Faculty of Philosophy / PRE-SCHOOL EDUCATION / EXPERIMENTAL PROGRAMMES FOR EARLY CHILDHOOD EDUCAT

Course:

EXPERIMENTAL PROGRAMMES FOR EARLY CHILDHOOD EDUCAT/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4560	Obavezan	1	8	2+1+0

Programs	PRE-SCHOOL EDUCATION
Prerequisites	There are no requirements for registering and hearing the case.
Aims	Familiarizing students with the reasons for the creation and ways of branching out experimental programs for early education; Introducing students to the basic characteristics of various experimental programs for early education; Training students for critical reflection and comparative analysis of contemporary experimental programs for early education.
Learning outcomes	Upon completion of classes and from the specified subject, the student will be able to: - knows the basic terms and types of programs for early education; - compares early education programs; -cognitive-developmental skills; family-centered programs for early education; - explains the principles of cognitive-developmental and environmental programs for early education; -explains and evaluates methodological peculiarities obtained in research on the effectiveness of programs for early education.
Lecturer / Teaching assistant	Biljana Maslovarić
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Social-political and economic reasons for changes in early education.
I week exercises	Debate on the topic: Socio-political and economic reasons for changes in early education.
II week lectures	Psychopedagogical and family reasons for changes in early education. Behavioral, functional and humanistic approach to education.
II week exercises	Cooperative learning and group work on the topic: Humanistic approach to education in theory and practice.
III week lectures	Types of early education programs: Institutional programs for early education /Head Start, etc./ and experimental programs based on the system of "open education".
III week exercises	Debate: Types of early education programs.
IV week lectures	Cognitive development programs.
IV week exercises	Individual and group preparation of KWL - list of types of programs for early education.
V week lectures	Family-centered programs for early education - Part I
V week exercises	Cube method - debate.
VI week lectures	Family-centered programs for early education - Part I.
VI week exercises	Debate.
VII week lectures	Family-centered programs for early education-Part II.
VII week exercises	Essay analysis.
VIII week lectures	Changes in the conceptions of preschool education under the influence of experimental programs.
VIII week exercises	Essay analysis.
IX week lectures	Changes in the conceptions of preschool education under the influence of experimental programs
IX week exercises	Material analysis.
X week lectures	Comparative studies of experimental early education programs.
X week exercises	Essay analysis.
XI week lectures	Comparative studies of experimental programs for early education II.
XI week exercises	Essay presentation.
XII week lectures	Family-centered programs for early education.
XII week exercises	Essay presentation.
XIII week lectures	Family-centered programs for early education II.
XIII week exercises	Essay presentation.
XIV week lectures	Methodological features of research on the effectiveness of programs for early education I
XIV week exercises	Material analysis
XV week lectures	Family-centered programs for early education II.
XV week exercises	Material analysis.

Student workload	Weekly 8 credits x 40/30 = 10 hours and 40 minutes Structure: 2 hours of lectures 1 hour of exercises 7 hours and 40 minutes of independent work, including consultations
Per week	Per semester
8 credits x 40/30=10 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 7 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 10 hour(s) i 40 minuts x 16 =170 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 10 hour(s) i 40 minuts x 2 =21 hour(s) i 20 minuts Total workload for the subject: 8 x 30=240 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 48 hour(s) i 0 minuts Workload structure: 170 hour(s) i 40 minuts (cources), 21 hour(s) i 20 minuts (preparation), 48 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the presentation of the essay.
Consultations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the presentation of the essay. Consultations: Wednesday 12:30 p.m
Literature	Kamenov, E.: Experimental programs for early education. - Belgrade: Institute for Textbooks, 1982; Herrera, A and Mandić, P.: Education for the XXI century. - Sarajevo: Svjetost, 1989; Potkonjak, N.: Methodological problems of pedagogy. - Belgrade: Naučna knjiga, 1982. Bruner, J.: Culture of education, Zagreb: Educa, 2000.
Examination methods	Two tests with 15 points (Total 30 points), Highlighting during lectures and participation in debates 5 points: Essay with 15 points, Final exam with 50 points. A passing grade is obtained if at least 55 points are accumulated cumulatively.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / PEDAGOGICAL MANAGEMENT

Course:

PEDAGOGICAL MANAGEMENT/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4563	Obavezan	1	4	2+1+0

Programs	PRE-SCHOOL EDUCATION
Prerequisites	There are no requirements for reporting and lecture attendance
Aims	Introduction the basis of the theory of management as the prerequisite of successful relations at all levels of education. The subject is a sublimation of a wide range of scientific knowledge about economic solidity and cohesion of modern governance,as well as its qualitative and cultural nature which, in the formation of personality of managers in education, supposes an enchanced ability to achieve the objectives of learning how to study management, i.e. acquisition, arrangement and use of human,material and other technical resources.
Learning outcomes	After passing this exam student will be able to: 1. Get familiar with the basics of management theories that are a prerequisite of successful relations at all levels of education, well run with human and physical resources in the sectors of indebtedness. 2. Sublimation of wide spectrum of scientific knowledge about the economic solidity and cohesion of modern governance, and its qualitative and cultural nature which, in the formation of the entire personality of a manager in education, presupposes an enhanced ability to achieve goals. 3. Learned how to study management, i.e. acquisition, deployment and use of human resources, material and other technical means, realizes set goals and tasks by plans and programs.
Lecturer / Teaching assistant	Biljana Maslovarić, PhD Jelena Vukotić, MA
Methodology	Lectures and debates. Preparation and delivery (in electronic form)of one essay on a given topic from one of the areas of subject. Studying for tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Management in Education (specificity)
I week exercises	Management in Education (specificity)
II week lectures	Introduction to pedagogic management,development of management theories,management proceses
II week exercises	Introduction to pedagogic management,development of management theories,management proceses
III week lectures	Educational system in Montenegro and other educational systems (characteristics)
III week exercises	Educational system in Montenegro and other educational systems (characteristics)
IV week lectures	School Governance and Management (classical and contemporary theories)
IV week exercises	School Governance and Management (classical and contemporary theories)
V week lectures	Team work in the school as a model of successful management
V week exercises	Team work in the school as a model of successful management
VI week lectures	First knowledge test
VI week exercises	First knowledge test
VII week lectures	Communication and conflicts
VII week exercises	Communication and conflicts
VIII week lectures	Changes at school (resistance and acceptance of changes)
VIII week exercises	Changes at school (resistance and acceptance of changes)
IX week lectures	Planning (types of plans) and making decisions at school
IX week exercises	Planning (types of plans) and making decisions at school
X week lectures	Staff policy and human relation at school (director of Institution as a pedagogical leader)
X week exercises	Staff policy and human relation at school (director of Institution as a pedagogical leader)
XI week lectures	Knowledge management and project management at school
XI week exercises	Knowledge management and project management at school
XII week lectures	Legislation in educational system
XII week exercises	Legislation in educational system
XIII week lectures	Secoond knowledge test
XIII week exercises	Secoond knowledge test
XIV week lectures	Research, innovation and development of school as an organisation Managers at school: levels, roles, tasks, qualities, knowledge, leadership styles
XIV week exercises	Research, innovation and development of school as an organisation Managers at school: levels, roles, tasks, qualities, knowledge, leadership styles
XV week lectures	Final exam
XV week exercises	Final exam

Student workload	Weekly: 5 credits x 40/30 = 6 hours 40 minutes Structure of the load: 2 hours of teaching 2 hours of practise 2 hours of independent work including consultancies During the semester: Lectures and final exam: 6 hours 40 minutes x 16 = 106 hours 40 minutes Necessary preparations before the start of the semester (administration, registration, certification) 2 x (6 hours 40 minutes) = 13 hours 20 minutes Total hours for the course: 5x30 = 150 hours Additional work for the preparation of the remedial final exam, including the taking the remedial final exam from 0 to 30 hours (the remaining time of the first two items to the total load of the course) Structure of the load: 106 hours 40 minutes (teaching) + 13 hours 20 minutes (preparation) + 30 hours (additional work)
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and doing two tests. Students prepare an essay each and participate in debate after the presentation of essays
Consultations
Literature	Olivera Knežević-Folić, Milka Oljača (2011), Pedagogical Management, Association of Pedagogical Societies of Vojvodina, Novi Sad Svetlana Kostović, Milka Oljača (2012), Pedagogue and pedagogical dimensions of management, Faculty of Philosophy, Novi Sad Milkovich, G, J.Boudreau (1997), Human Resource Management, IRWIN Book team, Higher Education group, USA Isak Adižes (1992), Change Management, ASEE, Novi Sad J.R. Schermerhorn, J.Campling, D.Poople, R.Wiesner (2013), Management, Wiley&Sons Australia, Ltd. Morey, D. (2001), Knowledge Management, MIT Press. Bahra, N. (2001), Competitive Knowledge Management, St. Martin Press Von Hoffman, C (2001), Do We Know How to Do That? Understanding Knowledge Management, Harvard Business School Press Ministry of Education and Science, Book of Changes, Podgorica, 2001. Marković, B.: School organization and management, Užice, 2003.
Examination methods	- Preparation and submission of essays in written and electronic form (5 + 5 points) + involvement in teaching and participation in debates (5 points) = 15 points - Two tests - 20 point, Final exam - 45 points. - Passing grade is obtained by collecting
Special remarks
Comment	The plan of implementation of the curriculum, students will get at the beginning of the semester

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / PRESCHOOL DEVELOPMENT CURRICULUM

Course:

PRESCHOOL DEVELOPMENT CURRICULUM/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4564	Obavezan	2	6	2+2+0

Programs	PRE-SCHOOL EDUCATION
Prerequisites	There is no condition.
Aims	Acquaintance of students with leading theoretical-methodological approaches and curriculum development (term-conceptual definitions, curriculum conceptions, ways of officialization/legitimization, and curriculum types); Development of the ability to critically reflect on the curriculum and the interdependence of numerous aspects that arise from it and determine the educational process; Development of analytical skills for evaluation of curriculum implementation.
Learning outcomes	Upon completion of classes in the above-mentioned subject, the student will be able to: - Compares the historical basics and frameworks of the term curriculum; - compares the goals and tasks of the curriculum in preschool systems/national and international; - knows and compares curriculum models (Tylers; Walkers, etc.); - explains the functions, dimensions and patterns in the implementation of curricula. - Describes the historical basics and frameworks of the term curriculum. - Compares theories and determinates in curriculum creation; - Explains and compares curriculum models (Tylers; Walkers, centralized curriculum, etc.); - Explain the national standards of knowledge and their influence on the creation of the curriculum; - Explain the functions, dimensions and patterns in the implementation of curricula.
Lecturer / Teaching assistant	Biljana Maslovarić, PhD Jelena Vukotić, MA
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Curriculum Movement and Curriculum History.
I week exercises	Presentation.
II week lectures	Curriculum theory.
II week exercises	Presentation and analysis of seminar papers.
III week lectures	Curriculum theory and conceptualism.
III week exercises	Presentation and analysis of seminar papers.
IV week lectures	Curriculum theory and conceptualism II.
IV week exercises	Presentation and analysis of seminar papers.
V week lectures	Curriculum planning methodology and determinants in its creation.
V week exercises	Presentation and analysis of seminar papers.
VI week lectures	Situational analysis/needs assessment when choosing teaching content.
VI week exercises	Presentation and analysis of seminar papers.
VII week lectures	Permanent innovation and development - curriculum reform.
VII week exercises	Presentation and analysis of seminar papers.
VIII week lectures	Taylors model of planning teaching contents.
VIII week exercises	Presentation and analysis of seminar papers.
IX week lectures	Walkers conscious approach to planning teaching content.
IX week exercises	Presentation and analysis of seminar papers.
X week lectures	Centralized curriculum creation at the level of competent institutions.
X week exercises	Presentation and analysis of seminar papers.
XI week lectures	Decentralized curriculum creation.
XI week exercises	Presentation and analysis of seminar papers.
XII week lectures	Decentralized curriculum creation II.
XII week exercises	Presentation and analysis of seminar papers.
XIII week lectures	Decentralized curriculum creation III.
XIII week exercises	Presentation and analysis of seminar papers.
XIV week lectures	National knowledge standards and impact on curriculum creation.
XIV week exercises	Presentation and analysis of seminar papers.
XV week lectures	National knowledge standards and impact on curriculum creation II.
XV week exercises	Presentation and analysis of seminar papers.

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 1 hour of exercises 2 hours and 40 minutes of independent work, including consultation
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	The students are required to attend classes, participate in debates and take two tests. Students prepare two essays each and participate in a debate after the essay presentation.
Consultations	Wednesday 12:30 p.m.
Literature	Marsh, C.: Curriculum – fundamental concepts. - Zagreb: Educa, 1994; Gudjons, H.: Didactic theories. - Zagreb: Educa, 1992; Gudjons, H.: Pedagogy - basic knowledge. - Zagreb: Eudca, 1993; Vilotijević, M.: Didactics 3 – teaching organization. - Belgrade: Faculty of Education, 1999; Desforges, C.: Successful learning and teaching. - Zagreb: Educa, 2001. Kvaščev, R.: Modeling the learning process. - Belgrade: Institute for Pedagogical Research, 1978.
Examination methods	Lectures, presentations and debates. Preparation of one essay each on a given topic and one of the content areas of the course. Studying for tests and final exams. Consultations.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / LEISURE PEDAGOGY

Course:

LEISURE PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4565	Obavezan	1	6	2+2+0

Programs	PRE-SCHOOL EDUCATION
Prerequisites	No conditions.
Aims	Familiarizing students with the reasons for the emergence of free time pedagogy and the subject of its study; Acquaintance of students with effective and creative ways of spending free time as well as its educational function. Training students for critical thinking, quality educational work with children and young people in their free time.
Learning outcomes	Training students for critical reflection, quality educational work with children and youth in free time and extracurricular activities in the function of developing autonomy and self-actualization of childrens development; training students for planning, implementing, evaluating and improving the effects of extracurricular activities.
Lecturer / Teaching assistant	Biljana Maslovarić, PhD
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Subject and tasks of free time pedagogy.
I week exercises	Discussion on the topic: My "budget" of time.
II week lectures	Methodology of extracurricular work: pedagogical scientific discipline, its goals, tasks and importance: fundamental starting points.
II week exercises	Debate.
III week lectures	Methodology of extracurricular work: goals and tasks of extracurricular activities.
III week exercises	Debate.
IV week lectures	The role of the educator and his competences - pedagogical guidance as a creative process.
IV week exercises	Discussion, content analysis.
V week lectures	Extracurricular activities focused on the interest of children/students: scientific, cultural-artistic, sports, work-production and other recreational activities.
V week exercises	Debate.
VI week lectures	Extracurricular Planning and Programming: Abilities, Interests, Resources, Challenges, and Application.
VI week exercises	Analysis of teaching materials.
VII week lectures	Planning and programming extracurricular work: forms, methods and contents of work, interdisciplinarity in extracurricular work.
VII week exercises	Debate.
VIII week lectures	The family in ecological system theory: parents and free time of children/students, parents as partners in extracurricular work, parent education.
VIII week exercises	Analysis of teaching content.
IX week lectures	The family in ecological system theory: parents and free time of children/students, parents as partners in extracurricular work, parent education.
IX week exercises	Debate.
X week lectures	The role of mass media in creating free time for children and young people.
X week exercises	Debate.
XI week lectures	Leisure and subcultural identity.
XI week exercises	Content analysis.
XII week lectures	Leisure and lifestyles of children and young people.
XII week exercises	Debate.
XIII week lectures	Methodological complexity of studying extracurricular activities - research in extracurricular activities I.
XIII week exercises	Debate.
XIV week lectures	Methodological complexity of studying extracurricular activities - research in extracurricular activities II.
XIV week exercises	Content analysis.
XV week lectures	Free time and lifestyles of children and young people II.
XV week exercises	Debate

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of lectures 2 hours of exercises 2 hours and 40 minutes of independent work, including consultations.
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the presentation of the essay.
Consultations	Wednesday 11:00 a.m. – 12:30 p.m. (336)
Literature	Maslovaric B. (2010) Management of free time as a factor in the development of the personality of adults, Korak po korak Library, Pedagogical Center of Montenegro, Podgorica J. Valsiner (1997), Human Development and Culture, Institute for Textbooks and Teaching Aids, Belgrade Janković, V. (1976): Free time in contemporary pedagogical theory and practice, Pedagogical and literary collection Zagreb. S. Tomanović (2004) Sociology of childhood (Chrestomatius), Institute for textbooks and teaching aids, Belgrade N.Hrvatic.A.Klapan, M.Ljubetić, S.Zrilić (2013) Pedagogy and culture 1st and 2nd, Croatian Pedagogical Society, Zagreb Previšić, V. (1987), Extracurricular Activities and Creativity. Zagreb: School newspaper
Examination methods	- Two tests with 15 points each (Total 30 points), Homework with 5 points, Preparation and presentation of an essay with 10 points, - Attending classes, standing out during lectures and participating in debates 5 points - Final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / GAME THEORY

Course:

GAME THEORY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4566	Obavezan	2	6	2+1+0

Programs	PRE-SCHOOL EDUCATION
Prerequisites
Aims
Learning outcomes
Lecturer / Teaching assistant
Methodology

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures
I week exercises
II week lectures
II week exercises
III week lectures
III week exercises
IV week lectures
IV week exercises
V week lectures
V week exercises
VI week lectures
VI week exercises
VII week lectures
VII week exercises
VIII week lectures
VIII week exercises
IX week lectures
IX week exercises
X week lectures
X week exercises
XI week lectures
XI week exercises
XII week lectures
XII week exercises
XIII week lectures
XIII week exercises
XIV week lectures
XIV week exercises
XV week lectures
XV week exercises

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations
Consultations
Literature
Examination methods
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / EVALUATION OF PRESCHOOL INSTITUTION

Course:

EVALUATION OF PRESCHOOL INSTITUTION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4567	Obavezan	2	6	2+1+0

Programs	PRE-SCHOOL EDUCATION
Prerequisites	No pre-conditions.
Aims	Development of basic, professional and modern knowledge about the types and models of monitoring the quality of educational work and the connection between theory / philosophy and practice, known (and possible) docimological solutions, as well as all pedagogical aspects of these activities; understanding the importance of continuous evaluation, monitoring and application of consistent classification of educational goals as the most important areas of human development (cognitive, affective and psychomotric)
Learning outcomes	Acquaintance of students and training for the application of modern standards for quality assurance of kindergarten/school, curriculum-program/area of work. At the same time, personalization of students for self-evaluation procedures and verification of a set of instruments and standards for encouraging the quality of achievement of children/students, which can be applied in daily work in kindergarten/school.
Lecturer / Teaching assistant	Biljana Maslovarić, PhD Jelena Ivanović Vukotić, MA
Methodology	Lectures, debates, simulations, work on available evaluations instruments.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Evaluation in the education process .
I week exercises	Debates, simulations, work on available evaluations instruments.
II week lectures	The goal (s) of education as a starting point in evaluation.
II week exercises	Debates, simulations, work on available evaluations instruments.
III week lectures	Purpose and types of evaluation.
III week exercises	Debates, simulations, work on available evaluations instruments.
IV week lectures	Finnish evaluation model.
IV week exercises	Debates, simulations, work on available evaluations instruments.
V week lectures	Monitoring and evaluation: synthetic and analytical, portfolio.
V week exercises	Debates, simulations, work on available evaluations instruments.
VI week lectures	Monitoring and evaluation: synthetic and analytical, portfolio II
VI week exercises	Debates, simulations, work on available evaluations instruments.
VII week lectures	Monitoring and evaluation: synthetic and analytical, portfolio III.
VII week exercises	Debates, simulations, work on available evaluations instruments.
VIII week lectures	Educational practice research.
VIII week exercises	Debates, simulations, work on available evaluations instruments.
IX week lectures	Educational practice research II.
IX week exercises	Debates, simulations, work on available evaluations instruments.
X week lectures	Comparative evaluations: from competence to quality.
X week exercises	Debates, simulations, work on available evaluations instruments.
XI week lectures	Comparative evaluations: from competence to quality II.
XI week exercises	Debates, simulations, work on available evaluations instruments.
XII week lectures	Standards of the quality of work of educational institutions.
XII week exercises	Debates, simulations, work on available evaluations instruments.
XIII week lectures	Application of standards in self-assessment and evaluation of educational institutions.
XIII week exercises	Debates, simulations, work on available evaluations instruments.
XIV week lectures	Standards of the quality of work of educators (Indicators of quality and professional development).
XIV week exercises	Debates, simulations, work on available evaluations instruments.
XV week lectures	Developmentally appropriate pedagogical practice and reflection.
XV week exercises	Debates, simulations, work on available evaluations instruments.

Student workload	During semester Teaching practice and final exam: 6 hours 40 minutes x16 = 106 hours 40 minutes Preparations required before the semester starts (administration, enrollment, verification) 2 x (6 hours 40 minutes) = 13 hours 20 minutes Total workload for the subject 5x30 = 150 hours Additional work for preparing of make-up examination, including taking make-up exam from 0 to 30 (remaining time from item 1 till total workload Structure of the workload: 106 hours 40 minutes.(Teaching)+13 hours 20 minutes (Preparation)+30 hours (Additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	5 credits x 40/30 = 6 hours 40 minutes Structure: 2 hours of teaching 2 hours of practice 2 hours 40 minutes of individual work including consultations
Consultations	Wednesday 11.00 – 12.30 h (336)
Literature	Posavac, E. J., & Carey, R. G. (2003) Program evaluation - methods and case studies. (6th edition). New Jersey: Prentice Hall. Havelka N. And co-workers (2002): System for monitoring and evaluating the quality of education - a proposal for changes and innovations (2002-2005) In: Quality education for all - the path to a developed society Jordan, A.M. (1953), Measurement in Education, New York: McGrow-Hill Matijević, M (2005) Evaluation in education, Pedagogical research, 2(2) W. Glasser (1999), Teacher in a quality school, EDUCA, Zagreb Konig, E. & Zedler, P: Theories of the science of education. - Zagreb: Educa, 2001. Pešić, M (1987).: Evaluation of preschool educational programs - Institute for textbooks and teaching aids, Belgrade
Examination methods	Will be graded: - Two tests at 15 points (Total of 30 points), - Homework with 5 points - Preparation and work on the essay 10 points - Presence, active participation in lectures and debates 5 points,: Essay 15 points, - Final exam 50 points. Positive grade is awarded if the total of points is at least 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / BACHELOR THESIS (DIPLOMA PAPER)

Course:

BACHELOR THESIS (DIPLOMA PAPER)/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4568	Obavezan	2	6	2+0+0

Programs	PRE-SCHOOL EDUCATION
Prerequisites
Aims
Learning outcomes
Lecturer / Teaching assistant
Methodology

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures
I week exercises
II week lectures
II week exercises
III week lectures
III week exercises
IV week lectures
IV week exercises
V week lectures
V week exercises
VI week lectures
VI week exercises
VII week lectures
VII week exercises
VIII week lectures
VIII week exercises
IX week lectures
IX week exercises
X week lectures
X week exercises
XI week lectures
XI week exercises
XII week lectures
XII week exercises
XIII week lectures
XIII week exercises
XIV week lectures
XIV week exercises
XV week lectures
XV week exercises

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 6 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations
Consultations
Literature
Examination methods
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / COGNITIVE IMPAIRMENT IN INCLUSIVE EDUCATION

Course:

COGNITIVE IMPAIRMENT IN INCLUSIVE EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
7024	Obavezan	1	4	3+1+1

Programs	PRE-SCHOOL EDUCATION
Prerequisites	There is no requirement to register and attend the courses lectures
Aims	Sensitization of students to work with children with disabilities and difficulties in development; *Introducing students to the theoretical foundations of an inclusive program; *Introducing students to practical solutions for implementing inclusive education and strategies for sensitizing other children to the needs and problems of children with special educational needs; Getting acquainted with the specifics of developmental disorders and difficulties
Learning outcomes	1. Explains the specifics of developmental difficulties; 2. Describes the specifics of developmental difficulties; 3. Makes IROP; 4. Explains the ambience of the study for working with children with disabilities and disabilities; 5. Eliminates reading and writing difficulties in children.
Lecturer / Teaching assistant	PhD Nada Šakotić
Methodology	Lectures and debates. The preparation of one essay on a given topic from one of the areas of curriculum. Studying for test and a final exam. Consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Children with visual impairments
I week exercises	Braille
II week lectures	Children with hearing impairments
II week exercises	Visit to the Institute in Kotor
III week lectures	Children with mental disability and DKD
III week exercises	Visit to the Institute "Komanski most"
IV week lectures	Children with voice, speech and language disorders
IV week exercises	Sign language alphabet
V week lectures	Children with motor disorders and chronic diseases
V week exercises	Group work, presentation
VI week lectures	Socially maladjusted children and children with behavioral problems
VI week exercises	Presentation of smaller group projects
VII week lectures	Children with ADHD
VII week exercises	Presentation of seminar papers and essays
VIII week lectures	Hypoactive child
VIII week exercises	Review of the book "Children who are difficult to raise", discussion
IX week lectures	Children with emotional and social adjustment difficulties
IX week exercises	Workshop: Role-playing game, problem solving
X week lectures	- Children with autism
X week exercises	Presentation of the research "Specifics of educational work with autistic children", discussion of results
XI week lectures	- Acalculia-dyscalculia
XI week exercises	Further clarification of terminology and symptoms
XII week lectures	Dyslexia
XII week exercises	Discussion, additional clarifications of terminology and symptoms
XIII week lectures	Dysgraphia
XIII week exercises	Poster presentation, discussion
XIV week lectures	Dysgraphia;
XIV week exercises	Working in small groups, presentations
XV week lectures	Knowledge test
XV week exercises	Presentation of small group projects

Student workload	Weekly: 6 credits x 40/30 = 8 hours Structure of the load: 2 hours of teaching 6 hours of independent work including consultancies During the semester: Lectures and final exam: 8 hours x 16 = 120 hours Necessary preparations before the start of the semester (administration, registration, certification) 2 x (8 hours) = 16 hours Total hours for the course: 6x30 = 180 hours Additional work for the preparation of the remedial final exam, including the taking the remedial final exam from 0 to 44 hours (the remaining time of the first two items to the total load of the course) Structure of the load: 120 hours (teaching) + 16 hours (preparation) + 44 hours (additional work)
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 3 sat(a) theoretical classes 1 sat(a) practical classes 1 excercises 0 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and doing two tests. Students prepare an essay and participate in the debate following the presentation of essays.
Consultations	Tuesday at 10:30 AM.
Literature	• U Daniels E. i Staford K.: Uključivanje djece sa posebnim potrebama u redovni vaspitno-obrazovni proces .- Podgorica: Pedagoški centar Crne Gore, 2002. • Heekin, Š. i Mengel P. : Priručnik »Novi prijatelji« .- Zagreb: Mali profesor, 1997. • Hrnjica, S
Examination methods	- Two tests with 15 points (30 points total); - Emphasis during lectures and participate in debates 5 points: Essay 10 points; homework 5 points; - Final exam with 45 points. - Passing grade gets if students cumulative collect at least 55 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / INCLUSIVE EDUCATION METHODS

Course:

INCLUSIVE EDUCATION METHODS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
7025	Obavezan	2	6	3+1+1

Programs	PRE-SCHOOL EDUCATION
Prerequisites	There are no conditions
Aims	Sensitization of students to work with children with special educational needs; Introducing students to practical solutions for inclusive education and strategies for sensitizing other children to needs and problems with special educational needs. The application of acquired theoretical knowledge in practice.
Learning outcomes	1. Organizes assistance and support to children with special educational needs 2. Provides assistance and support to children with special educational needs; 3. Independently makes observations of children with special educational needs 4. Recognizes certain difficulties in working in children
Lecturer / Teaching assistant	PhD Nada Šakotić
Methodology	Lectures and debates, participation in the team, preparation of IROP for children with special educational needs, preparation of one essay on a given topic in one or more areas of subject content, learning for the test and final exam, consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Support and assistance to children with visual impairments
I week exercises	Braille
II week lectures	Support and assistance to children with hearing impairments
II week exercises	Methods of assistance and support to children with hearing impairments
III week lectures	Observations of children with mental disabilities and slow cognitive development;
III week exercises	Presentation of seminar papers, essays, smaller projects.
IV week lectures	Assistance and support for children with mental disabilities and slow cognitive development
IV week exercises	Watching the film "Malin" and discussion
V week lectures	Assistance and support to children with disorders of voice and speech
V week exercises	Discussions, small group work, presentations
VI week lectures	Assistance and support for children with physical disabilities and chronic diseases
VI week exercises	Watching the movie "Amy" and discussion
VII week lectures	Specific of work with children with behavioral problems;
VII week exercises	Workshop: Solving problem situations, methods of correction of problematic behavior
VIII week lectures	Specific of work with children with behavioral problems
VIII week exercises	The influence of peer group on correcting the problem behavior
IX week lectures	Assistence and support to children with ADHD and hypoactivity
IX week exercises	Presentation of seminar papers
X week lectures	Assistence and support to children with ADHD and hypoactivity
X week exercises	Methods of assistance and support to children with ADHD and hypoactivity
XI week lectures	Assistance and support for children with socio-emotional problems;
XI week exercises	Cooperation with the childs family
XII week lectures	Assistance and support for children with socio-emotional problems;
XII week exercises	Visit of Center for Children and Youth "Ljubovic"
XIII week lectures	Assistance and support for children with aggressive behavior;
XIII week exercises	Methods of correction of aggressive behavior
XIV week lectures	Assistance and support for children with autism;
XIV week exercises	Guest appearance a parent of a child with autism, discussion
XV week lectures	Knoweldge test
XV week exercises	Discussion, work in small groups

Student workload	Weekly: 6 credits x 40/30 = 8 hours Structure of the load: 2 hours of teaching 6 hours of independent work including consultancies During the semester: Lectures and final exam: 8 hours x 16 = 120 hours Necessary preparations before the start of the semester (administration, registration, certification) 2 x (8 hours) = 16 hours Total hours for the course: 6x30 = 180 hours Additional work for the preparation of the remedial final exam, including the taking the remedial final exam from 0 to 44 hours (the remaining time of the first two items to the total load of the course) Structure of the load: 120 hours (teaching) + 16 hours (preparation) + 44 hours (additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 1 sat(a) practical classes 1 excercises 3 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend work in educational groups, to participate in debates, to participate in a team that makes a support plan for a child with special educational needs, to develop an individual educational development plan, to attend consulta
Consultations	Tuesday at 11:30 AM
Literature	Daniels, E. i Staford, K. (2002): Uključivanje djece sa posebnim potrebama u redovni vaspitno-obrazovni proces, Pedagoški centar Crne Gore, Podgorica; -Heekin, Š. i Mengel, P. (1997) : Priručnik »Novi prijatelji«, Mali profesor, Zagreb; - Hrnjica, S. (1997): Dete sa razvojnim smetnjama u osnovnoj školi, Učiteljski fakultet, Beograd; - Mišić, D. (1995): Inklizija ili potpuno uključivanje, Defektološki fakultet, Zagreb; - Savez društava defektologa Hrvatske (1997): Integracija graničnih slučajeva u redovnu Osnovnu školu, Zagreb; - Dimić, D. (2005): Deca sa blagim smetnjama u razvoju u učenju u odelenjima redovne Osnovne škole, Novi Sad; - Vukajlović B. (2004): Inkluzivno obrazovanje, Naučna knjiga, Banja Luka; - Šakotić,N. (2005): Ljevorukost u Osnovnoj školi, Podgorica; - Šakotić,N. (2008): Efekti inkluzivne prakse u osnovnim školama u Crnoj Gori. Doktorska disertacija; - Šakotić, N. (2012): Uticaj integracije na socijalni razvoj djece sa usporenim kognitivnim razvojem, Institut društvenih nauka –Centar za ekonomska istraživanja, Beograd; - Šakotić, N.(2013): Uloga savremenog vaspitača u procesu vaspitanja, In: Joković, M. (Eds) Zbornik sa simpozijima, Vaspitač u 21 veku, Aleksinac; - Šakotić, N. (2014): Sociometric position of students in highschool education programe in condition of inclusion In: The 2nd International Conference on Research and Education – „Challenges Toward the Future“,Shkodra; - Šakotić, N., Kosić, S., Kustudić, M., Čolović, R. (2018): Priručnik za djecu sa i bez ostatka sluha, JU Resursnicentar za sluh i govor „Dr Peruta Ivanović“, Kotor; - Šakotić, N. (2023): Osnove inkuzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić,N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić.
Examination methods	- One test 30 points; - Attendance, highlighting during lectures and participation in debates 5 points; - Essay 15 poena; - Final exam 50 points.; - A passing score is obtained if you cumulatively collect at least 51 points
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PRE-SCHOOL EDUCATION / EARLY CHILDHOOD PEDAGOGY

Course:

EARLY CHILDHOOD PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
8376	Obavezan	1	8	3+1+0

Programs	PRE-SCHOOL EDUCATION
Prerequisites	No prerequisites required for attending and passing the subject
Aims	Introduce students with the reasons of the different concepts and models of preschool education. Introduce students with the types and characteristics of pedagogical research with an emphasis on small research practitioners; To familiarize students with the concepts and ideas of active learning in the preschool age. Encouraging students to critically evaluate current practices and preschool comparative analysis of modern models of education.
Learning outcomes
Lecturer / Teaching assistant	Ph.D.Tatjana Novovic and MSc Milena Mijovic
Methodology	Lectures and debates. The preparation of one essay on a given topic from one of the areas of curriculum. Studying for tests and a final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Preparation and presentation of the program
I week exercises	Preparation and presentation of model of work
II week lectures	Contradictory issues early preschool education (institutionalized education and its transformation in social education)
II week exercises	Debate: Benefits and disadvantages of institutional education
III week lectures	Scientific foundation of educational practices in pre-school institutions (assessment of the effects of certain programs on the development of a preschool child).
III week exercises	Methods, techniques and instruments of self-evaluation
IV week lectures	Learning early preschool children and individualization approach in practice
IV week exercises	Additional terminological clarification - individualization, dimensions of individuality.
V week lectures	The concept of the child, its development and education.
V week exercises	Workshop: Solve the problem situation
VI week lectures	Childhood as a cultural and historical structures (Concepts and approaches; understanding of childhood)
VI week exercises	Small group work, presentation
VII week lectures	Scientific and other conceptions of childhood (historical, ethnographic, with emphasis on the concept of childhood in our culture now and then)
VII week exercises	Recent developments in Preschool, results of the latest research in the field
VIII week lectures	TEST I
VIII week exercises	Identification of existing knowledge about action research
IX week lectures	New research methods (action research)
IX week exercises	Application of the theoretical knowledge in practice. Action research in kindergarten.
X week lectures	New research methods (micro surveys of practitioners)
X week exercises	The techniques and instruments used in the action research
XI week lectures	Context of institutions for early education, holistic approach
XI week exercises	The discussion, further clarification of concepts and terminology
XII week lectures	Changing context and educational practices in kindergartens
XII week exercises	Recent developments in Preschool, results of the latest research in the field
XIII week lectures	The curriculum of early care and education in preschool practice
XIII week exercises	Definitions of the curriculum, the distinction between the curriculum and the plans and programs of the institution
XIV week lectures	Institutions of early education as a self- organizing and open system
XIV week exercises	Benefits for Institution with open system of education
XV week lectures	TEST II
XV week exercises	Consultations

Student workload	Weekly: 8 credits x 40/30 = 10 hours and 40 minutes Structure: 3 hours of lectures 1 hour exercise 6 hours and 40 minutes for individual work, including consultations During the semester: Teaching and the final exam: 10 hours and 40 minutes x 16 = 170 hours and 40 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (10 hours and 40 minutes) = 21 hours and 20 minutes Total hours for the course 8x30 = 240 hours Structure of the load: 170 hours and 40 minutes. (Lectures) + 21 hours and 40 minutes. (Preparation) +48 hours (additional work)
Per week	Per semester
8 credits x 40/30=10 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 6 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 10 hour(s) i 40 minuts x 16 =170 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 10 hour(s) i 40 minuts x 2 =21 hour(s) i 20 minuts Total workload for the subject: 8 x 30=240 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 48 hour(s) i 0 minuts Workload structure: 170 hour(s) i 40 minuts (cources), 21 hour(s) i 20 minuts (preparation), 48 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and doing two tests. Students prepare an essay and participate in the debate after the presentation of essays.
Consultations	By agreement with students.
Literature	Аrijes, F., Vekovi detinjstvа, ZUNS, Beogrаd, 1989, 176-185, 210-218. • Bruner, J., Kulturа obrаzovаnjа, Edukа, Zаgreb, 2000, 17-55, 139-157. • Marjanović, A (1987). at al: Dečiji vrtić kao otvoreni sistem, Predškolsko dete, 1-4 • Marjanović, A (1987
Examination methods	- Two tests with 20 points (40 points total) - Regular attendance at classes and emphasis in the discussions 3 points - Make one homework on a given topic 7 points, - Final exam with 50 points, Passing grade gets if student cumulative collect at least
Special remarks
Comment	Students at the beginning of the semester receive a plan for the implementation of the curriculum by thematic units and terms

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points