized educational workshop in the field of intercultural education.

References:

Gošović, R., Mrše, S., Jerotijević, M, Petrović, D. i Tomić, V. (2012). Vodič za unapređenje interkulturalnog obrazovanje,

Beograd: Grupa MOST, 9-45.

Priručni materijali za nastavu i relevantne internet adrese.

Šira References: Grupa autora (2003). Uvažavnje različitosti i obrazovanje, Tematski zbornik radova, Beograd: Institut za

pedagoška istraživanja, 95-133, 137-142, 156-182 str.



activities; problem method. Participation in the evaluation of the effects of realized activities through lectures, exercises (discussions, content analysis, student presentations).



activity during lessons and exercises 15 written exam 70

practice, research project 15


Course : Personality psychology

Professor : PhD Tanja Panic


ECTS: 5


Course aim:

Introducing students with basic theoretical knowledge in the field of personality psychology,

Acquiring knowledge about the concept of structure, dynamics and personality development, mental health and

behavioral disorders, prevention of mental health

Training a student to recognize the basic characteristics of a normal behaviour patterns from the pathological

behavior of adults

Course outcome :

The student is expected to be able to:

- recognize and apply knowledge in work with children and adults, in all forms of team work in preschool institutions and

various forms of cooperation with parents and local community

Course content

Theory

Subject of psychology of personality; Problems studied by personality psychology; The concept of a personality structure; The concept of personality dynamics; Personality development; Personality theories; Changes and disorders of a person's mental life;

Changed state of consciousness; Behavioral disorders; Disorders of mental life; Prevention and treatment of mental disorders.

Practice:

Methods of studying personality psychology; Temperament and temeprament traits; Character and character traits; Skills;

Personality display; Types and typologies of personality; Will and decision; The factors of socialization; Sources of

socialization; Integration into the community; Mature personality; Theories that emphasize the biological basics of personality;

Personality theories emphasizing the specialty and excellence of man; Illegal behavior; Delinquency; Alcoholism; Drug

addiction; Neurosis; Psychoses; Psychopathy; Prevention of mental health.

References

Rot, N. (1996): Psihologija, Beograd; Zavod za uѕbenike i nastavna sredstva.

Hrnjica, S. (1994) Opšta psihologija sa psihologijom ličnosti, Beograd, Naučna knjiga.



Lectures, exercises, disassociations in small groups, AUN, presentation, group work



Final exam points

activity during lessons 5 Written exam 35


colloquium-i 20 practical exam

seminar 15


Course : Multimedia approach in teaching English



ECTS: 5


Course Introducing students with the use of computers, the Internet, video and audiomaterials, in order to train them to

combine various media (video, sound, graphics, photos, text, animation) within a single computer program, using sources on the

Web and working with digital resources and software for interactive learning of a foreign language.

Course outcome Student knows the theoretical settings in the field of learning and adopting a foreign language. The student independently combines different media in the formal and informal context of learning. The student applies acquired IT knowledge, harmonises the choice of language material, selects an appropriate teaching strategy, and evaluates the performance of the activity. .

Course content

Theory Theory and Practice of Network-Based Language Teaching; Sociocollaborative Language; On-line Learning in

Second Language Classroom; Network Multimedia Environments for Second Language Acquisition; An Electronic Literacy

Approach to Network-Based Language Teaching Task-Based Learning Via Audiovisual Network; Focus on Grammar

Interactive; Interactive Dictionaries; Computers and Collaborative Writing in the Foreign Language Curriculum; CAL –

Advantages and Disadvantages; Interactive Softwers and Multiple Forms of Learning; Making a Video; On-line

Discussions, Teacher Forums; Electronic Discourse; Communication in Cyberspace: The Role of Chatting in the Second

Language Acquisition

Practice: Second Language Acquisition, On-line Learning; Distance Learning; Active Learning; Cooperative Learning,

Discovery Learning; Computer-assisted Learning; Instructional Programs; The Effectivness, of CAL; Self'- Correction;

Learning Styles; Interactive dictionaries; Collaborative Writing; Learning to Learn, Post-Modern Teacher – Future

Challenges for the Teacher Profession

References: 1. Molinsky S., and Bill Bliss, Side by Side, London, Longman, 2004. 2. Rost, Michael, Longman English Interactive, London, Longman, 2004.

3. Warschauer M., and Richard Kern, Network-Based Language Teaching: Concepts and Practice, Cambridge, Cambridge

University press, 2000



and combined work.



Final exam points




seminar(s) 20


Course : Professional development of educators



ECTS: 5


Course aim: Introduce students with the significance and possibilities of professional development of educators. Developing

student competencies for managing personal professional development, developing a professional approach in establishing

relationships with various participants in the educational process.

Course outcome : Students understand the importance of continuous professional development, lifelong learning and are able to plan personal

professional development; supporting the roles of creators, evaluators and practitioners within the profession; understand the importance of assuming

the professional role of educators in society and professional approach in establishing relationships with different participants in the educational

process and possessing the competencies for managing personal professional development; know the characteristics of group and team work and

know how to recognizeand share their role in different teams / assets within a pre-school institution.

Course content Theory Possibilities of professional development of educators; Institutional framework of the system of

professional development of employees in education in our country; Professional training as a component of professional

development of educators; Forms of continuous professional development of educators within and outside the preschool

institution; Horizontal learning; Educator's competencies; Personal plan of professional development; Annual training plan at the

institution level; Teamwork in preschool; Mentoring and internships as stages of professional development; Conditions and

procedure for promotion and obtaining vocational training; Educator's portfolio; Managing professional development; The concept

of reflexive practice; Models of professional development.Practice: Professional development of educators: the context of lifelong

learning; Initial education of educators: in the educational system of our country and in the education systems of other countries /

critical review; Professional Training Center for Educators; Competencies of educators for a professional role in society

(associations, associations of educators in Serbia); Development of personal training plan: SWOT analysis; Criteria for monitoring

the achievement of professional education of educators; Team work / teams, assets within the preschool institution; Educator in a

partner relationship; Educators as researchers of their own practice; Principles of mentoring / traineeship; Presentation of student

papers: portfolio / elements, explanation of portfolio elements

.

References: 1. Grupa autora (2009). Mentor i pripravnik, Vodič za Professor e, vaspitače i stručne saradnike,

Beograd: Zavod za unapređivanje obrazovanja i vaspitanja, 14-21, 25-29, 30- 33, 112-114.

2. Grupa autora (2012). Priručnik za planiranje stručnog usavršavanja Beograd: Zavod za unapređivanje obrazovanja i

vaspitanja, 8-13.

3. Pavlović Breneselović, D. i Pavlovski (2000). Timski rad u vaspitnoj praksi, Beograd: Institut za pedagogiju i

andragogiju, 15-32. Šira References: Krnjaja, Ž. i Pavlović Breneselović, D. (2013). Gde stanuje kvalitet, knjiga 1, Politika

građenja kvaliteta u predškolskom vaspitanju.


Methods of teaching Cooperative learning; dialog method; method-oriented method and methods based on practical activities;

problem method. Participation in evaluating the effects of realized activities through lectures, exercises, students' practice

(discussions, content analysis, student presentations).






Course : Movement and Knowledge



ECTS: 5


Course aim:

Students understand the role and significance of the sensomotor structure in the development of a pre-school child

To enable students to stimulate different levels of psychomotor aspect of pre-school child development.

To enable students to understand the models of communication by the movement of a pre-school child

Course outcome :

The student understands the role of the sensomotor structure in the development of a pre-school child

The student is able to encourage different levels of psychomotor development of a pre-school child

The student understands the models of communication by the movement of a preschool child.

Course content

Basic milestones in mental development of children aged 3-7; Cognitive-developmental understanding of early education;

Knowledge as an action: action level of knowledge; Different views on the role of the sensomotor structure in the knowledge;

Body diagram as a source of knowledge; Movement system as a regulator of behavior of preschool children; The concept of

motor program and levels of motor variables management; Motor programs of fast movements; Physiological models of basic

movements; Kinematic characteristics of basic movements; Engrams and synergies; The process of learning the movement;

Effects of learning and motor transfer; Variables of tasks, performances and parameters in the basic motor skills of pre-school

children; Significance of the construction of new movements for the cognitive structure of preschool children.

References

Šmit, V.H.O. (1999): Razvoj deteta, Beograd: Zavod za udžbenike i nastavna sredstva

Ilić, D. (1999): Motorna kontrola i učenje brzih pokreta, Zadužbina Andrejević, Beograd Kirsten,

A. (2001): Creating Child Centered Classroon:3-6 Years



Lectures: mini lectures, work with text, discussions, solving the situation study

Interactive / cooperative / forms of teaching - Professor student cooperative learning, cooperative learning in groups, team

work



Final exam points

activity during lesons and

exercises

10 theory and practice 60

research project 30


Course : Family and kindergarten cooperation



ECTS: 5


Course aim: -To acquire contemporary knowledge about the family and its educational function, various forms of cooperation and partnership between family and preschool institution; -to master the strategies for involving the family in the development of the curriculum in a kindergarten; - to be able to provide assistance and support to parents in solving educational problems in the family and direct preparation of children for going to school; -to be able to explore the needs and interests of children and the family.

Course outcome After successful completion of the course, the student: knows the most important features of the family

and its educational function in contemporary living conditions; knows the forms and ways of family co-operation and is

capable of establishing a partnership with parents; is ready and able to provide assistance and support to parents in solving

educational problems in the family and preparing children for going to school; knows and can apply different ways of

involving the family and the local community in developing the curriculum; creates and uses tools for examining family

needs and evaluation of family co-operation. .

Course content

Theory Educational function of contemporary family.The importance and functions of family co-operation and kindergarten. Levels of

competence of parents and educators. Aspects and contents of family cooperation and kindergarten. Communication with family. Forms of oral and written

communication. Inclusion of parents in the life and work of kindergartens. Cooperation with family in the process of adaptation of children in kindergarten.

Cooperation between educators and parents in preparing children for going to school. Advisory work of teachers with parents. Assisting parents in solving

developmental difficulties as educational problems in the prod. Parental education for the role of educators and associates. Examination of educational needs,

planning and programming of pedagogical education of parents. Cooperation with parents of children with special educational needs.

Practice:Steps in developing a partnership with your family. Invitation to parents for cooperation. Creating a panel for parents.

Parental meetings. Home visits of the educators to the homes of parents - children. Parent in educational work. Parent as an assistant.

Parent as a volunteer. Parent as a partner. Causes and indicators of developmental difficulties and strategies for helping ch ildren and

parents. Children in divorce situations. Children in families with violence issues. Family needs test. Evaluation of family and

kindergarten cooperation.

References

-Marjanović,A.(1987)Vaspitna funkcija porodice, Dečji vrtić kao otvoreni sistem. Beograd:

Predškolsko dete,1-4

- Mijailović,G, (2006) Dete u porodici. Laćarak: AM Graphic.

- Medić, S i dr. (1997) Škola za roditelje. Socio-edukativni program za porodicu. Beograd: IPA.

-Gordon, T. (2001) Umeće roditeljstva, kako podizati odgovornu decu. Beograd: Kreativni centar.

-Grupa autora (1989) Roditelji u dečjem vrtiću.Beograd: Zavod za udžbenike i nastavna sredstva. Kamenov, E. (1997): Pripremam dete za školu. Novi Sad: Tampograf.


Methods of teaching Lectures, exercises, individual and group studies of selected topics in the field of family and

kindergarten cooperation (small research or essay), role plays, discussion, observation and recording of data on family and

kindergarten cooperation - report from the practice in kindergarten, consultations and current examination of knowledge in

the function of passing the final exam



activity during lessons and exercises 10 oral examination 50

colloquium-i 20

essay, book review or presentation 10

practice report on cooperation between kindergarten with family

10


Course : Theory of Upbringing



ECTS: 5


Course aim Developing students' competencies necessary for understanding and linking theory with educational practice,

understanding and developing the implications of the theory of upbringing in the field of preschool education. Developing the

ability of argued discussion by encouraging critical thinking and professional approach in the perception, interpretation,

understanding and review of the theory of upbringing.

Course outcome Students are: familiar with different theories of upbringing and understand them in the context of holistic,

comprehensive child development; they are able to analyze and link theories with educational practice, are familiar with the

educational components, their goals and tasks, analyze the role of educational areas in educational contents and programs of

work of preschool institutions; are able to integrate competences in special educational areas, know how to recognize

differences in all areas of children's development (emotional, intellectual, social, physical).

Course content

Theory Education: concept, character, factors; Basic characteristics of upbringing; Subject of the theory of upbringing and place in the system of

pedagogical disciplines; Upbringing and age-legality of children's development; Components of education and their interdependence; Goal and

tasks of upbringing; Physical education: concept, subject, character, factors; Intellectual education: concept, subject, character; Theories of

Intellectual Development: Piaget, Vigotsky Gardner, Bruner; Moral education: concept, subject, character, principles; Theories of moral

development: Piaget, Kolberg, Hoffman; Work education: concept, subject, character, factors; Aesthetic education: concept, subject, character,

principles.

Practice: The relationship between upbringing and education; Stages and factors of development of upbringing; Concretization

and determinants of the goal and tasks of upbringing; Physical education: goals and tasks of physical education, implications for

the work of the educator; Intellectual education: Goals and tasks (Piaget's theory, Vigotsky's theory and Gardner's theory):

Implications for the work of the educator; Moral education: goals and tasks, implications for the work of the educator; Work

education: an overview of the different views in the works of pedagogical classics, goals and tasks, the implications for the

work of the educator; Aesthetic education: goals and tasks, the relation between art and education, the implications of the work

of the educator.

References

1. Korać, I. i Joksimović, A. (2014). Značaj i funkcija umetnosti i njen odnos sa vaspitanjem, Vaspitanje

i obrazovanje, Podgorica, br. 2, 47-56.

2. Krnjaić, S. (2002). Socijalni odnosi i obrazovanje, Beograd: Institut za pedagoška istraživanja, Vršac:

Visoka škola za obrazovanje vaspitača, 40-51.

3. Krnjaja, Ž. i Miškeljin, L. (2006). Od učenja ka podučavanju, Lačarak: AM Graphic, 6-17.

4. Knežević-Florić, O., Milutinović, J. i Grandić, R., (2004). Radno i profesionalno vaspitanje - izbor

tekstova. Novi Sad: Savez pedagoških društava Vojvodine, 53-63.

5. Roeders, P. (2003). Interaktivna nastava, Beograd: Institut za pedagogiju i andragogiju, 59-73. Priručni materijali za nastavu ovog predmeta



activities; problem method. Participation in the evaluation of the effects of realized activities through

lectures, exercises (discussions, content analysis, student presentations).



activity during lessons и вежби 15 written exam 70

practical work, research project 15


Course : Self-evaluation and development planning of pre-school institutions



ECTS: 5


Course aim: Introduce students with the process of self-evaluation and development planning as a mechanism for

improving the quality of the work of the preschool institution. Introduce students with characteristics of group and

team work, roles and cooperation of different teams / assets of preschool institutions participating in the process of

self-evaluation and development planning.

Course outcome Students are familiar with the process of self-evaluation and development planning as a

mechanism for improving the quality of the work of the preschool institution; understand the importance of

different stages in the development of the development plan and know how to apply the different methods and

techniques necessary for the development planning of the preschool institution; possess competences for

argumentative discussions and presentations of work, positive professional attitude in relation to improving the

work of preschool institutions; they are familiar with the different roles of educators in teams / development

planning, self-evaluation of the work of the preschool institution; they are familiar with the strategies for achieving

partnership with key stakeholders (children, families, environment and school).

Course content Theory Development planning as a process; Steps in the development planning process; Evaluation

and self-evaluation of the work of preschool institutions; Analysis of the situation in the areas of quality; Data

collection and analysis instruments; Needs and priorities in inclusive practice; Resource analysis; Development

goals, tasks and activities; Evaluation and self-evaluation plan; The development plan of the preschool institution;

Partnership as a principle of planning and realization of planned activities; Strategies for achieving partnership with

key stakeholders; Different evaluation models; Horizontal Evaluation Instruments.

Practice: Spiral of development of the institution; Self-evaluation - A critical approach to inclusive practice and

openness for review and change; Defining needs and priorities during the development of the preschool institution;

Mapping resources; Defining development goals, tasks and activities; Success Criteria and Indicators; Institutional

development plan, case study of good practice; Project idea / situation analysis and problem analysis: case study;

Obligations and responsibilities of different stakeholders in the development planning process; Educator: member of

the team for self-evaluation of the work of the institution, the development team planning.

References: 1. Bennett, M., Madigan, I., Radulović, L. i Miškeljin, L. (2013): Vodič za samovrednovanje u

predškolskim ustanovama, Begrad: Digital Art, 14- 33, 35 – 41, 51-52, 62, 79-82.

2. Maksimović, B., Beara, M., Opačak (Korać) I., Stefanović, J., Simić, Lj., Gavrilov, M. (ur.) (2003). Koraci u

razvojnom planiranju, Školsko razvojno planiranje, Beograd: Ministarstvo prosvete i sporta.

3. Pavlović Breneselović, D. i Pavlovski (2000). Timski rad u vaspitnoj praksi, Beograd: Institut za pedagogiju

i andragogiju, 15-32.

Priručni materijali za nastavu ovog predmeta.


Methods of teaching Learning through participation in interactive teaching and examining your own experience. Group

incentive method: cooperative learning; Dialogue method (lectures, discussions); method-oriented method, methods based on

practical activities; problematic method (SWOT analysis, resource mapping technique, technique problem analysis, product

analysis).




practice, research project 15 oral examination


Course : Emergency conditions in children

Professor : Phd Zlatko Maksimovic


ECTS: 5


Course aim

To acquire knowledge about emergency conditions that can occur in children,adequate recognition of the most common urgent

conditions, timely reaction, and the importance of early care of emergency conditions in preschool institutions.

Course outcome The student is expected to be able to independently identify emergency conditions in pediatrics and to provide appropriate assistance to the child to whom it is needed. Students will be trained for the creative application of the learned to the right physical, social, emotional and cognitive development of children.

Course content

Theory

Introduction to emergency conditions in children, Cardiopulmonary resuscitation in children (basic maintenance of life), Injuries,

Foreign body quenching, Bleeding and stopping of bleeding, Febrile convulsions, Epilepsy, Allergies, Obstructive pulmonary

diseases (asthma and bronchitis), Fever, Pain in abdominal pain, inflammation, vomiting and dehydration, poisoning, urinary

tract disorders, eye, ear and nose damage.

Practice

Practical training of a student for performing cardiopulmonary resuscitation of the child, treatment of trauma, stopping bleeding,

epileptic seizures and other urgent conditions of the child.

References

- Vučović, D. i saradnici (2002), Urgentna medicina, Beograd, Obeležja.

- Priručnik za pružanje prve pomoći u dječjem vrtiću „Trebam tvoju pomoć“, Udruga medicinskih sestara, Miš, Zagreb 2009.

- Ristić, I.i saradnici (2003), Praktikum urgentne medicine, Beograd, Obeležja.

- Stojimirović, E. i saradnici(1991), Pedijatrija, Beograd, Naučna knjiga.

- Popović, D., Petrović, O., Čavaljuga, M., Kisin, Đ., Milenković, A., Erceg, M., Milanović, J., Paunović, M. (2001), Nezgode

se dešavaju, šta uraditi kada se dese i kako ih sprečiti – Priručnik za roditelje i one koji vode računa o deci, Beograd, UNICEF

Beograd.


Methods of teaching

Methods of lectures, methods of interactive teaching, presentations, individual and group work



Final exam points




seminar(s) 10


Course : Children's creativity



ECTS: 5


Course aim: Developing students' competences for recognizing and developing the creative potential of preschool children.

Course outcome Students are: familiar with the concept and characteristics of creativity of children of pre-school age; capable

of recognizing the creative potential of children of pre-school age; trained to create and organize a social and physical

environment for play and learning, an environment that allows children to be active and engage in creative activities.

Course content Theory Creativity: concept, manifestations and characteristics; Creative thinking and stages of the creative

process; Divergent and convergent thinking; Factors that support divergent processes; Child creativity: concept, characteristics,

manifestations; Criterion of creativity; The role of educators and the environment in encouraging child creativity; Educational

system in our country and creativity in children-paradigm shift; Children's play: concept, characteristics, character, structural

features; Imitation, creative imitation and activity of the play; The relation between children's play and creativity; Evaluation of

children's creativity; Creativity in interaction Practice: Conditions for developing children's creativity; Motivation of children

for the creative act; The competencies of preschool teachers and the creation of an environment for playing and learning;

Factors that influence the development of creativity and forms of creativity; Creative brain storm; Solving the problem using

divergent thinking; Creativity and process of upbringing and education in preschool institutions; Strategies for supporting

children's play; The role of educators in various types of games; Encouraging children's creativity through various media;

Selection of activities, methods and techniques of work, Media and artistic incentives.

References

1. Kamenov, E. (2008). Razvijanje dečjeg stvaralaštva, Vaspitanje predškolske dece, Beograd: Zavod za udžbenike, 296 – 312.

2. Krnjaja, Ž. (2012). Igra na ranim uzrastima, Standardi za razvoj i učenje dece ranih uzrasta u Srbiji, Beograd: Institut za

psihologiju Filozofskog fakulteta, 113-132.

3. Korać, I. i Gutvajn, N. (2015). Didaktičko-metodički pristupi likovnom stvralaštvu dece, u: Piskalo i dr. (ur.), Istraživanja

paradigmi djetinjstva, odgoja i obrazovanja, Zbornik odabranih radova, Zagreb: Učiteljski fakultet, Univerzitet u Zagrebu /

Support strategies for student art expression, in: I. Prskalo et al. (Ed.), Researching paradigms of childhood and education, Book

of selected papers (p.110-118). Zagreb: The Faculty of Teacher Education University of Zagreb.

4. Škorc, B. (2012). Kreativnost u interakciji. Beograd: Mostart. 11-19, 24-31, 36-48.


Methods of teaching cooperative learning; dialog method; method-oriented method and methods based on practical activities; problem method.

Participation in evaluating the effects of realized activities through lectures, exercises (discussions, content analysis, student presentations).






Course : Movement and communication



ECTS: 5


Course aim:

• Introduce students with the indicators of the spatial communication in a kindergarten

• Forming a strategy for educating the preschool teachers in the educational group

Course outcome :

The student understands models of non-verbal communication depending on the situational environment in the

activities of physical education

Course content

Communication-concept, subject function; Elements and meaning of the communication process; Types of communication;

Means and levels of communication in pre-school institutions; The skill of communicating in models of physical activity;

Techniques of observing the communication model in the educational group; Signs and meanings in physical education; The

notion of a space in the physical education of children of pre-school age; Psychological profile of the child in communication

with other adults; Basic aspects of non-verbal communication in physical education; Moving games as a model of non-verbal

communication; Models of physical education activities as an incentive to resolve conflicts in the educational group; Motivation

as a factor of verbal and non-verbal communication in physical education; Basic rules of business bonton and communication;

References

Rot, N. (1983): Znakovi i značenja, Beograd, Nolit. Suša, B(2008): Komuniciranje, Novi Sad, FAM

Stojanović, M(2002): Neverbalna komunikacija, Beograd, Privredna komora Jugoslavije

Višnjić, D., Jovanović, A., Miletić, M. (2004): Teorija i metodika fizičkog vaspitanja, Beograd, Fakultet sporta i fizičkog

vaspitanja.

Number of classes : 1+2 Theory Practice: 2


Lectures: mini lectures, work with text, discussions, solving the situation study

Interactive / cooperative / forms of teaching - Professor student cooperative learning, cooperative learning in groups, team

work



Final exam points

activity during lessons and exercises

10 theory and practice 60

mini project 30


Course : Hygiene and ecology

Professor : PhD Sinisa Maksimovic


ECTS: 5


Course aim Acquiring knowledge about the importance of hygiene and ecology for the upbringing and development of the child

as well as the health prevention. Developing awareness of the role of hygiene and ecology as the educational function of a

healthy lifestyle. Training a student for the proper planning and development of hygienic habits in children.

Course outcome : Students are trained to apply their knowledge in the planning of hygienic habits and behavior of children,

both individually and in kindergartens, schools, health care institutions. They are trained to use skills and knowledge within

special educational groups to promote the learning experience of children with regard to hygiene and hygiene habits.

Course content Theory 1. An Introduction to Medical Ecology. 2. Noise, lighting, dust in the environment and health. Air

pollution, air conditioning and ventilation in the environment.4. Microclimate. 5. Medical ecological character of the land.6.

Medical ecological aspects of housing and settlements. 7. Medical-ecological character of drinking water. Food. 9.

Recommendations and basics of nutrition planning at the population level. Nutrition of different populations. Nutritional

deficits.11. Medical nutritional therapy.12. Medical ecological aspect of physical activity.13. Sanitary and personal

hygiene.14. Mental hygiene.15. School hygiene.Practice: Disinfection of drinking water, Food, Nutrition: assessment of

nutrition and nutrition status, Nutrition: individual nutrition planning, Sanitary hygiene, Disaster hygiene, Disinfection of

hygiene in disasters, Seminars: Air pollution, noise, Seminars: Apartment and housing Seminars: Medical-ecological

importance of drinking water.

References : 1. Authorised lectures 2. Higijena sa zdravstvenim vaspitanjem, Autori: Pecelj-Gec Marija, Parezanović

Vidosava, Kocijančić Radojka, Nikolić Mihajlo


Methods of teaching : Methods of lectures, methods of interactive teaching, presentations, individual and group work



Final exam points


practice

colloquium-i 35

seminar(s) 10

preschool teacher training and business...

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