University of Montenegro

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / GENERAL PSYCHOLOGY

Course:

GENERAL PSYCHOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
762	Obavezan	1	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	None
Aims	Acquisition of basic psychological concepts: Familiarization with fundamental methodological approaches to studying personality, gaining insight into basic psychological orientations, training for practical application of psychological knowledge in future professional endeavors.
Learning outcomes	After passing this exam, the student will be able to: Explain the subject and nature of psychology as a science and the influence and application of its findings in the field of education. Explain the pluralistic nature of psychology considering the existence of multiple psychological schools. Explain the organic bases and development of mental life. Explain the nature and functioning of cognitive processes. Explain the nature and functioning of emotional and motivational processes. Explain the nature of abilities and the ways and purposes of their measurement, as well as the determinants of their development. Explain the concept of personality as a comprehensive psychological system. Explain the concept of personality structure and the nature of the elements that constitute it. Explain the concept of personality dynamics and the nature and functioning of the processes involved. Explain personality development, including the factors involved. Explain the nature and factors of socialization. Explain the psychological aspects of communication.
Lecturer / Teaching assistant	Vojin Simunović (PhD), Nina Rajković (assistant)
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the subject. Studying for tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Orientation, preparation, and semester enrollment
I week exercises	Orientation, preparation, and semester enrollment
II week lectures	Psychology as a science, psychological schools, and perspectives.
II week exercises	Psychology as a science, psychological schools, and perspectives.
III week lectures	Organic foundations of mental life, development of psychological life.
III week exercises	Organic foundations of mental life, development of psychological life.
IV week lectures	Cognitive processes (perception, learning, memory, and forgetting).
IV week exercises	Cognitive processes (perception, learning, memory, and forgetting).
V week lectures	Inteligence
V week exercises	Inteligence
VI week lectures	Theories of intelligence
VI week exercises	Theories of intelligence
VII week lectures	Emotions and motivation
VII week exercises	Emotions and motivation
VIII week lectures	First knowledge test / Colloquium
VIII week exercises	First knowledge test / Colloquium
IX week lectures	Personality as a holistic system
IX week exercises	Personality as a holistic system
X week lectures	Personality structure.
X week exercises	Personality structure.
XI week lectures	Personality dynamics.
XI week exercises	Personality dynamics.
XII week lectures	Personality development.
XII week exercises	Personality development.
XIII week lectures	Socialization.
XIII week exercises	Socialization.
XIV week lectures	Second knowledge test / Colloquium
XIV week exercises	Second knowledge test / Colloquium
XV week lectures	Psychological aspects of communication.
XV week exercises	Psychological aspects of communication.

Student workload	Weekly 4 credits x 40/30 = 5 hours and 20 minutes
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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 following the presentation of the essay.
Consultations	Weekly at the scheduled time.
Literature	• Žiropađa, Lj. (2012): Uvod u psihologiju-Treće dopunjeno izdanje, Čigoja • Kreč i Kračfild: Elementi psihologije, Naučna knjiga, Beograd • Hrnjica, S.: Opšta psihologija sa psihologijom ličnosti, Naučna knjiga, Beograd Original literature and materials of accredited programs.
Examination methods	Students are evaluated based on: Two tests worth 20 points each (Total 40 points), One essay worth 10 points, Final exam worth 50 points. A passing grade is obtained if a cumulative total of at least 51 points is achieved.
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 / PRESCHOOL EDUCATION AND UPBRINGING / PHYSICAL EDUCATION

Course:

PHYSICAL EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
812	Obavezan	1	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no requirements for registering and listening to the subject
Aims	Recognizes the growth characteristics of preschool children 2. Develops a permanent need for regular physical activity in order to preserve health 3. Develops and applies health and hygiene habits 4. Apply natural forms of movement in different physical activities 5. Develops traits and abilities in accordance with the development of preschool children 6. Determines body deformities
Learning outcomes	Acquaintance of students with the basic terms and tasks of physical education in order to successfully apply the acquired knowledge in work with children of preschool age
Lecturer / Teaching assistant	Full proffesor Rasid Hadzic, MSc Milena Mitrovic
Methodology	Lectures, practical lectures, exercises, colloquiums, consultations, final knowledge test

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introductory lecture
I week exercises	Introductory lecture
II week lectures	Importance, goal and tasks of physical education
II week exercises	Application of natural forms of movement
III week lectures	Importance, goal and tasks of physical education
III week exercises	Exercises on the ground, rolling, rocking in gray, roll forward
IV week lectures	Anthropological characteristics of preschool children
IV week exercises	Exercises on the floor, roll, roll back
V week lectures	Anthropological characteristics of preschool children
V week exercises	Candle, draw bridge
VI week lectures	Physical activity of preschool children
VI week exercises	Exercises for the development of back muscles and lower limb muscles
VII week lectures	COLLOQUIUM 1
VII week exercises
VIII week lectures	Formation of proper body posture
VIII week exercises	Exercises for developing shoulder girdle and back muscles
IX week lectures	Physical deformities
IX week exercises	Corrective exercises
X week lectures	Natural forms of movement
X week exercises	Cramp over goatee
XI week lectures	Crawling, crawling, walking and running
XI week exercises	Crawling, crawling, walking and running
XII week lectures	Jumping, climbing, jumping, rolling, rolling
XII week exercises	Distribution through goats
XIII week lectures	COLLOQUIUM 2
XIII week exercises
XIV week lectures	Passing, catching, lifting, throwing, carrying
XIV week exercises	Pushing, pulling, pulling, resisting
XV week lectures	Pushing, pulling, pulling, resisting
XV week exercises	Attitude about fists

Student workload	ECTS STUDENT LOAD 4 ETCS x 40/30 = 4 hours 1 hour and 30 minutes of lectures 2 hours and 30 minutes of practice
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend theoretical and practical classes and take colloquiums and exams
Consultations	Monday 10 a.m.
Literature	Blagajac, S. (1995). The game is my food. Subotica. Džinović-Kojić, D. (2002). Physical education of preschool children. Belgrade.
Examination methods	attendance at lectures: 5 points engagement in class: 5 points to the colloquium for 15 points practical teaching 10 points final exam 50 points A passing grade is obtained when at least 50 points are scored.
Special remarks	The student will receive the implementation plan by thematic units and terms at the beginning of the semester.
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 / PRESCHOOL EDUCATION AND UPBRINGING / PRESCHOOL PEDAGOGY

Course:

PRESCHOOL PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
844	Obavezan	1	5	3+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no requirements for registering and listening to the subject
Aims	An insight into the development of pedagogical thought about the upbringing and education of early-aged children, as well as an insight into the most important pedagogical ideas and theories that have found their practical application in the classical systems of preschool education and education. Acquaintance of students with the place and role of preschool pedagogy as a scientific-teaching discipline, and its place in the system of pedagogical disciplines. Acquaintance of students with the relation of preschool pedagogy to other relevant social sciences and other pedagogical disciplines. An insight into the basic dimensions of education at preschool age
Learning outcomes	Students know and distinguish key terms from pre-school pedagogy; develop theoretical and practical understanding of social and cultural conditioning of preschool education; understand the specific dimensions of learning as childrens natural activities, understand the importance and role of play and play-like activities for the overall development and upbringing of a child, they critically assess and evaluate contemporary models of childhood and encouraging childrens independence; consider and understand the importance of childrens needs through different theories; they know and evaluate the importance and aspects of motivation, as prerequisites for the overall development of the child.
Lecturer / Teaching assistant	Prof.dr Tatjana Novović mr Jelena Vukotić
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, tasks and constitution of preschool pedagogy
I week exercises	Agreements on essay topics, which students will prepare.
II week lectures	Changes in the family and institutionalization of preschool education
II week exercises	Student presentations Presentation of the family model - group work Presentation and discussion
III week lectures	Changes in understandings of child development and educational opportunities
III week exercises	Discussion about models of education. Presentations-group work.
IV week lectures	The relationship between education, development and socialization
IV week exercises	student presentations, discussion
V week lectures	Pedagogical theories and views of J. A. Comenius and Friedrich Froebel on preschool education
V week exercises	Presentations on theories of classic pedagogy. Similarities and differences with todays educational models.
VI week lectures	Pedagogical theory and views of Maria Montessori on preschool education
VI week exercises	student presentations, discussion
VII week lectures	first colloquium
VII week exercises	Discussion on the results of the cooquium.
VIII week lectures	Areas of upbringing and education-intellectual development
VIII week exercises	student presentations, discussion
IX week lectures	Moral development and education
IX week exercises	student presentations, discussion
X week lectures	Aesthetic education of children in a preschool context
X week exercises	Working in groups. Presentations
XI week lectures	Childrens needs and theories of motivation. Convention on the Rights of the Child
XI week exercises	Discussion on childrens rights. Debate
XII week lectures	Development of preschool education in Montenegro
XII week exercises	Essay presentation. Discussion.
XIII week lectures	Socialization and preschool context
XIII week exercises	Student presentations, discussion
XIV week lectures	Cooperation between preschool institution and family
XIV week exercises	Forms of cooperation - work in groups.
XV week lectures	second colloquium
XV week exercises	presentation of works.

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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	by agreement with the students
Literature	Novović, T., Mićanović, V. Predškolstvo u Crnoj Gori, od pedagoške koncepcije ka praksi. Zavod za školstvo. Krnjaja,Ž.,Miškeljin,L.: Od učenja ka podućavanju, AM Graf, Beograd, 2006 Leibzig,J.,Leach,J: Praćenje I posmatranje dece, CIP, Beograd, 2001 Pavlović-Breneselović, D.: Položaj deteta u dečjem vrtiću i prvom razredu osnovne škole, Beograd, IPA Pavlović-Breneselović, D.;Pavlovski,T.:Partnerski odnos u vaspitanju, Beograd, IPA/CIP Pešić M., Pavlović D., Stokić L.: Modeli različitih oblika predškolskog vaspitanja, IPA, Beograd, 1989, str. 1-81 Saifer,S.i dr.: Individualizovani pristup podučavanju,Beograd, CIP, 2000
Examination methods	Two tests with 15 points each (30 points in total), Highlighting during lectures and participation in debates 5 points, Essays up to 15 points, Final exam up to 50 points. A passing grade is obtained if at least 50 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 / PRESCHOOL EDUCATION AND UPBRINGING / SPEECH CULTURE

Course:

SPEECH CULTURE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
849	Obavezan	1	5	3+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	Prerequisites: No particular conditions for the course application and attendance.
Aims	The aims of the course: Enabling students to communicate successfully, to speak accurately and economically, to be a role model for their future educatees as well as to grasp contemporary scientific observations in the field and to acquire a solid theoretical foundation for the critical judgement of one’s own and others’ speech.
Learning outcomes	After passing this exam, the students will be able to: Successfully communicate through cultivated speech. Recognise correctness, regularity, clarity, liveliness, melody, persuasiveness, a correct accent and clear diction of their speech, which is a model to future students. Use all types of style – according to structure (descriptive, critical...), as well as function (communicative, administrative...) Understand the nature, function and structure of a language as the unbreakable bond between language and thought. Acquire creativity, ingenuity and literacy in spoken and written language. Establish the channel of communication: the sender of a message – the receiver of a message, thus showing they have understood the concept and elements of information and communication in a proper way, as well as linguistic, esthetic and social aspects of speech culture. Gain thorough theoretical ground for critical judgement and cultivation of their own and other people’s speech – a monologue and dialogue. Understand the role of verbal and nonverbal communication in everyday life and institutions of education.
Lecturer / Teaching assistant	Lecturer and teaching assistant: Miodrag Jovanović, PhD Milena Burić, MPhil
Methodology	Teaching and course comprehension methods: Lectures and debates. Learning, homework, mid-term exams and consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Communication. The term and elements of information and communication. Language and speech.
I week exercises	Introductory remarks. Spelling rules.
II week lectures	Language and speech elements. Spoken and written language.
II week exercises	Rules for writing capital and small letters. Exercises in the examples.
III week lectures	Speech culture. Linguistic, aesthetic and social aspects of speech culture.
III week exercises	Abbreviations. Exercises in the examples.
IV week lectures	Characteristics of a cultivated speech.
IV week exercises	Dismantled words at end of line. Exercises in the examples.
V week lectures	The significance of speech culture in educational work.
V week exercises	Spelling and punctuation. Exercises in the text.
VI week lectures	Prosody. Basic information on accent. Accents distribution in literary language.
VI week exercises	Jointed and separate writing words (nouns, adjectives, pronouns, numbers). Exercises in the examples.
VII week lectures	The term of diction. Diction elements. Speech tempo and rhythm.
VII week exercises	Jointed and separate writing words (verbs, adverbs, prepositions, conjunctions, particles). Exercises in the examples.
VIII week lectures	Types of styles and their characteristics. Classification of styles according to their function.
VIII week exercises	Rules of the iecavian dialect. Exercises in the examples.
IX week lectures	Types of styles according to structure.
IX week exercises	Voice alterations. Exercises in the examples.
X week lectures	Monologue as a speech form. The term and characteristics of monologue.
X week exercises	Assimilations of consonants (the sonority and manner of formation). Exercises in the examples.
XI week lectures	Types of everyday monologue speech.
XI week exercises	The simplification of consonant clusters. Exercises in the examples.
XII week lectures	Organization of an extended exposition. Lecture, essay, report and announcement.
XII week exercises	Speaking rules. Ortoepic mistakes. Exercises in the examples.
XIII week lectures	Dialogue as a speech form. The term and characteristics of dialogue.
XIII week exercises	Prosodic rules (accent and quantity). Rules of stressing. Students determine the place of accent in given examples.
XIV week lectures	Types of dialogue. Conversation and discourse; discussion and polemics.
XIV week exercises	Preparing for the second mid-term exam.
XV week lectures	Professional language. Secret language. Jargon.
XV week exercises	Recognizing the accent in given text. Mid-term exam II.

Student workload	Weekly: 7 credits x 40/30 = 9 hours and 20 minutes Structure: 3 hours of lecture 2 hours of exercises 4 hours 20 minutes of individual work, including consultations Within semester: Studies and the final exam: (9 hours 20 minutes) x 16 = 149 hours 20 minutes Necessary preparations before the start of a semester (administration, registration, verification): 2 x (9 hours 20 minutes) = 18 hours 40 minutes Overall course workload 7x30 = 210 hours Additional working on the preparation of make-up exams, including the make-up exam itself: 0 to 42 hours (the time remaining from the first two items to the overall course workload) Workload structure: 149 hours 20 minutes(Studies)+18 hours 40 minutes(Preparation)+42 hours(Additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students obligations: It is mandatory for students to attend the lectures and exercises, participate in debates, complete their homework and pass their mid-term exams.
Consultations	Thursday: 10-12 hours; Friday: 11-13 hours; Office: 229.
Literature	Literature: Žarko Ružić: Osnovi kulture govora, Pedagoška akademija za obrazovanje vaspitača, Beograd, 1978; Anton Antica: Osnovi lingvističke stilistike, Zagreb: Školska knjiga, 1974; Obrad Nedović: Govorna kultura, Beograd: Umjetnička akademija, 1973.
Examination methods	Forms of knowledge testing and grading: Class attendance – 8 bodova; 3 pieces of homework – 4 points each; 2 mid-term exams – 15 points each.Final exam 50 points. The lowest passing grade amounts to at least 51 points collected.
Special remarks	Teacher who provided the above data: Miodrag Jovanović, PhD
Comment	Comment: Students will be provided with the course’s realisation plan according to thematic sections and terms 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 / PRESCHOOL EDUCATION AND UPBRINGING / INTRODUCTION TO PEDAGOGY

Course:

INTRODUCTION TO PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1920	Obavezan	1	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	That students know and understand the pedagogical terminology, the reasons why there is a studied pedagogy as a science, but also to adopt the significance of this for their professional status, system science.
Learning outcomes	After passing this exam will be able to: - Describe the origin and development of pedagogy; - Specify and represent the core ideas of pedagogical classics; - Explain the basic pedagogical terms and categories; - Describe the relationship between pedagogy with other sciences; - Identify the basic concepts of education.
Lecturer / Teaching assistant	Assistant Professor Vučina Zorić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. The preparation of one essay on a given topic, from one area 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	Introduction to the subject and assignment of students obligations
I week exercises	Introduction. Introduction of rules for essay development and presentation, selection and agreement on time limitation of student elaborations.
II week lectures	Historical development of education as a social activity
II week exercises	Analysis of the historical development of educational phenomenon. Work in small groups with materials prepared in advance. Student elaborations and essay analyses on topic of historical development of education and ideas of pedagogy.
III week lectures	The development of pedagogical theory and practice through the historical period
III week exercises	Analysis of historical development of educational phenomenon (Original community, Ancient Greece- Sparta and Athens, Rome, middle Ages). Work in small groups with materials prepared in advance. Student elaborations and essay analyses on topics of objects
IV week lectures	The development of education in the era of feudalism, Humanism and the Renaissance
IV week exercises	Analysis of historical development of educational phenomenon( feudalism, Rable, Montaigne, Mor, Roterdamsky, Capanela). Work in small groups on fragments from authors original works. Elaborations and essay analyses which is according to plans for this wee
V week lectures	J.A. Comenius; J. Locke
V week exercises	Analysis of the fragments from original works of Komensky and Locke. Elaborations and essay analyses.
VI week lectures	J.J. Rousseau; J.H. Pestalozzi
VI week exercises	Analysis of fragments from Emilia (about education), Rousseau and from Linhard and Gertrude, work in small groups. Elaborations and essay analyses about Rousseau and Pestalozzi.
VII week lectures	I test
VII week exercises	Test analysis, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.
VIII week lectures	J.F. Herbart, L.N.Tolstoy, A.S. Makarenko
VIII week exercises	Analysis of fragments from General pedagogy derived from Herbert goal of education. Analysis of fragments from original works of Tolstoy and Makarenko. Elaborations and analyses of the planned essays.
IX week lectures	J. Dewey
IX week exercises	Analysis of fragments from original works of Dewey. Elaborations and essay analyses.
X week lectures	Pedagogy and its object of study
X week exercises	Analysis of objects of study of pedagogy, work with materials prepared in advance in small groups. Elaborations and essay analyses of topics on objects and tasks of pedagogy.
XI week lectures	The system of pedagogy
XI week exercises	Brainstorming- system of pedagogical disciplines and objects of their study. Elaborations and essay analyses of topics on system of pedagogical disciplines.
XII week lectures	The relationship of pedagogy and other sciences
XII week exercises	Work in small groups- Relationship of pedagogy and psychology, sociology, philosophy and anthropology. Elaborations and essay analyses planned for this week.
XIII week lectures	Basic pedagogical terms and categories
XIII week exercises	Discussion about pedagogical concepts and categories. Elaboration and essay analyses of primary pedagogical terms and categories.
XIV week lectures	Education concepts
XIV week exercises	Analysis of concepts of education and their comparison. Elaborations and essay analyses and/or preparation for the colloquium/test.
XV week lectures	II test
XV week exercises	Commenting on the results. Elaborations and essay analyses planned for this week.

Student workload	Weekly 7 credits x 40/30 = 9 hours and 20 minutes Structure: 2 hours of lectures 2 hours of exercises 5 hours and 20 minutes for individual work, including consultations In the course of the semester Teaching and the final exam: 9 hours and 20 minutes x 16 = 149 hours and 20 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (9 h 20 min) = 18 hours and 40 minutes Total hours for the course 7x30 = 210 hours Additional work for exams preparing correction of final exam, including exam taking from 0 to 45 hours (the remaining time of the first two items to the total load to the case) Structure: 149 hours and 20 minutes. (Lectures) + 18 hours and 40 minutes. (preparation) + 42 hours (Amendment. work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes regularly, participate in discussions and working two tests. Students prepare an essay and participate in the discussion after the presentation of essays.
Consultations	Vučina Zoric - Friday, office 323, 10: 30-11: 30h, Nađa Kasalica - Thursday, office 326, 10.00-11.00h.
Literature	1.Vlahović, B. et al.: Opšta pedagogija, “Učiteljski fakultet”, Beograd, 1996. 2.Krulj, R. et al.: Pedagogija, “Svet knjige”, Beograd, 2003. 3.Žlebnik, L.: Opća povijest pedagogije, “Pedagoški književni zbor”, Zagreb, 1955. 4.Бордовская Н.В., Реан А.А.
Examination methods	- Two tests max 18 points (36 points total) - Homework max 6 points - Attendance, activity during classes and participation in the discussions max 4 points; - Essay max 4 points; - Final exam max 50 points; - Passing grade gets if cumulative collect at 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 / PRESCHOOL EDUCATION AND UPBRINGING / BASICS OF INCLUSIVE EDUCATION

Course:

BASICS OF INCLUSIVE EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
7420	Obavezan	1	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There is no requirement to register and attend the courses lectures
Aims	Sensitization of students to work with children with special educational needs; Introducing students to the theoretical foundations of the inclusive program; Introducing students to practical solutions for implementing inclusive education and with strategies of sensitization of other children to the needs and problems of children with special educational needs; Use of the Index for Inclusion; Introduction to the Multiprofessional Team.
Learning outcomes	1. Describes the theoretical foundations of integration and inclusion; 2. Defines the roles of multi-professional team members in inclusive education; 3. Reproduces the development map of children from 1g-6g; 4. Explains the use of inclusion indexes.
Lecturer / Teaching assistant	PhD Nada Šakotić
Methodology	Lectures and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Integration
I week exercises	Debate: "Reasons for and Against Inclusion"
II week lectures	Inclusion
II week exercises	Terminological clarification the term "inclusion" and "Integration, as well as the root of these two models
III week lectures	Terminology
III week exercises	Workshop: "How prejudices and stereotypes and the significance of terminology develop"
IV week lectures	classification
IV week exercises	Active listening: presentations of seminar papers
V week lectures	Social development and socialization of children with special educational needs
V week exercises	Debate: Factors of socialization
VI week lectures	The role of teachers in inclusive education
VI week exercises	Workshop: Role Play ("When I Step in Someone Elses Shoes")
VII week lectures	Interaction and cooperation between children
VII week exercises	Discussion, small group work: cooperation versus competence
VIII week lectures	Adaptation of space for children with special educational needs
VIII week exercises	Discussion: How to influence the adaptation of the space for children with special needs
IX week lectures	Development map of a preschool child
IX week exercises	Working in small groups: a framework for assessing the current achievement of a child
X week lectures	Multiprofessional team
X week exercises	Workshop: Teamwork (division of roles in the team); Difference between group and team
XI week lectures	Observation
XI week exercises	Observation and recording exercise
XII week lectures	Valuation
XII week exercises	Assessment and reasoning exercise; when it is evaluated and on what basis
XIII week lectures	IROP
XIII week exercises	Clarifying the constituent parts of the individual development allocation plan
XIV week lectures	Working with children with special needs
XIV week exercises	Role-playing game: Solving a problem situation, realistic in practice
XV week lectures	Knowledge test
XV week exercises	Inclusion Index; The current state and prospects for the development of inclusive programs in Montenegro

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in the debate after the presentation of the essay.
Consultations	Tuesday 11.00h
Literature	- Daniels E. i Staford K.(2002): Uključivanje djece sa posebnim potrebama u redovni vaspitno-obrazovni proces .- Podgorica: Pedagoški centar Crne Gore; - Heekin, Š. i Mengel P. (1997): Priručnik »Novi prijatelji« .- Zagreb: Mali profesor; - Hrnjica, S. (1991): Ometeno dete .- Beograd: Zavod za udžbenike i nastavna sredstva; - Hrnjica, S. (1997): Dete sa razvojnim smetnjama u osnovnoj školi .- Beograd: Učiteljski fakultet; - Mišić, D. (1995): Inklizija ili potpuno uključivanje, Defektološki fakultet, Zagreb; -Savez društava defektologa Hrvatske (1977): Integracija graničnih slučajeva u redovnu Osnovnu školu,Zagreb; - Stančić, V. (1985): Djeca sa teškoćama u razvoju u redovnoj školi, 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; - Škotić, N. (2005): Ljevorukost u Osnovnoj školi, Podgorica; - Šakotić, N., Šoškić, B.(2016): Teachers kompetences in creating cuurriculum for childre with special educational needs; Originalni naučni članak;VII Međunarodna naučno-stručna konferencija« Unapređenje kvalitete života djece i mladih«Tuzla; - Šakotić,N. (2017): Stav roditelja djece sa teškoća u razvoju prema inkluziji , Originalni naučni članak; Međunarodna konferencija; Social inclusion of persons with disabilities: importance and supporting programmes, Collection of papers: Novi Sad, TCIP; - Šakotić, N., (2019): Modeli integracije i inkluzije, Monografija, Filozofski fakultet, Nikšić: - Šakotić , N., (2023): Osnove 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 / PRESCHOOL EDUCATION AND UPBRINGING / THEORY OF EDUCATION

Course:

THEORY OF EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1921	Obavezan	2	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	That students acquire pedagogical terminology, learn the characteristics of educational work and other pre-conditions necessary for effective work with children; to develop and expand their own educational culture.
Learning outcomes	After passing the exam, student will be able to: Differentiate and connect personality development factors; Explain the determinants and different aspects of educational concepts and goals; Introduce the methods of concretization of educational goal; Recognize the educational significance of the means of mass communication; Explain and connect the levels of educational systems.
Lecturer / Teaching assistant	Assistant Professor Vučina Zorić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. Examination and preparation for the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the subject and assignment of students obligations
I week exercises	Analysis of the rules for essay development and presentation, selection and agreement on time limiting of student elaborations.
II week lectures	Place and tasks of General pedagogy in the system of pedagogical disciplines
II week exercises	Discussion and analysis of the position of general Pedagogy in the system of pedagogical disciplines. Elaborations and analyses of the planned essays.
III week lectures	The main factors of education and personality development; Theories of personality development
III week exercises	Detailed analysis of personal development factors: heritage, social community, education and student conscious creative personality. The theory of personality (work in groups). Temper, personality. Elaborations and analyses of the planned essays.
IV week lectures	The aim of education; Different approaches to the term and objective of education
IV week exercises	Discussion about goal of education from historical aspects and comparison with contemporary educational needs and formulation of objective of education. Text analysis of objectives of education from Pedagogical chrestomaty (Vlahovic and Frankovic, 1996).
V week lectures	Determinants of objectives and tasks of education
V week exercises	Brainstorming: What defines the goal of education and how it can be concretized? Analysis of the results and discussion about determinants of objective of education and criteria for tasks classification. Student elaborations and essay analyses of topics o
VI week lectures	Concretization of aim of education - creating a system of tasks
VI week exercises	Analysis and clarification of the method of concretization of objective of education. Elaborations and essay analyses and/or preparation for the colloquium/test.
VII week lectures	I test
VII week exercises	Test analysis, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.
VIII week lectures	Components (types) of education and their interdependence
VIII week exercises	Detailed analysis and defining the components of education, inspection of mistakes and analysis of their independence. Elaborations and essay analyses which is according to plans for this week.
IX week lectures	General principles educational work
IX week exercises	Work in small groups- principles of education (materials prepared in advance). Elaborations and essay analyses of topics on educational principles.
X week lectures	Methods of educational work
X week exercises	Work in groups- (materials prepared in advance). Methods of education and essay analyses.
XI week lectures	Instrumentality of educational work
XI week exercises	Work in small groups- (materials prepared in advance). Instrumentality of educational work. Elaborations and essay analyses.
XII week lectures	Instruments of mass communication and their educational significance
XII week exercises	Concept clarification - Instruments of mass communication, discussion about their application in educational system. Video and other materials about significance and possibility of concept. Student elaborations and essay analyses and/or preparation for th
XIII week lectures	The system of education and the school system
XIII week exercises	Detailed analysis of preschool, elementary school high school educational system, so as educational system of adults.
XIV week lectures	The system of education in our country
XIV week exercises	Detailed analysis of preschool, elementary school high school educational system, so as educational system of adults in Montenegro. Student elaborations and essay analyses and/or preparation for the colloquium/test.
XV week lectures	II test
XV week exercises	Commenting on the results of colloquium/test. Elaboration and essay analysis planned for this week.

Student workload	Weekly 7 credits x 40/30 = 9 hours and 20 minutes Structure: 2 hours of lectures 2 hours of exercises 5 hours and 20 minutes for individual work, including consultations In the course of the semester Teaching and the final exam: 9 hours and 20 minutes x 16 = 149 hours and 20 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (9 h 20 min) = 18 hours and 40 minutes Total hours for the course 7x30 = 210 hours Additional work for exams preparing correction of final exam, including exam taking from 0 to 45 hours (the remaining time of the first two items to the total load to the case) Structure: 149 hours and 20 minutes. (Lectures) + 18 hours and 40 minutes. (preparation) + 42 hours (Amendment. work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and working two tests. Students prepare an essay and participate in the discussion after his presentation.
Consultations	Vucina Zoric - Friday, office 323, 10:30-11:30h, Nađa Kasalica - Wednesday, office 326, 10:00-11:00h.
Literature	1.Đorđević, J. and Trnavac, N.: Pedagogija, “Naučna knjiga”, Beograd. 2.Vlahović, B. et al.: Opšta pedagogija, “Učiteljski fakultet”, Beograd, 1996. 3. Zorić, V. i Jelić, M.: Pedagoški praktikum, "Filozofski fakultet", Nikšić, 2015. 4.Krulj, R. et al
Examination methods	- Two tests max 18 points (36 points total) -Homework max 6 points, - Attendance, activity during classes and participation in the discussions max 4 points; - Essay max 4 points; - Final exam max 50 points; - Passing grade gets if cumulative collect a 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 / PRESCHOOL EDUCATION AND UPBRINGING / ARTS

Course:

ARTS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2652	Obavezan	2	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no requirements for registering and taking courses
Aims	To increase the level of art culture, students develop aesthetic taste; For students to acquire a theoretical basis for art education and education of children; - For students to acquire a practical basis for art education and education of preschool children.
Learning outcomes	1. Defines the differences between the art media of painting, drawing, sculpture, graphics, applied art, architecture and industrial design; 2. Applies knowledge from the field of art technology at realization of art works in the field of drawing, painting, sculpture and graphics; 3. It projects a twelve-part color wheel using only primary colors; 4. Explains the graphic techniques of letterpress, intaglio and flat printing; 5. Manipulates soft and hard sculpting materials; 6. Notices and interprets visual shapes communication in nature and environment.
Lecturer / Teaching assistant	Doc. dr Ana Miljkovac Tamara Penda
Methodology	Lectures and debates. Mastering basic art techniques from the art fields of drawing, painting, sculpture, graphics and applied art. Studying for tests and the final exam. Consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Fine art - types
I week exercises	Sketches: drawing, painting, sculpture (small plastic)
II week lectures	Art techniques - drawing
II week exercises	Charcoal drawing
III week lectures	Art techniques - painting
III week exercises	Picture on crumpled paper
IV week lectures	Line and shape
IV week exercises	Shower with different means: metal feather, natural feather, reed, tree, brush
V week lectures	Color as an element of form
V week exercises	Two-dimensional shape figure, three-dimensional shape, clay
VI week lectures	History of art 1.
VI week exercises	Gouache as an art technique, an exercise on a given topic
VII week lectures	History of art 2
VII week exercises	Constructing a twelve-part color circle with geometric aids
VIII week lectures	First knowledge test
VIII week exercises	Twelve-part color wheel: derivation of secondary colors using only three primary colors from the puck constructed circle
IX week lectures	Visual communications
IX week exercises	Digital art, logo for a company
X week lectures	Artistic elements
X week exercises	Contrast exercise, Light-dark, technique of your choice, given topic
XI week lectures	Graphics as a medium of artistic expression, graphic techniques
XI week exercises	Simple bush techniques, monotype
XII week lectures	Composition in the art section
XII week exercises	Painting on shriveled paper with tempera
XIII week lectures	Sculpture as a medium of artistic expressiom
XIII week exercises	Three-dimensional expression with clay on a given topic
XIV week lectures	Applied art as a field in the fine arts
XIV week exercises	Print on paper, sketch for carpet, rug, tapestry..
XV week lectures	II knowledge test
XV week exercises	Project task, combined materials, work in groups

Student workload	4 credits x 40/30 5 hours and 20 minutes. Structure: 2 hours of lectures, 2 hours of exercises. 1 hour and 20 minutes of independent work, including consultations Lessons and final exam: (5 hours and 20 minutes) x 16 85 hours and 20 minutes. Necessary preparations before the beginning of the semester (administration, registration, certification). 2 x (5 hours and 20 minutes) 10 hours and 40 minutes. Total workload for the course 4x30 = 120 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 24 hours (remaining time from the first two items to the total loads for subjects) Load structure: 85 hours and 20 minutes. (Teaching) + 10 hours and 40 minutes. (Preparation) + 24 hours (Additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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	One day a week
Literature	Miljkovac, A., Art culture for the second year, script, Nikšić, 2005 - Brešan, D., Handbook of art concepts and reproduction, Naklada Ljevak, Zagreb, 2006
Examination methods	The following are assessed: - Two tests with 10 points (20 points in total), - Emphasis during lectures and participation in debates, point 5, 10 sculpture and drawing works 1 point each, 10 points, 15 painting and graphic works 1 point each, total 15 points. - Final exam with 50 points.
Special remarks	A passing grade is obtained if at least 51 points are accumulated cumulatively.
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 / PRESCHOOL EDUCATION AND UPBRINGING / MUSIC CULTURE

Course:

MUSIC CULTURE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2653	Obavezan	2	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for registration and attendance of courses.
Aims	Introducing students to the basics of music literacy.
Learning outcomes	After passing this exam, the student will be able: to understand the basic elements of musical theory and applies them through singing, movement, developing a sense for different forms of participation in music; to values musical content through musical experiences, which is preparation for being able to present a musical fairy tale and bring children closer to listening music in the preschool institutions; to reveals the richness of musical literature, its artists, musical institutions; to learn initial exercises on the piano(in C major key, alternating playing of the hands in note durations: half, quarter, eighth)
Lecturer / Teaching assistant	Prof. Dr. Vesna Vučinić, Mr. Andrijana Vučetić- Obadović, Iva Drekalović
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the subject. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the curriculum, literature, obligations, and exam format. Importance and role of the subject.
I week exercises	Introduction to the curriculum, literature, obligations, and exam format. Importance and role of the subject.
II week lectures	Sound, pitch, tonal system, musical notation (staff notation, clefs, notes). Listening to music.
II week exercises	Sound, pitch, tonal system, musical notation (staff notation, clefs, notes). Listening to music.
III week lectures	Duration of tones (note shape, position in the musical staff, method of notation, duration). Listening to music.
III week exercises	Duration of tones (note shape, position in the musical staff, method of notation, duration). Listening to music.
IV week lectures	Learning about music rhythm and meter (two-part, three-part, four-part, through exercises), conducting (hand movements, determining a quarter as a unit of tonal duration, pauses), listening to music.
IV week exercises	Learning about music rhythm and meter (two-part, three-part, four-part, through exercises), conducting (hand movements, determining a quarter as a unit of tonal duration, pauses), listening to music.
V week lectures	Accidentals (sharps, flats, naturals, method of notation), listening to music. Expressive elements of music (syncopation, anacrusis, accent, irregular tonal groups).
V week exercises	Accidentals (sharps, flats, naturals, method of notation), listening to music. Expressive elements of music (syncopation, anacrusis, accent, irregular tonal groups).
VI week lectures	Intervals (basic intervals by size and type), major scales (with 2 accidentals), listening to music.
VI week exercises	Intervals (basic intervals by size and type), major scales (with 2 accidentals), listening to music.
VII week lectures	Quiz I
VII week exercises	Quiz I
VIII week lectures	Minor scales (basic A minor scale), piano – hand position (1-10 exercises).
VIII week exercises	Minor scales (basic A minor scale), piano – hand position (1-10 exercises).
IX week lectures	Harmony - Chord (triad, inversions), articulation, playing the piano (ex. 11-20).
IX week exercises	Harmony - Chord (triad, inversions), articulation, playing the piano (ex. 11-20).
X week lectures	Introduction to musical instruments (classification) by listening to musical examples, piano (exercises 21-25), rhythmic and melodic exercises.
X week exercises	Introduction to musical instruments (classification) by listening to musical examples, piano (exercises 21-25), rhythmic and melodic exercises.
XI week lectures	Musical forms (motif, figure, passage, theme, sentence...), piano (ex. 26-30), rhythmic and melodic exercises.
XI week exercises	Musical forms (motif, figure, passage, theme, sentence...), piano (ex. 26-30), rhythmic and melodic exercises.
XII week lectures	Quiz II
XII week exercises	Quiz II
XIII week lectures	History of music, a brief overview of musical styles, representatives and their works, with examples from the Romanticism era.
XIII week exercises	History of music, a brief overview of musical styles, representatives and their works, with examples from the Romanticism era.
XIV week lectures	History of music (from romanticism to the end of the 20th century), piano recapitulation(exercises 1-30), rhythmic and melodic exercises (recapitulation).
XIV week exercises	History of music (from romanticism to the end of the 20th century), piano recapitulation(exercises 1-30), rhythmic and melodic exercises (recapitulation).
XV week lectures	Final exam.
XV week exercises	Final exam.

Student workload	Weekly 4 credits x 40/30 = 5 hours and 20 minutes.
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend lectures and classes and take 2 tests. Students prepare to play the selected instrument.
Consultations	11.00 – 12.30 h (204)
Literature	 Vučinić, Vesna: Metodika muzičke kulture i početna škola sviranja na klaviru, Podgorica: Univerzitet Crne Gore, 2006.  Tajčević, M.: Osnovna teorija muzike i početne škole za instrumente;  Vlahović, V.: Osnovi muzičke kulture;  Kršić, J. Početna škola za klavir;  Terzić, V.: Škola za harmoniku;
Examination methods	Students are evaluated based on: two tests worth 15 points each (total of 30 points); participation during lectures worth 5 points; piano playing with total of 15 points and final exam worth 50 points. A passing grade is obtained if a cumulative total of at least 51 points is achieved.
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 / PRESCHOOL EDUCATION AND UPBRINGING / MATHEMATICS /BASIC ELEMENTS/

Course:

MATHEMATICS /BASIC ELEMENTS//

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
6818	Obavezan	2	5	4+0+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Students learn the elements of mathematical logic, set theory, relations, functions and algebraic structures
Learning outcomes	Upon the completion of this course, the student will show the ability to: 1. Describe the basic concepts of mathematical logic and set theory; 2. Describe the basic concepts of relations, functions and algebraic structures; 3. Examine the truth valueof a propositional formula and determine whether it is a tautology; 4. Find the value of expression with set operations; 5. Check whether a particular relation is equivalence relation or order relation; 6. Analyze if the function is a bijection and determine the composition of functions; 7. Examine the basic properties of binary operations (commutativity, associativity) and the properties of sets (neutrality, invertibility) in which these operations are defined.
Lecturer / Teaching assistant	Marijan Marković, Ph.D.
Methodology	Lectures, seminars, homework, tests.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Statements. Operations with the statements
I week exercises
II week lectures	Propositional formula. Propositional algebra.
II week exercises
III week lectures	Tautology.
III week exercises
IV week lectures	Sets and set operations.
IV week exercises
V week lectures	Ordered pair. Cartesian product and its properties.
V week exercises
VI week lectures	Relations. Inverse relation. Product of relations.
VI week exercises
VII week lectures	First test.
VII week exercises
VIII week lectures	Properties of relations - Equivalence relation
VIII week exercises
IX week lectures	Order relation
IX week exercises
X week lectures	Functions. Properties.
X week exercises
XI week lectures	Product of functions. Inverse function.
XI week exercises
XII week lectures	Operations. Groupoid
XII week exercises
XIII week lectures	Semigroups and groups.
XIII week exercises
XIV week lectures	Second test
XIV week exercises
XV week lectures	Additional test
XV week exercises

Student workload	WEEKLY : 5 credits x 40/30 = 6 hours 40 min; Structure: 4 hours of lectures; 2 hours and 40 min of independent work including office hours and homework; PER SEMESTER: Class attendance and final exams: (6 hours and 40 min) x 16 = 106 hours and 40 min; Neccessary preparations before the beginning of the semester (administration, enrolment, verification): 2 x (6 hours and 40 min) = 13 hours and 20 min; Total: 5 x 30 = 150 hours; Additional work for the preparation of the make-up exam: 0 - 30 hours; Structure: 106 hours and 40 min(classes) + 13 hours and 20 min(preparation) + 30 hours(additional work).
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 4 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend lectures and seminars regularly, to actively participate in the classes, to do homework and take the tests and exams.
Consultations	After the lectures and seminars and upon request.
Literature	B. Cerović, Matematika, Univerzitet Crne Gore, 2001. godina. S. Milić, Elementi matematičke logike i teorije skupova, PMF, Novi Sad, 1981.
Examination methods	Grading is structured within the scale 0-100% of the mastered material, while the passing grade will be achieved with the accumulation of 51% of the total material, as follows: Attendance and Homework – 10 points; Tests – 40 points; Final exams – 50 point
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 / PRESCHOOL EDUCATION AND UPBRINGING / BASICS OF DIDACTICS

Course:

BASICS OF DIDACTICS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10169	Obavezan	2	5	3+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no requirements for registering and listening to the subject.
Aims	For students to understand the importance of the organization of educational work in preschool, as well as to obtain the necessary knowledge that will be the basis for studying special methods of specific educational areas.
Learning outcomes	After passing the exam, the student will be able to: • explain basic didactic terms and categories; • evaluates the role and importance of the basic factors of educational work (direct and indirect); • explains the stages of lesson planning and teacher preparation for work; • explains different types of evaluation and assessment of teaching; • explains the ways of adapting the program, teaching and assessment to different needs and possibilities; • recognizes basic communication models in teaching practice.
Lecturer / Teaching assistant	Katarina Todorović PhD and Milena Krtolica 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	Didactics as a pedagogical discipline and its relationship with other sciences.
I week exercises	Division of topics for essays and determination of work dynamics.
II week lectures	Subject and tasks of didactics.
II week exercises	Basic didactic terms.
III week lectures	Teaching as a specific human activity.
III week exercises	Essay presentation. Analysis of teaching characteristics. Discussion.
IV week lectures	Process of learning in class.
IV week exercises	Essay presentation. Analysis of the process of knowledge in teaching, the most important theories of knowledge. Discussion.
V week lectures	Traditional and modern teaching models.
V week exercises	Essay presentation. Comparing traditional and modern teaching models. Discussion.
VI week lectures	Factors of teaching work.
VI week exercises	Essay presentation. Analysis of the most important factors of teaching with emphasis on the teacher and the child. Discussion.
VII week lectures	1st knowledge test/colloquium
VII week exercises	Essay presentation. Colloquium analysis.
VIII week lectures	Laws, principles and rules of teaching work.
VIII week exercises	Remedial colloquium. Analysis of didactic principles and rules. Discussion.
IX week lectures	Curricular framework of teaching work in preschool.
IX week exercises	Essay presentation. Analysis of the curriculum in preschool. Discussion.
X week lectures	Teaching methods.
X week exercises	Essay presentation. Analysis of methods used in educational work with preschool children.
XI week lectures	Forms of teaching work.
XI week exercises	Essay presentation. Combination of forms of teaching work in preschool.
XII week lectures	Teaching tools.
XII week exercises	Essay presentation. Adequate selection of teaching materials and aids in the educational process.
XIII week lectures	Planning, preparation and evaluation of educational work.
XIII week exercises	Presentation of pedagogical documentation from preschool institutions in Montenegro.
XIV week lectures	Communication in educational work in preschool institutions
XIV week exercises	1st knowledge test/colloquium
XV week lectures	Remedial colloquium.
XV week exercises	Colloquium analysis.

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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	Friday, 11.00 am
Literature	Bakovljev, M.: Didaktika, Naučna knjiga, Beograd, 1992. • Bjekic, D.: Komunikologija, Uciteljski fakultet, Uzice, 2000 • Desforges, C.(ed.): Uspjesno ucenje i poucavanje, Educa, Zagreb, 2001
Examination methods	The following are evaluated: - Two tests with 15 points (Total 30 points), - Emphasis during lectures and participation in debates 10 points, Essay with 11 points. - Final exam with 49 points. - A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks	Does not have
Comment	Does not have

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 / PRESCHOOL EDUCATION AND UPBRINGING / DEVELOPMENTAL PSYCHOLOGY OF PRESCHOOL AGE

Course:

DEVELOPMENTAL PSYCHOLOGY OF PRESCHOOL AGE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10170	Obavezan	2	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	General psychology
Aims	Cilj ovog predmeta je da se studenti upoznaju sa opštim principima razvoja, individualnim razlikama u razvoju, te poremećajima koji mogu da prate razvojni put djeteta predškolske dobi. Ova znanja su neophodna u praksi podsticanja kvalitetnog psihofizičkog rasta i razvoja djece predškolske dobi, preduslov adekvatnog rada vaspitača. Acquire knowledge from developmental psychology which are important for a future work in practice.
Learning outcomes	After the student passes this exam, he will be able to: 1. describe the specifics of development in preschool age; 2. explain normative development and characteristics of individual development; 3.analyzes the influence of socialization agents (family, peers, school, media...) on child development and creation of self-concept; 4. identifies developmental disorders; 5. application of acquired knowledge in working with children of typical and atypical developmental flow; 6. works in a multidisciplinary team that directs development through educational activities
Lecturer / Teaching assistant	Olivera Kalajdžić PhD, MA Ljiljana Bogdanović
Methodology	Lectures and discussions. Preparation of one seminar paper on a given topic from one of the content areas of the course. Consultations. Studying for colloquiums and the final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to developmental psychology, basic concepts.
I week exercises	Basic concepts of developmental psychology
II week lectures	Theories of development.
II week exercises	Review of research in the field of developmental psychology
III week lectures	Methods and techniques of developmental psychology
III week exercises	Examples of methods and techniques of developmental psychology
IV week lectures	General laws of development, periodization of development. Characteristics of early psychological development.
IV week exercises	Social and personal factors of development
V week lectures	The context of childrens development, with special reference to preschool age.
V week exercises	The prenatal period, affective bonding
VI week lectures	Physical growth and development. Characteristics of the newborn.
VI week exercises	First test
VII week lectures	Cognitive and emotional development
VII week exercises	Physical and motor development, psychological processes and characteristics
VIII week lectures	A picture of yourself.
VIII week exercises	Examples of research on infants
IX week lectures	Moral development.
IX week exercises	The tasks of early childhood
X week lectures	Activities of preschool children.
X week exercises	Second test
XI week lectures	Play and drawing as a diagnostic and therapeutic tool.
XI week exercises	Moral (workshop)
XII week lectures	Social development and socialization of children
XII week exercises	The symbolism in the childrens game (workshop)
XIII week lectures	Developmental problems of preschool children.
XIII week exercises	Interpretation of drawings (Gudinaf - Hariss test)
XIV week lectures	Specifics of working with children with special developmental needs.
XIV week exercises	Rewiev of developmental disorders in children
XV week lectures	Optimal conditions for the development of preschool children
XV week exercises	Seminar papers

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and do two colloquiums. They prepare one seminar paper each. The work is presented in front of the group and everyone participates in the discussion. Taking the final exam is mandatory.
Consultations	Once a week after class.
Literature	Brković, A. (2011). Razvojna psihologija. Čačak: Regionalni centar za profesionalni razvoj zaposlenih. Berk,L.E. (2008). Psihologija cjeloživotnog razvoja. Jastrebarsko:Slap. Klarin, M. (2006). Razvoj djece u socijalnom kontekstu. Jastrebarsko: Slap. Pijaže, Ž. (1990). Psihologija razvoja deteta. Novi Sad: Dobra vest. Pijaže, Ž. I Inhelder, B. (1977). Intelektualni razvoj deteta. Beograd: Zavod za udžbenike i nastavna sredstva. Vasta. R., Haith, M.M., Miller, S.A. (1998). Dječja psihologija. Jastrebarsko:Slap. Vigotski, L.S.(1977). Mišljenje i govor. Nolit. Beograd.
Examination methods	- attendance and participation in classes with 5 points; - seminar work with 5 points; - Two tests with 20 points (40 points total) - Final exam with 50 points. - The passing grade is obtained If needed 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 / PRESCHOOL EDUCATION AND UPBRINGING / LITERATURE FOR CHILDREN

Course:

LITERATURE FOR CHILDREN/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
772	Obavezan	3	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	None
Aims	Getting acquainted with the most important representatives of national and international literature for children, as well as qualifying students for critical study of this type of literary discours
Learning outcomes	Upon the completion of this course, the student will show the ability to: 1. Define literarure for children and its basic concepts 2. Select important books and classics of national and international literature for children 3. Explain the importance of specific literary work 4. Recognize valuable works of childrens literature in case of unfamiliar authors 5. Plan stimulating syllabus for introduction of children with literature.
Lecturer / Teaching assistant	PhD Svetlana Kalezić-Radonjić, Assistant Professor
Methodology	Lectures, consultations, colloquiums, presentation

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Childrens literature as a specific literary area. Problem of beginnings, determinations and terms.
I week exercises	Literary adaptations. Neil Gaiman "Why our future depends on libraries, books and dreams"
II week lectures	Reading affinities in various stages of childhood. The relationship between aesthetic and pedagogical.
II week exercises	The problem of dramatic literature for children and youth. Playlist. Kamishibai.
III week lectures	Picture book - expression, types, function and educational features. Contemporary picture book (laporello, multimedia, interactive).
III week exercises	Artistic aspects of illustration in childrens books and picture books (illustration styles, stimulation of creativity, intermediality)
IV week lectures	Children of preschool age and their reception of literature (principle of age, the role of educators, the world of play, the role of nonsense texts. Taboo topics in childrens literature.
IV week exercises	Inclusive childrens literature. Bibliotherapy.
V week lectures	Specificities of poetry for children. Traditional and modern poetry for children.
V week exercises	The problem of folk poetry for children.
VI week lectures	J. J. Zmaj, D. Maksimović, B. Ćopić, A. Vučo
VI week exercises	FIRST COLLOQUIUM
VII week lectures	Functional and ludic/nonsense poetry for children. D. Lukić, M. Danojlić, G. Vitez. Z. Balog,
VII week exercises	CORRECTIVE COLLOQUIUM
VIII week lectures	P. Kanizaj, Lj. Ršumović. Poetry of Montenegrin poets for children - historical context
VIII week exercises	D. Đurišić, D. Radulović, D. Đonović, V. Ralević
IX week lectures	Fairy tale – composition, style, meaning.
IX week exercises	A dispute about a fairy tale
X week lectures	Authors fairy tale (Ch. Perrault, b. Grimm)
X week exercises	A. S. Pushkin, H. K. Andersen, O. Wilde
XI week lectures	Transformation of a fairy tale and a fantastic story
XI week exercises	L. Carroll, C. Collodi
XII week lectures	. Barry, S. Lagerlöf
XII week exercises	A. Lindgren, A. de Saint-Exupery
XIII week lectures	Fairy tale and fantastic story in ex Yugoslav context (I. Brlić-Mažuranić, D. Maksimović) B. Ćopić, G. Olujić). Realistic prose - I. B. Mažuranić.
XIII week exercises	SECOND COLLOQUIUM
XIV week lectures	The animal world as a theme in childrens literature. Fables (Aesop, La Fontaine, Krylov, D. Obradović).
XIV week exercises	Animalistic prose in our language (D. Maksimović, B. Ćopić, Č. Vuković, S. Bulajić...) / CORRECTIVE COLLOQUIUM
XV week lectures	PRESENTATION AT THE ROUND TABLE
XV week exercises	PRESENTATION AT THE ROUND TABLE

Student workload	WEEKLY : 5 credits x 40/30 = 6 hours 40 min; Structure: 3 hours of lectures; 3 hours of seminars; 1 hours and 40 min of independent work including office hours and homework; PER SEMESTER: Class attendance and final exams: (6 hours and 40 min) x 16 = 106 hours and 40 min; Neccessary preparations before the beginning of the semester (administration, enrolment, verification): 2 x (6 hours and 40 min) = 13 hours and 20 min; Total: 5 x 30 = 150 hours; Additional work for the preparation of the make-up exam: 0 - 30 hours; Structure: 106 hours and 40 min(classes) + 13 hours and 20 min(preparation) + 30 hours(additional work).
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes, to pass 2 colloquiums and to do presentation.
Consultations	Thursday, 11:00-12:00 PM
Literature	1. Novo Vuković: "Uvod u književnost za djecu i omladinu", Unireks, Podgorica, 1996. 2. Marijana Hameršak i Dubravka Zima: "Uvod u dječiju književnost", Leykam international, d.o.o. Zagreb, 2015. 3. "Keywords for Childrens Literature", edited by Philip Nel, Lissa Paul and Nina Christensen, New York University Press, 2021.
Examination methods	Two colloquiums 15 points each, oral presentation 15 points, class attendance 5 points. Final exam – 50 points. A passing grade is obtained if at least 50 points are accumulated cumulatively
Special remarks	Class attendance is mandatory. In the case of less than 53% attendance (8 out of 15 hours), the student is assigned a seminar work to compensate for the lack of active participation in classes. 2. Textual analysis will be practiced on selected passages of literary works in all classes scheduled this semester.
Comment	Consultations can be conducted via e-mail, too. Students who pass colloquiums are free of that part of material for final exam.

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 / PRESCHOOL EDUCATION AND UPBRINGING / ENGLISH LANGUAGE I

Course:

ENGLISH LANGUAGE I/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1814	Obavezan	3	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	None
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	Introduction
II week lectures
II week exercises	Nouns, Singular and Plural
III week lectures
III week exercises	Verbs
IV week lectures
IV week exercises	Simple Present/Present Progressive
V week lectures
V week exercises	Simple Past/Past Progressive
VI week lectures
VI week exercises	Regular and Irregular Verbs
VII week lectures
VII week exercises	Adjectivals - Comparison
VIII week lectures
VIII week exercises	Modals - Usage
IX week lectures
IX week exercises	Gerund
X week lectures
X week exercises	Active and Passive
XI week lectures
XI week exercises	Conditionals (part 1)
XII week lectures
XII week exercises	Conditionals (part 2)
XIII week lectures
XIII week exercises	Colloquium Exercises
XIV week lectures
XIV week exercises	Colloquium
XV week lectures
XV week exercises	Results

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations
Consultations
Literature
Examination methods
Special remarks
Comment	* Professor retains rights to potential changes within the programme.

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 / PRESCHOOL EDUCATION AND UPBRINGING / ART CULTURE METHODOLOGY

Course:

ART CULTURE METHODOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
3725	Obavezan	3	5	3+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	The student should have passed the Art Culture course from the IV semester
Aims	Acquiring knowledge about the methodology of art education of preschool children as a teaching-scientific discipline; Getting to know the specifics of procedures that are applied with children of preschool age in the field of art education; Creating a theoretical basis for training students to achieve the goals of art education.
Learning outcomes	After the student passes this exam, he will be able to: 1. Distinguish and define the developmental stages of childrens artistic expression; 2. Identifies the special specificities of the artistic expression of children of preschool age on the examples of learning childrens artistic works; 3. Clarifies the differences between childrens art types; 4. Classifies didactic resources intended for a specific art field. 5. Organizes and designs art activities for preschool children
Lecturer / Teaching assistant	Dr Ana Miljkovac
Methodology	Lectures and debates. Preparation, organization and implementation of art activities in a preschool institution. Studying for tests and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Methodology of art education as a scientific-teaching discipline Writing exercise preparing for an art activity, free topic and choice of art
I week exercises	And Sunday, exercises Writing exercise preparing for an art actuvity, free topic and choice of art techniques
II week lectures	Subject and tasks of art education methodology
II week exercises	Writing exercise in preparation for an art activity, free topic and assigned art techniques
III week lectures	Development of childrens artistic expression - I stage
III week exercises	Writing exercise preparing for an art activity on a specific topic and given art technique for the younger age group
IV week lectures	Development of childrens artistic expression - II stage
IV week exercises	Writing exercise preparing for an art activity on a certain topic and given art technique for the middle age group of children
V week lectures	Development of childrens artistic expression - stage III and IV
V week exercises	Writing exercise preparing for an art activity on a specific topic and given art technique for an older age group of children
VI week lectures	Special features of preschool childrens art expression: imagination, emotional disproportionality, dynamic solutions, childs relationship by color
VI week exercises	Preparation, organization and realization of art activities in a preschool institution with a free theme and a choice of art techniques
VII week lectures	Special features of preschool childrens art expression: solving the art space, modeling with plastic materials, action and play
VII week exercises	Preparation, organization and implementation of art activities in a preschool institution with a free theme and assigned art technique
VIII week lectures	Themes and techniques used in the art activities of preschool children
VIII week exercises	Preparation, organization and realization of art activities in a preschool institution with a given theme and a given art technique
IX week lectures	Principles of educational work and influence on the development of childrens art
IX week exercises	Preparation, organization and realization of art activities in a preschool institution respecting and applying the principles of educational work in the field of art education
X week lectures	IX Sunday, Specific application of methods of educational work in the field of art education
X week exercises	Preparation, organization and implementation of art activities in preschool establish by respecting and applying the methods of educational work in the field of art education
XI week lectures	Artistic types of children
XI week exercises	Preparation, organization and realization of art activities in a preschool institution for young group
XII week lectures	Means, accessories and materials used in the field of art education, didactic means
XII week exercises	Preparation, organization and realization of art activities in a preschool institution for the middle age group
XIII week lectures	Art rooms, studios in kindergartens, painting and sculpture studios
XIII week exercises	Preparation, organization and implementation of art activities in preschool institutions for the older age group
XIV week lectures	Art fields
XIV week exercises	Preparation, organization and implementation of art activities in a preschool institution for group work of middle-aged children
XV week lectures	Teacher-child relationship when organizing artistic expression activities
XV week exercises	Preparation, organization and realization of art activities in a preschool

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 3 hours of exercises 40 minutes of independent work, including consultations During the semester Classes and final exam: (6 hours and 40 minutes) x 16 = 106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes Total workload for the course 5x30 = 150 hours exam from 0 to 30 hours (remaining time from the first two items to the total load for the items) Load structure: 106 hours and 40 min. (Teaching) + 13 hours and 20 minutes. (Preparation) +30 hours (Supplementary work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students write the preparation, organize and implement art activities in preschool institutions
Consultations	One working day
Literature	- Karlavaris, B.: Methodology of art education for preschool children, Institute for textbooks and teaching aids, Belgrade, 1986 - Negru, A.: Methodology of art education, Vršac College of Education, 2002 - Koks, M.: Childrens drawings , Nolit, Belgrade, 2000
Examination methods	Two tests with 10 points (total 20 points), writing and presenting an essay 10 points, standing out during lectures and participating in debates 5 points, writing preparation, organizing and implementing art activities in preschool institutions 15 points, final exam 50 .points.
Special remarks	A passing grade is obtained if accumulate at least 51 points.
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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF MUSICAL CULTURE

Course:

METHODOLOGY OF MUSICAL CULTURE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
3726	Obavezan	3	5	3+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for registration and attendance of courses.
Aims	Introducing students to the methodology of music education for preschool children and fostering their acceptance of this musical field as an educational and scientific discipline; Understanding the specificity of the methodical approach applied in the field of music education when working with preschool children; Providing a theoretical foundation for training students and creating conditions for the practical achievement of all goals of music education. Introducing students to the methodology of music education for preschool children and fostering their acceptance of this musical field as an educational and scientific discipline; Understanding the specificity of the methodical approach applied in the field of music education when working with preschool children; Providing a theoretical foundation for training students and creating conditions for the practical achievement of all goals of music education.
Learning outcomes	After passing this exam, the student will be able to: Practically use teaching aids (Childrens instrumentarium, audio and audio-visual aids) Demonstrate counting rhymes, childrens songs Create and independently plan music listening by analyzing the character of selected compositions Experiment with rhythmic-melodic motifs through play Organize lessons related to aesthetic appreciation of music
Lecturer / Teaching assistant	Prof. Dr. Vesna Vučinić, Mr. Andrijana Vučetić- Obadović, Iva Drekalović
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the subject. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the curriculum, literature, obligations, and exam format. Importance and role of the subject.
I week exercises	Introduction to the curriculum, literature, obligations, and exam format. Importance and role of the subject.
II week lectures	Tasks in music education, the role of the educator (listening to music, piano from ages 20 to 25). Tasks in music education, the role of the educator (listening to music, piano from ages 20 to 25). Tasks in music education, the role of the educator (listening to music, piano from ages 20 to 25).
II week exercises	Tasks in music education, the role of the educator (listening to music, piano from ages 20 to 25).
III week lectures	Didactic principles, teaching methods (listening to music – selection, solfeggio exercises, piano from exercises 25 to 30).
III week exercises	Didactic principles, teaching methods (listening to music – selection, solfeggio exercises, piano from exercises 25 to 30).
IV week lectures	Teaching aids, profession, age-specific characteristics of children, age groups in preschool institutions (solfeggio exercises, piano from 30 to 35 exercises) Teaching aids, profession, age-specific characteristics of children, age groups in preschool institutions (solfeggio exercises, piano from 30 to 35 exercises)
IV week exercises	Teaching aids, profession, age-specific characteristics of children, age groups in preschool institutions (solfeggio exercises, piano from 30 to 35 exercises)
V week lectures	Observation of tone characteristics, nursery rhymes - methodological approach in work, listening to music, solfeggio exercises, piano selection.
V week exercises	Observation of tone characteristics, nursery rhymes - methodological approach in work, listening to music, solfeggio exercises, piano selection.
VI week lectures	Metering and conducting, developing a sense of rhythm, speech rhythm, speech apparatus - structure and function, the value of listening to music (solfeggio exercises, piano - selection).
VI week exercises	Metering and conducting, developing a sense of rhythm, speech rhythm, speech apparatus - structure and function, the value of listening to music (solfeggio exercises, piano - selection).
VII week lectures	Knowledge test / quiz Knowledge test / quiz Knowledge test / quiz I
VII week exercises	Knowledge test / quiz I
VIII week lectures	Songs in working with children, playing on childrens instruments (solfeggio exercises, piano - selection, kindergarten - practice).
VIII week exercises	Songs in working with children, playing on childrens instruments (solfeggio exercises, piano - selection, kindergarten - practice).
IX week lectures	Musical games: singing games, didactic games, games with instrumental accompaniment, dances and folk dances, musical dramatization - examples for all types of games (solfeggio exercises, playing easier arrangements, piano - selection, kindergarten - practice).
IX week exercises	Musical games: singing games, didactic games, games with instrumental accompaniment, dances and folk dances, musical dramatization - examples for all types of games (solfeggio exercises, playing easier arrangements, piano - selection, kindergarten - practice).
X week lectures	Correlation of music with other areas (listening to music, playing arrangements, piano - selection, kindergarten - practice).
X week exercises	Correlation of music with other areas (listening to music, playing arrangements, piano - selection, kindergarten - practice).
XI week lectures	Orff instrumentarium - appearance of instruments, rhythmic and melodic percussion, work with choir (kindergarten - practice).
XI week exercises	Orff instrumentarium - appearance of instruments, rhythmic and melodic percussion, work with choir (kindergarten - practice).
XII week lectures	Playing on Orff instruments.
XII week exercises	Playing on Orff instruments.
XIII week lectures	II Knowledge test / quiz
XIII week exercises	II Knowledge test / quiz
XIV week lectures	Playing on Orff instruments, conducting (kindergarten - practice).
XIV week exercises	Playing on Orff instruments, conducting (kindergarten - practice).
XV week lectures	Final exam.
XV week exercises	Final exam.

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 2 hours of exercises 1 hour and 40 minutes of independent work, including consultations
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates, and take two quizzes. Students prepare one practical lecture each and participate in the analysis following the class presentation.
Consultations	Monday 11:00 AM - 12:30 PM (Room 204) Monday 11:00 AM - 12:30 PM (Room 204) Monday 11:00 AM - 12:30 PM (Room 204)
Literature	Vučinić, Vesna: Methodology of Music Education and Elementary Piano Instruction, Podgorica: University of Montenegro, 2006. Manesterioti, Višnja: Music Education at the Elementary Level, Zagreb: Školska knjiga, 1982. Domonji, Ivana: Methodology of Music Education in Preschool Institutions, Sarajevo, 1986. Vasiljević, Zorislava: Music Primer, Belgrade: Institute for Textbooks, 1991. Grujić, Ivana: Musical Games, Belgrade: Institute for Textbooks.
Examination methods	(Written, oral, evaluation of homework and practical presentations) Students are assessed based on: Two quizzes worth 15 points each (Total 30 points), Attendance and participation during lectures worth 5 points, Practical presentation worth 15 points, Final exam worth 50 points. (Written, oral, evaluation of homework and practical presentations) Students are assessed based on: Two quizzes worth 15 points each (Total 30 points), Attendance and participation during lectures worth 5 points, Practical presentation worth 15 points, Final exam worth 50 points. A passing grade is obtained if cumulatively at least 51 points are collected.
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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF ACQUIRING INITIAL MATHEMATICAL CONCEPTS I

Course:

METHODOLOGY OF ACQUIRING INITIAL MATHEMATICAL CONCEPTS I/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4551	Obavezan	3	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for applying and hearing the case.
Aims	To familiarize students with the importance of mathematics for preschool children and the ways and possibilities of introducing children to mathematical concepts through daily activities in kindergarten and training them for independent work on the realization of all goals and tasks in developing mathematical concepts at the age of up to 7 years.
Learning outcomes	- Explains the importance of mathematical concepts at preschool age - Interprets the concept of principles, methods and forms of work, recognizes and applies them in planning and implementation of UPM concepts for ages up to 7 years. - Plans and implements the adoption of initial mathematical concepts by interest centers - Prepares teaching aids and materials with initial mathematical concepts for ages up to 7 - Explains geometric shapes and figures in plane and space, as well as spatial orientation and spatial relationships and realizes them through play at the age of up to 7 years
Lecturer / Teaching assistant	Prof. dr Veselin Mićanović M.Sc Marijana Blečić (Marija Raičević)
Methodology	Lectures and discussions, preparation of one seminar paper on a given topic from one of the subject areas, creation of a group student project, independent realization of practical lectures in kindergarten, consultations, studying for tests and final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Methodology of adopting initial mathematical concepts as a scientific-teaching discipline. The subject and tasks of the methodology.
I week exercises	Methodology of adopting initial mathematical concepts as a scientific-teaching discipline. The subject and tasks of the methodology. (adopting concepts)
II week lectures	The importance of mathematics and mathematics education for preschool children. Mathematical concepts.
II week exercises	The importance of mathematics and mathematics education for preschool children. Mathematical concepts. (understanding the importance of mathematics and mathematics education for preschool children)
III week lectures	Pedagogical - psychological aspects of acquiring initial mathematical concepts.
III week exercises	Pedagogical - psychological aspects of acquiring initial mathematical concepts. (investigation of various pedagogical and psychological aspects of the acquisition of initial mathematical concepts)
IV week lectures	Basic methodological principles in developing initial mathematical concepts at preschool age.
IV week exercises	Basic methodological principles in developing initial mathematical concepts at preschool age. (adopting basic methodological principles and researching their application)
V week lectures	Methods and forms of work on activities for the acquisition of initial mathematical concepts.
V week exercises	Methods and forms of work on activities for the acquisition of initial mathematical concepts. (practical application of methods and forms of work)
VI week lectures	I knowledge test / colloquium
VI week exercises	Analysis of realized activities
VII week lectures	Planning the implementation of mathematical content in preschool institutions. Mathematics in the centers of interest.
VII week exercises	Planning the implementation of mathematical content in preschool institutions. Mathematics in the centers of interest. (practical implementation of mathematical content in preschool institutions)
VIII week lectures	Didactic means and materials for acquiring initial mathematical concepts.
VIII week exercises	Didactic means and materials for acquiring initial mathematical concepts. (preparation of didactic tools and materials)
IX week lectures	A game in the function of acquiring initial mathematical concepts.
IX week exercises	A game in the function of acquiring initial mathematical concepts. (applying the game as a function of acquiring initial mathematical concepts in different ways)
X week lectures	Acquisition of concepts about geometric shapes and figures.
X week exercises	Acquisition of concepts about geometric shapes and figures. (explanation of geometric shapes and figures)
XI week lectures	Geometric figures in plane and space.
XI week exercises	Geometric figures in plane and space.
XII week lectures	Perception and understanding of space and spatial relationships.
XII week exercises	Perception and understanding of space and spatial relationships.
XIII week lectures	II knowledge test / colloquium
XIII week exercises	Presentation of research results
XIV week lectures	Methodical procedures for developing spatial orientation and acquiring concepts of spatial relations.
XIV week exercises	Methodical procedures for developing spatial orientation and acquiring concepts of spatial relations.
XV week lectures	Final exam.
XV week exercises	Summarizing the achieved results.

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests, prepare and implement one practical lecture and participate in the analysis of the lecture, prepare one essay and participate in the debate after the presentation of the essay.
Consultations	Wednesday 11:00-12:30 p.m. (340)
Literature	Liebeck P. "How children learn mathematics", Educa, Zagreb, 1995. • Prentović, R. »Methodology of developing initial mathematical concepts, Higher School of Image. teacher, Novi Sad, 1998. • Hansen K., Kaufmann K and Burke Walsh K.: "Creating an educational process in which the child plays a central role" - methodological manual for working with children aged 3 to 5 years, Pedagogical Center of Montenegro, Podgorica, 2001. • Šimić, G.: "Methodology of developing mathematical concepts", College of Teacher Education, Šabac, 1998. • Šimić, G. "A game of mathematics", Higher School for Teacher Education, Šabac, 1997
Examination methods	- Two tests with 10 points each (Total 20 points), - Homework (written preparation) with 5 points, - Preparation and simulation of a practical lecture with 5 points, - Preparation and realization of a practical lecture with 10 points, - Class attendance, standing out during lectures and participation in debates 5 points: Seminar work with 5 points, - Final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks	Preschool upbringing and education. Academic basic study programs of the FACULTY OF PHILOSOPHY (studies last 6 semesters, 180 ECTS credits)
Comment	Grades: A (91-100); B (81-90); C (71-80); D (61-70); E (50-60)

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 / PRESCHOOL EDUCATION AND UPBRINGING / SPEECH DEVELOPMENT METHODOLOGY

Course:

SPEECH DEVELOPMENT METHODOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4552	Obavezan	3	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	None
Aims	Acquiring knowledge about the methodology of speech development of preschool children as a scientific-teaching discipline; Getting to know the specifics of the procedures that are applied with children of preschool age in the area of speech development; Training students for independent work on the realization of goals and tasks in the development of speech.
Learning outcomes	After the student passes this exam, he/she will be able to: 1. define basic theoretical terms from the methodology of speech development; 2. explain the speech development of the child and the necessary methodological influences on that development; 3. describe the role of speech in the overall development of a child; 4. prepares and plans work on speech development in preschool institutions; 5. apply theoretical knowledge during the implementation of activities in kindergarten; 6. analyze the speech development of the child using appropriate monitoring and evaluation methods.
Lecturer / Teaching assistant	Prof. dr Dijana Vučković, Nataša Skakavac, prof.
Methodology	Lectures and discussions. Preparation of one essay on a given topic from one of the content areas of the course. Creation of a group student project. Studying for tests and final exams. Consultations. Independent implementation of practical lectures in kindergarten.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Methodology of speech development as a scientific-teaching discipline. Subject and methodology tasks.
I week exercises	Methodology of speech development as a scientific-teaching discipline. Subject and methodology tasks.
II week lectures	Theoretical aspects of the emergence and development of speech. Characteristics of preschool childrens speech.
II week exercises	Theoretical aspects of the emergence and development of speech. Characteristics of preschool childrens speech.
III week lectures	Basic elements of speech. Characteristics of a good speech. Speech as a means of communication. Models of communication in kindergarten.
III week exercises	Basic elements of speech. Characteristics of a good speech. Speech as a means of communication. Models of communication in kindergarten. Kindergarten practice.
IV week lectures	Principles and forms of work. Teaching aids used for speech development. An environment that is conducive to fostering communication.
IV week exercises	Kindergarten practice
V week lectures	Work methods. The method of using a literary text.
V week exercises	Kindergarten practice
VI week lectures	The role and importance of speech development in the program of work. Goals and tasks of work on speech development.
VI week exercises	Kindergarten practice
VII week lectures	Work planning. Colloquium.
VII week exercises	Kindergarten practice
VIII week lectures	The role and importance of speech in childrens development. Speech disorders.
VIII week exercises	Kindergarten practice
IX week lectures	Contents of work on speech development (general games, general exercises, listening and discrimination, articulation, vocabulary enrichment...)
IX week exercises	Kindergarten practice
X week lectures	Speech creativity of children. Speech in everyday life situations.
X week exercises	Kindergarten practice
XI week lectures	Introducing children to literature. Selection and interpretation of literary text.
XI week exercises	Kindergarten practice
XII week lectures	Connecting literature with other arts. Correlation with other areas.
XII week exercises	Kindergarten practice
XIII week lectures	Dramatization and stage performance. Colloquium.
XIII week exercises	Kindergarten practice
XIV week lectures	Monitoring and evaluation of work on childrens speech development.
XIV week exercises	Kindergarten practice
XV week lectures	Final exam.
XV week exercises	/

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of theoretical lectures 1 hour of practical lecture 1 hour of exercises 2 hours 40 minutes of independent work, including consultations. During the semester Classes and final exam: (6 hours and 40 minutes) x 16 = 106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes. Total workload for the course: 5 x 30 = 150 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours (remaining time from the first two items to the total workload for the course) Load structure: 106 hours and 40 minutes (Teaching) + 13 hours and 20 minutes (Preparation) + 30 hours (Supplementary work).
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions, and do two colloquiums. Students prepare one essay each and participate in a discussion after the presentation of the essay. Students prepare one practical lecture each and participate in the analysis of the lecture. The final exam is in oral form.
Consultations	Wednesday, 1-2 p.m., Room 105
Literature	Grupa autora: Govor u predškolskoj ustanovi, Zavod za udžbenike i nastavna sredstva, Beograd, 1987.  Naumović, M.: Metodika razvoja govora, Viša škola za obrazovanje vaspitača, Pirot, 2000.  Čukovski, K.: Od druge do pete, Zavod za udžbenike i nastavna sredstva, Beograd, 1986.  Milatović, V. (priredio): Metodika razvoja govora, Učiteljski fakultet Univerziteta u Beogradu, Beograd, 2009.
Examination methods	two colloquiums with 10 points each (20 points in total),  class attendance, emphasis during lectures and participation in discussions 5 points,  seminar paper with 5 points, group student project with 5 points,  homework (written preparation) with 5 points, preparation and implementation of a practical lecture 10 points,  final exam with 50 points. Grades: 50 - 59 (E), 60 - 69 (D), 70 – 79 (C), 80- 89 (B), 90 – 100 (A)
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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF PHYSICAL EDUCATION

Course:

METHODOLOGY OF PHYSICAL EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
854	Obavezan	4	5	3+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no prerequisites required for signing up for this course
Aims	Teaching students to independently perform all programmes and organisational forms of work in physical education teaching in their work with pre-school children.
Learning outcomes	Having passed this course, the student will be able to: 1. Apply acquired knowledge and means of physical education in all age categories of pre-school children; 2. Describe the basic propositions of the impact of physical education on the organism of pre-school children; 3. Practically perform and apply all organisational forms of work in physical education teaching for pre-school children; 4. Dose, distribute and control the workload of the body in a physical education class; 5. Observe and assess the effects of physical education on the pre-school children’s development; 6. Make a high-quality written preparation for the physical education class; 7. Make and realise the plan and programme for physical education for pre-school children.
Lecturer / Teaching assistant	Prof. dr Rašid Hadžić, MSc Milena Mitrović
Methodology	Lectures, exercises, exams, consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The term, definition, topic, aim, tasks and the structure of physical education methodology.
I week exercises	Demonstration of a pilot time with children younger age groups.
II week lectures	Teacher preparation and daily class preparation (profession)
II week exercises	Demonstration of a pilot time with children middle age groups
III week lectures	The plan and programme of physical education for pre-school children.
III week exercises	Demonstration of a pilot time with children older age groups
IV week lectures	The principles and methods of physical education for pre-school children
IV week exercises	The organization and implementation time (types of activities) with children younger age groups
V week lectures	Means of physical education.
V week exercises	The organization and implementation time (types of activities) with children younger age groups
VI week lectures	Mid-term exam
VI week exercises	First test
VII week lectures	Conditions for the realisation of the physical education programme
VII week exercises	The organization and implementation time (types of activities) with children younger age groups
VIII week lectures	General methodological instructions for the work with pre-school children
VIII week exercises	The organization and implementation time (types of activities) with children middle age groups
IX week lectures	Intensity in the class of physical education.
IX week exercises	The organization and implementation time (types of activities) with children middle age groups
X week lectures	Organisational forms of activity – morning exercising, directed motor activity
X week exercises	The organization and implementation time (types of activities) with children middle age groups
XI week lectures	Organisational forms of activity – moving game, stroll, outing
XI week exercises	The organization and implementation time (types of activities) with children older age groups
XII week lectures	Second exam
XII week exercises	Second test
XIII week lectures	Organisational forms of activity – free activities, children’s dance, events
XIII week exercises	The organization and implementation time (types of activities) with children older age groups
XIV week lectures	Assessment and control of the effects of pre-school’s children physical education
XIV week exercises	The organization and implementation time (types of activities) with children older age groups
XV week lectures	Planning and programming physical education of pre-school children
XV week exercises	Assess and control the effects of physical training of children of preschool age

Student workload	Weekly: 5 ECTS x 40/30 =6 hours 40 min. Structure: 3 hours of lectures 3 hours of exercises 40 minutes of independent work including consultations
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend theoretical and practical lectures, plan and carry out practical teaching in pre-school institutions, participate in critical analyses of their own and others’ professions and take up exams
Consultations	On Mondays at 10 am
Literature	1. Blagajac, S. (1995). Igra mi je hrana. Subotica. 2. Idrizović, K.(2008). Osnovi teorije i metodike fizičkog vaspitanja predškolskog i mladjeg uzrasta. Podgorica. 3. Džinović – Kojić, D. (2002). Fizičko vaspitanje predškolskog djeteta. Beograd. 4. D
Examination methods	- Two exams (15 points each; 30 points in total): - Attendance and in-class participation 10 points; - Mark from the classes-exercises led by the students 10 points; - Final exam 50 points - The passing grade is achieved if the stu
Special remarks	Exercises is realised in pre-school instituitions according to the current plan and programme
Comment	Students will be given the work plan by thematic units and terms 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 / PRESCHOOL EDUCATION AND UPBRINGING / ENGLISH LANGUAGE II

Course:

ENGLISH LANGUAGE II/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1815	Obavezan	4	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	None, but level B1.2 of the general English (CERF) is highly desirable.
Aims	1. Systematic development of all four language skills in the general English - level B2.1 of the Common European Reference Framework for living languages (CERF); 2. Acquiring vocabulary and mastering language structures in both written and spoken communication - level B2.1; 3. Acquiring knowledge of grammar and techniques necessary for the correct and successful translation from and into English - level B2.1.
Learning outcomes	After passing this course, the students are expected to be able to: 1. Demonstrate high receptive and productive language competence in the general English at the level B2.1, according to the Common European Reference Framework for the living languages (CERF); 2. Use standard language norms in both written and spoken communication - level B2.1; 3. Apply knowledge of the English grammar, as well as techniques of translation from and into English; 4. Analyse in detail written and spoken texts, recognizing main ideas and implicit meaning - level B2.1 of the general English language; 5.Discuss various topics using general English - level B2.1.
Lecturer / Teaching assistant
Methodology	Lectures, exercises, consultations, the use of audiovisual materials, homework, class presentations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	See the version in Montenegrin above (the course contents are in English)
I week exercises
II week lectures	See the version in Montenegrin above (the course contents are in English)
II week exercises
III week lectures	See the version in Montenegrin above (the course contents are in English)
III week exercises
IV week lectures	See the version in Montenegrin above (the course contents are in English)
IV week exercises
V week lectures	See the version in Montenegrin above (the course contents are in English)
V week exercises
VI week lectures	See the version in Montenegrin above (the course contents are in English)
VI week exercises
VII week lectures	Mid-term test.
VII week exercises
VIII week lectures	See the version in Montenegrin above (the course contents are in English)
VIII week exercises
IX week lectures	See the version in Montenegrin above (the course contents are in English)
IX week exercises
X week lectures	See the version in Montenegrin above (the course contents are in English)
X week exercises
XI week lectures	See the version in Montenegrin above (the course contents are in English)
XI week exercises
XII week lectures	See the version in Montenegrin above (the course contents are in English)
XII week exercises
XIII week lectures	See the version in Montenegrin above (the course contents are in English)
XIII week exercises
XIV week lectures	Make-up mid-term.
XIV week exercises
XV week lectures	Revision and preparation for the finals.
XV week exercises

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend lectures, actively participate in classes, do homework and final exams.
Consultations	Every week.
Literature	John and Liz Soars: Headway Upper-Intermediate, fifth edition, (Units 1 – 6), OUP.
Examination methods	Attendance and homework: 10 p. Test: 20 p. Midterm exam: 25 p. Final exam: 45 p.
Special remarks
Comment	* Professor retains rights to potential changes within the programme.

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 / PRESCHOOL EDUCATION AND UPBRINGING / ENGLISH LANGUAGE II

Course:

ENGLISH LANGUAGE II/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1815	Obavezan	4	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	None, but level B1.2 of the general English (CERF) is highly desirable.
Aims	1. Systematic development of all four language skills in the general English - level B2.1 of the Common European Reference Framework for living languages (CERF); 2. Acquiring vocabulary and mastering language structures in both written and spoken communication - level B2.1; 3. Acquiring knowledge of grammar and techniques necessary for the correct and successful translation from and into English - level B2.1.
Learning outcomes	After passing this course, the students are expected to be able to: 1. Demonstrate high receptive and productive language competence in the general English at the level B2.1, according to the Common European Reference Framework for the living languages (CERF); 2. Use standard language norms in both written and spoken communication - level B2.1; 3. Apply knowledge of the English grammar, as well as techniques of translation from and into English; 4. Analyse in detail written and spoken texts, recognizing main ideas and implicit meaning - level B2.1 of the general English language; 5.Discuss various topics using general English - level B2.1.
Lecturer / Teaching assistant
Methodology	Lectures, exercises, consultations, the use of audiovisual materials, homework, class presentations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	See the version in Montenegrin above (the course contents are in English)
I week exercises
II week lectures	See the version in Montenegrin above (the course contents are in English)
II week exercises
III week lectures	See the version in Montenegrin above (the course contents are in English)
III week exercises
IV week lectures	See the version in Montenegrin above (the course contents are in English)
IV week exercises
V week lectures	See the version in Montenegrin above (the course contents are in English)
V week exercises
VI week lectures	See the version in Montenegrin above (the course contents are in English)
VI week exercises
VII week lectures	Mid-term test.
VII week exercises
VIII week lectures	See the version in Montenegrin above (the course contents are in English)
VIII week exercises
IX week lectures	See the version in Montenegrin above (the course contents are in English)
IX week exercises
X week lectures	See the version in Montenegrin above (the course contents are in English)
X week exercises
XI week lectures	See the version in Montenegrin above (the course contents are in English)
XI week exercises
XII week lectures	See the version in Montenegrin above (the course contents are in English)
XII week exercises
XIII week lectures	See the version in Montenegrin above (the course contents are in English)
XIII week exercises
XIV week lectures	Make-up mid-term.
XIV week exercises
XV week lectures	Revision and preparation for the finals.
XV week exercises

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend lectures, actively participate in classes, do homework and final exams.
Consultations	Every week.
Literature	John and Liz Soars: Headway Upper-Intermediate, fifth edition, (Units 1 – 6), OUP.
Examination methods	Attendance and homework: 10 p. Test: 20 p. Midterm exam: 25 p. Final exam: 45 p.
Special remarks
Comment	* Professor retains rights to potential changes within the programme.

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 / PRESCHOOL EDUCATION AND UPBRINGING / MODERN PRESCHOOL SYSTEMS

Course:

MODERN PRESCHOOL SYSTEMS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2649	Obavezan	4	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	No prerequisites required.
Aims	To teach students contemporary trends in the development of pre-school educational system, their theoretical basis and particular characteristics of contemporary preschool education systems in the world and in our country, and prepare them for their comparative analysisvarious directions; * Provide students with the critical thinking and comparative analysis of contemporary pedagogical conceptions and theories.
Learning outcomes	- Explain the theoretical framework of modern educational systems (theories of Piaget, Vygotsky, Bruner, Bronfenbrenner ...);Identify and analyze the basic ch - aracteristics of modern educational systems (individualization, democratization, kooperatciju, cooperation of educational institutions with the family); - Describe and analyze some educational systems ("Montessori", "Waldorf", "Step by Step", "Reggio Emilia", "High Scope", "Creative Curriculum"); - Compare and discuss the main features of individual educational systems; - Identify the elements of the modern educational system in the national educational institutions.
Lecturer / Teaching assistant	Prof. dr Saša Milić, Ph.D. Jelena Vukotić, MA
Methodology	Lectures and debates. Preparing an essay on one of the topis related to the curriculum. Consultations and final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Theoretical basis of modern preschool systems / Vygotsky, Piaget, Bruner et al. /.
I week exercises	Clarification of the key theoretical concepts - Piaget (stages of cognitive development; experiments on conservation, seriation, classification, egocentrism, video clips of the aforementioned phenomena); Vygotsky (zone of proximal development); Bronfenbre
II week lectures	The individualization of educational work with children.
II week exercises	Conceptual clarification (individual teaching Individual classes-individual work); the impact of dimension of individuality of the students on the educational work (discussions, case studies, work on material prepared in advance, questionnaires (learning
III week lectures	Democratization of educational work.
III week exercises	Brainstorming -Democratic schools; Communication as a precondition democratization of educational process; The pluralistic cognitive style (students and teachers) as a precondition for the democratic functioning of a school.
IV week lectures	Development of cooperation and communication skills.
IV week exercises	Detailed analysis of the definition of the cooperative learning (cognitive and social model of teaching approaches); Conceptual delimitation; Work on prepared materials (concrete situations (in) a (non)cooperative learning) to identify situations of coope
V week lectures	Cooperation between educational institutions and families.
V week exercises	Discussion about possible and existing (in Montenegrin upbringing and educational practice) forms of cooperation of educational institutions and families; Analysis of representative research on the impact of cooperation between educational institutions an
VI week lectures	The theory of games, classification of games and basic principles of learning through playing them.
VI week exercises	Definition of the term game (pedagogical, psychological, sociological, anthropological); Classification of games (work on materials prepared in advance).
VII week lectures	Test 1 / mid-term examination paper.
VII week exercises	Presentations and analysis of term papers, essays, book reviews.
VIII week lectures	Montessori system of education.
VIII week exercises	Video materials about the Montessori education system; Video materials -on Montessori didactic material; Discussions, comparisons (with the official educational system of the state) and discussing about pedagogical implications.
IX week lectures	Waldorf pedagogy and preschool and primary school education.
IX week exercises	Video materials about the Waldorf system of education; Discussions, comparisons (with the official educational system of the country) and drawing pedagogical implications.
X week lectures	Step by Step program in preschool and primary school education system.
X week exercises	Video materials about the Step by Step program; Discussions, comparisons (with the official educational system of the country) and drawing pedagogical implications.
XI week lectures	Reggio Emilia (Reggio Emilia) Program Preschool and Primary Schoo education systeml;.
XI week exercises	Video materials about the Reggio Emilia (Reggio Emilia) Program; Discussions, comparisons (with the official educational system of the country) and drawing pedagogical implications.
XII week lectures	The High Scope program (high achievement).
XII week exercises	Video materials about the High Scope program; Discussions, comparisons (with the official educational system of the country) and drawing pedagogical implications.
XIII week lectures	The program "Creative Curriculum".
XIII week exercises	Video materials about the "Creative Curriculum" Program; Discussions, comparisons (with the official educational system of the country) and drawing pedagogical implications.
XIV week lectures	Test 2/ mid-term examination paper.
XIV week exercises	Presentation and analysis of the term papers, essays, book reviews, group comparative analysis of the processed systems.
XV week lectures	Teachers role in educational profess.
XV week exercises	Discussion about the roles of educators / teachers in the educational process (according to the categorization of roles offered by I. Ivic - the active teaching process).

Student workload	Classes and final exam: 6 hours and 40 minutes x 16 = 128 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (8 hours) = 16 hours Total workload for the course 6x30 = 180 hours Additional work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 36 hours (remaining time from the first two items to the total load for the courses) Load structure: 128 hours (Teaching) + 16 hours (Preparation) + 36 hours (Additional work) 2 hours of the exercises 4 hours and 20 minutes of individual work and consultations
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes regularly, do the tests, be active in he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation.
Consultations	Wednesday 12:30, room no. 316
Literature	• Milić, S.: Savremeni obrazovni sistemi .- Podgorica: Univerzitet CG, 2008. • Hansen, K. at al: Kreiranje vaspitno-obrazovog procesa u kojem dijete ima centralnu ulogu.- Podgorica: PCCG, 2001. • Kamenov, E.: Eksperimentalni programi za rano obrazovanje .
Examination methods	Tests 20 points each, an essay 6 points, active participation 5 points; final examination 49 points. Passing grade can be given if a student collects at least 51 points.
Special remarks	no
Comment	http://studiegids.ugent.be/2016/EN/studiefiches/H001891.pdf http://www.ffri.uniri.hr/files/studijskiprogrami/PED_program_preddipl_1P_2015-2016.pdf

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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF GETTING TO KNOW NATURE

Course:

METHODOLOGY OF GETTING TO KNOW NATURE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4554	Obavezan	4	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no requirements for listening and course registration
Aims	To learn about science Mthodology To get students familiar with Science Metodology theory in order to realize the aims of science teaching To enable students for individual work in teaching Science
Learning outcomes	To plan the activities from Introduction to Science To choose the proper methods and ways of work in Science Introduction activities preparation To know the pre-school child sphere of exploring activities To choose proper devices needed to fulfill the activities To explain the material conditions for fulfilling the activities
Lecturer / Teaching assistant	Prof. dr Tatjana Novović Mr Mirko Đukanović
Methodology	Lectures, discussions, test preparation and final exam, consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Programme,literature preyentation,students and the way of exam passing
I week exercises	Programme,literature preyentation,students and the way of exam passing
II week lectures	The basic theay ofScience Introduction Metodolgy
II week exercises	The basic theay ofScience Introduction Metodolgy
III week lectures	Educational tasks and content ofScience introduction
III week exercises	Educational tasks and content ofScience introduction
IV week lectures	Children`s conitive, social and emotional characteristics important for making concept on enviroment
IV week exercises	Children`s conitive, social and emotional characteristics important for making concept on enviroment
V week lectures	Environment as a subject of child`s interest
V week exercises	Environment as a subject of child`s interest
VI week lectures	Research activites of pre-schoolchildren
VI week exercises	Research activites of pre-schoolchildren
VII week lectures	First test
VII week exercises	Analysis test
VIII week lectures	Work preparation and planning in meeting children with Neture
VIII week exercises	Work preparation and planning in meeting children with Neture
IX week lectures	Working Methods in Science Methodology
IX week exercises	Working Methods in Science Methodology
X week lectures	Meansof work in Methods in Science Methodology
X week exercises	Meansof work in Methods in Science Methodology
XI week lectures	Acquainting students with activites realiyation in order to get more knowlege on Nature
XI week exercises	Acquainting students with activites realiyation in order to get more knowlege on Nature
XII week lectures	Organizing and accomplishing the activites
XII week exercises	Organizing and accomplishing the activites
XIII week lectures	Second test
XIII week exercises	Analysis test
XIV week lectures	The improvement of the Science inttroduction actvites organizacionin kindergarden
XIV week exercises	The improvement of the Science inttroduction actvites organizacionin kindergarden
XV week lectures	Final Exam
XV week exercises	Final Exam

Student workload	Weekly: 5 credits x 40/30 = 6 hours 35 minutes Structure of the load: 2 hours of teaching 3 hours 35 minutesof independent work including consultancies During the semester: Lectures and final exam: 6 hours35 minutes x 16 = 106 hours 25 min Necessary preparations before the start of the semester (administration, registration, certification) 2 x (6 hours 35 min) = 12 hours 50 min 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 25 min (teaching) + 12 hours 50 min (preparation) + 30 hours (additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are due to attend lectures reqularly, do and submit their homework, to due both
Consultations
Literature	Grdinić, B., Žderić, M. i Stojanović, S. (2001): Metodika poznavanja prirode, ,,Učiteljski fakultet Sombor“, Sombor. - Halačev-Roller, M.(1978): Upoznavanje predškolske djece s okolinom, ,,Školska knjiga“, Zagreb. - Rothschild J. i Daniels E. (2
Examination methods	Two tests 40 points Preparation and realiyation of a leson 5 points Students participacion and discussions 5 points Final exam 50 points The students will get a passing mark if she gets at least 52 points cumultatively
Special remarks	No
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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF INITIAL LITERACY

Course:

METHODOLOGY OF INITIAL LITERACY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4555	Obavezan	4	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Acquiring knowledge on methodology of initial literacy as a scientific and teaching discipline; Getting to know the specifics of methods and procedures that apply to preschool children in preparation for initial literacy; Creating a theoretical basis for training students to achieve the objectives in initial field of literacy. Enabling students for independent work on the realization of the goals and tasks in the area of childrens literacy.
Learning outcomes	After passing this exam, student will be able to: 1. explain the four language skills, their connections and interdependence; 2. analyzes the basic theoretical issues in initial literacy; 3. do description of the place of beginning reading and writing in kindergarten (pre-reading skills) and the first grade of primary school; 4. use appropriate teaching materials and methods for initial students literacy; 5. do the planning and preparation work on the development of pre-reading skills(period of preparation for systematic literacy); 6. realize practical activities (classes) from the initial literacy.
Lecturer / Teaching assistant	Doc. dr Dijana Vučković Nataša Skakavac
Methodology	Lectures and discussions. The preparation of one essay on a given topic from one of the areas of curriculum. Creating a group student project. Studying for colloquiums and a final exam. Consultations. The independent realization of practical lessons in kindergarten and in the first grade of nine-year primary school.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	General theoretical issues of methodology in initial literacy. Subject and tasks of methodology.
I week exercises	Methodology of initial literacy in the system of didactic and methodological sciences.
II week lectures	Four speech activities. Listening and speaking as a basis for reading and writing.
II week exercises	Four speech activities in the classroom.
III week lectures	The subject program. Initial reading and writing in the program.
III week exercises	Realization of lessons in the school.
IV week lectures	Psychological, physiological, linguistic and communication basic process of reading and writing.
IV week exercises	Realization of lessons in the school.
V week lectures	Principles and forms of work. Teaching aids used for initial literacy. Work planning.
V week exercises	Realization of lessons in the school.
VI week lectures	The objectives and tasks of initial literacy. The role and importance of reading and writing in childrens progress.
VI week exercises	Realization of lessons in the school.
VII week lectures	The development of the reading process. Pre-reading skills.
VII week exercises	Colloquium I.
VIII week lectures	The importance of environment for development of pre-reading skills. Motivation and realize the importance of reading and writing.
VIII week exercises	Realization of lessons in the school.
IX week lectures	Concerns like: When to start with literacy, what to read to children, the letters that start ...
IX week exercises	Realization of lessons in the school.
X week lectures	Games and activities to encourage pre-reading skills.
X week exercises	Realization of lessons in the school.
XI week lectures	Methods. The analytic-synthetic method. Methodical procedures.
XI week exercises	Realization of lessons in the school.
XII week lectures	The structure of teaching reading and writing. The period of preparation for initial reading and writing.
XII week exercises	Realization of lessons in the school.
XIII week lectures	Textbooks and worksheets for initial literacy.
XIII week exercises	Colloquium II.
XIV week lectures	Monitoring and evaluation of the process and results of work. Descriptive assessment.
XIV week exercises	Realization of lessons in the school.
XV week lectures	Final exam.
XV week exercises	Arranging documentation on the subject and exam.

Student workload	Weekly: 4 credits x 40/30 = 5 hours 20 minutes Structure of the load: 3 hours of teaching 2 hours of exercises 20 minutes of independent work including consultations. During the semester: Lectures and final exam: (5 hours 20 minutes) x 16 = 85 hours 20 minutes Necessary preparations before the start of the semester (administration, registration, certification) 2 x (5 hours 20 minutes) = 10 hours 40 minutes Total hours for the course: 4x30 = 120 hours Additional work for the preparation of make-up final exam, including the time for taking the make-up final exam from 0 to 24 hours (the remaining time of the first two items to the total load of the course) Structure of the load: 85 hours20 minutes (teaching) + 10 hours 40 minutes (preparation) + 24 hours (additional work).
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are expected to attend the lectures, do and present all homework assignments, actively participate in discussions, take two colloquiums. Also, they are obliged to do one class presentation in school and analyse that class with their peers.
Consultations	Wednesday, 13 - 14 (202).
Literature	Čudina-Obradović, Mira: Igrom do čitanja, Školska knjiga, Zagreb, 1996. • Čudina-Obradović, Mira: Kad kraljevna piše kraljeviću, Udruga roditelja Korak po korak, Zagreb, 2000. • Milatović, Vuk: Metodika nastave početnog čitanja i pisanja, Topy, Beograd,
Examination methods	Two colloquiums with 10 points (20 points total) - Attendance, highlight during lectures and participate in discussions 5 points - Seminar with 5 points, students group project group with 5 points, - Homework (written preparation) with 5 points, the
Special remarks	No.
Comment	At the beginning of semester the students will receive a detailed course curriculum.

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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF ACQUIRING INITIAL MATHEMATICAL CONCEPTS II

Course:

METHODOLOGY OF ACQUIRING INITIAL MATHEMATICAL CONCEPTS II/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4556	Obavezan	4	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	To introduce students to the cooperative work of educators and teachers, with the work program and contents of mathematical concepts that are implemented in kindergarten and the first grade, and the methods and procedures of introducing children to mathematical concepts through creative centers of interest, group and individual work. * Training of students for independent work on the realization of the goals and tasks in the development of mathematical concepts up to 7 years, and cooperative work of educators with a teacher in the first grade of primary school.
Learning outcomes	After passing this exam student will be able to: - Explain the role and tasks of educators in the organization of activities on the adoption of initial mathematical concepts in kindergarten - Explain the role and tasks of educators in the organization of activities on the adoption of initial mathematical concepts in the first grade of primary school - Plan and implement activities to detect quantitative relationships in the environment and logical operations with concrete objects - Organize work with sets, adopting the concept of number - Zoom in children up to 7 years terms of spatial dimensions and sizes, measurements and time relations
Lecturer / Teaching assistant	PhD Veselin Mićanović
Methodology	Lectures and discussions. Preparation of one seminar paper on a given topic from one of the areas of curriculum. Creating a group student project. The independent realization of practical lessons in school the first grade). Studying for tests and a final exam. Consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction of the program, literature, obligations and examination methods
I week exercises	Introduction of the program, literature, obligations and examination methods
II week lectures	The role and tasks of educators in the organization of activities on the adoption of initial mathematical concepts
II week exercises	The role and tasks of educators in the organization of activities on the adoption of initial mathematical concepts
III week lectures	Spotting quantitative relationships in the environment.
III week exercises	Spotting quantitative relationships in the environment.
IV week lectures	The characteristics of the course. Logic operations with concrete objects (classification, seriation).
IV week exercises	The characteristics of the course. Logic operations with concrete objects (classification, seriation).
V week lectures	The adoption of the term of set for preschool children. Working with sets.
V week exercises	The adoption of the term of set for preschool children. Working with sets.
VI week lectures	The adoption of the concept of number. Numbers from 1do10.
VI week exercises	The adoption of the concept of number. Numbers from 1do10.
VII week lectures	I knowledge test / colloquium
VII week exercises	I knowledge test / colloquium
VIII week lectures	Methodological procedures for the adoption of the concept of number and counting in the younger, middle and older group.
VIII week exercises	Methodological procedures for the adoption of the concept of number and counting in the younger, middle and older group.
IX week lectures	Developing perception and understanding of spatial dimensions and sizes.
IX week exercises	Developing perception and understanding of spatial dimensions and sizes.
X week lectures	Time relations.
X week exercises	Time relations.
XI week lectures	Measurement and measures.
XI week exercises	Measurement and measures.
XII week lectures	Logical games in the function of proper adoption of initial mathematical concepts.
XII week exercises	Logical games in the function of proper adoption of initial mathematical concepts.
XIII week lectures	II test knowledge / colloquium
XIII week exercises	II test knowledge / colloquium
XIV week lectures	Practical work on the adoption of initial mathematical concepts.
XIV week exercises	Practical work on the adoption of initial mathematical concepts.
XV week lectures	Final exam
XV week exercises	Final exam

Student workload	Weekly: 4 credits x 40/30 = 5 hours 10 minutes Structure of the load: 3 hours of teaching 2 hours of exercises 10 minutes of independent work including consultations During the semester: Lectures and final exam: (5 hours 10 minutes) x 15 = 77 hours 30 minutes Necessary preparations before the start of the semester (administration, registration, certification) 2 x (5 hours 10 minutes) = 10 hours 20 minutes Total hours for the course: 4x30 = 120 hours Additional work for the preparation of make-up final exam, including the time for taking the make-up final exam from 0 to 50 hours (the remaining time of the first two items to the total load of the course) Structure of the load: 77 hours 30minutes (teaching) + 10 hours 20 minutes (preparation) +32 hours 10 minutes (additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students are required to prepare and implement one practical lecture and participate in the analysis of lectures. Students prepare an essay and participate in the debate f
Consultations	Wednesday 11.00 – 12.30 h (340)
Literature	- Liebeck P. »Kako djeca uče matematiku«, Educa, Zagreb,1995. • Prentović, R. »Metodika razvijanja početnih matematičkih pojmova, Viša škola za obraz. vaspitača, Novi Sad, 1998. • Kakašić, S.: »Metodika matematike za predškolski uzrast«, Udžbenik
Examination methods	: (written, oral, evaluation of homework and practical lectures) - Two tests 10 points each(20 points total) - Homework (written preparation) 5 points, - Preparation and simulation of practical lectures 5 points, - Preparation and implementation of pr
Special remarks	Students practical classes are taught in the first grade of primary school
Comment	The plan of implementation of the curriculumstudents will receive 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 / PRESCHOOL EDUCATION AND UPBRINGING / PEDAGOGICAL PSYCHOLOGY

Course:

PEDAGOGICAL PSYCHOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2654	Izborni	5	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
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
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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 / PRESCHOOL EDUCATION AND UPBRINGING / BASICS OF SOCIAL PSYCHOLOGY

Course:

BASICS OF SOCIAL PSYCHOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10793	Izborni	5	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
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
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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 / PRESCHOOL EDUCATION AND UPBRINGING / FAMILY PEDAGOGY

Course:

FAMILY PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2651	Obavezan	5	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	No conditions for attending other classes.
Aims	Students acquire as much as possible knowledge about the family throughout history, its educational function and ways of achieving that function, as well as affirmation of family life values in personality development in society and our culture.
Learning outcomes	After the student passes this exam, he/she will be able to: specify goals and methods of family education, explain the educational function of the family, and its influence on the development and upbringing of the child and on the social level; distinguish different parental roles and educational styles of parents, their characteristics and educational outcomes; identify the possible causes of educational problems in the family, and apply the acquired knowledge in working with families, teachers, preschool institutions and schools.
Lecturer / Teaching assistant	prof. dr Tatjana Novović, mr Sanja Čalović Nenezić
Methodology	Lectures, workshops 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	Family pedagogy as a pedagogical discipline.
I week exercises	Giving topics for essays and setting time for their realization. Agreement about the working plan.
II week lectures	Systemic versus structural approach to the family as a framework for educational intervention in practice.
II week exercises	Contextual approach to family studying; family is a complex, unique and dynamic system - discussion. System of ecological circles - discussion in group and making conclusions. Presentation of essays, after that critical analysis and group discussion.
III week lectures	Educational problems in a contemporary family and their impact on childrens development.
III week exercises	Discussion on educational problems in the modern family. Presentation of essays, after that critical analysis and group discussion.
IV week lectures	The life cycle of the family.
IV week exercises	Discussion on phases of family life cycle development based on material, parental and individual development phases. Presentation of essays, after that critical analysis and group discussion.
V week lectures	Educational programs for the family - Different theoretical approaches in educational programs for the family
V week exercises	Presentation of essays, after that critical analysis and group discussion.
VI week lectures	Organization of family life as an educational context.
VI week exercises	Presentation of essays, after that critical analysis and group discussion. Preparation for the first knowledge test /colloquium.
VII week lectures	I knowledge test /colloquium
VII week exercises	Remedial I knowledge test /colloquium
VIII week lectures	Scientific research methods in family pedagogy and practice.
VIII week exercises	Differentiation of methods, techniques and instruments used in family pedagogy - work at prepared material; advantages and disadvantages of certain methods and techniques - discussion. Presentation of essays, critical analysis and group discussion.
IX week lectures	Types of parents and problems in family roles
IX week exercises	Explanation of characteristic of different types of parents. Role play-types of parents (according to in advance imagined situations). Presentation of essays, critical analysis and group discussion
X week lectures	The position of parental power, award and punishment in family education
X week exercises	Workshop: parental power, award and punishment in family education.
XI week lectures	Mechanisms of family education.
XI week exercises	Discussion on family education mechanisms: support, identification, empathy. Presentation of essays, critical analysis and group discussion.
XII week lectures	Acceptance of the child and techniques for improving the child-parent relationship.
XII week exercises	Techniques for promoting of a child-parent relation - work in advance prepared material. Presentation of essays, critical analysis and group discussion.
XIII week lectures	Collaboration between family and educational institutions (preschool institutions)
XIII week exercises	Discussion in groups on forms of collaboration of a family and educational institutions. Presentation of essays, critical analysis and group discussion.
XIV week lectures	II knowledge test /colloquium
XIV week exercises	Colloquium analysis
XV week lectures	Remedial II knowledge test /colloquium
XV week exercises	Remedial colloquium analysis

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged 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.
Literature	- Arijes: Vekovi detinjstva . Beograd: Zavod za udžbenike i nastavna sredstva -Golubović, Z: Porodica kao ljudska zajednica .- Naprijed: Zagreb, 1981. -Ilić, M.: Porodična pedagogija, Banja Luka, 2010. -Đorđević, B. Savremena porodica i njena vaspitna uloga, Beograd, 1985. - Milosevic, Lj.: Vaspitni odnosi u porodici, Unireks, Nikšić • -Medić, S., Matejić-Đuričić, Z. Vlaović-Vasiljević, D. (1977), Škola za roditelje: Socio-edukativni program za porodicu, Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta -Pašalić-Kreso, A.: Koordinate obiteljskog odgoja, JEŽ i Filozofski fakultet u Sarajevu, 2004
Examination methods	The following are evaluated: - Two tests with 20 points (Total 40 points), - Regular classes attendance and participation in debates 5 points,: Essay with 6 points, - Final exam with 49 points. Passing mark is given for cumulatively collected 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 / PRESCHOOL EDUCATION AND UPBRINGING / HEALTH EDUCATION AND HYGIENE

Course:

HEALTH EDUCATION AND HYGIENE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2667	Obavezan	5	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	none
Aims	Acquaintance of students with basic knowledge in the field of hygiene and the most prevalent diseases in preschool and school age.
Learning outcomes	After the student passes this exam, he/she will be able to: 1. using the knowledge of the basics of hygiene and general health education, explain immunity, the basics of mandatory and optional vaccines, the need for vaccination, 2. notice the most common infectious diseases in preschool and school institutions, 3 .discovers adolescent neuroses and phobias.
Lecturer / Teaching assistant	prof.dr Emilija Nikolic
Methodology	colloquiums, test

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The concept of health and the emergence of disease
I week exercises	The concept of health and the emergence of disease
II week lectures	Childrens Health Care Program
II week exercises	Childrens Health Care Program
III week lectures	Epidemiology of the infective disease
III week exercises	Epidemiology of the infective disease
IV week lectures	Vaccine
IV week exercises	Vaccine
V week lectures	Water and circulation in the nature
V week exercises	Water and circulation in the nature
VI week lectures	Colloquium 1
VI week exercises	Colloquium 1
VII week lectures	Noninfective disease
VII week exercises	Noninfective disease
VIII week lectures	Asthma, Allergy,
VIII week exercises	Infective disease
IX week lectures	Infective disease
IX week exercises	Personal hygiene
X week lectures	Personal hygiene
X week exercises	Anorexia neurosa, Enuresis nocturna
XI week lectures	Anorexia neurosa, Enuresis nocturna
XI week exercises	Colloquium 2
XII week lectures	Colloquium 2
XII week exercises	Virrhosis
XIII week lectures	Virrhosis
XIII week exercises	Energy consumption and factors
XIV week lectures	Energy consumption and factors
XIV week exercises	Energy consumption and Factors in Childhood
XV week lectures	Energy consumption and factors in childhood
XV week exercises	Energy Consumption and Factors in Childhood

Student workload	classes per week 5 credits x 40/30 = 4 hours Structure: 2 hours of lectures, 2 hours of exercises, 2 hours of independent work in preparation for the colloquium, including consultations Teaching and final exam 4 hours x 16 = 64 hours Necessary preparations before the beginning of the semester 2 x 4 hours = 8 hours Total load for the course 3 x 30 = 90 hours Additional work for exam preparation in the remedial exam period, including taking the remedial exam from 0-18 hours Load structure 64 hours, teaching + 8 hours - preparation + 18 hours - supplementary work
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend theoretical classes and pass two colloquiums
Consultations	After classes
Literature	E.Nikolic: Health education and hygiene (2019)
Examination methods	assessment Attendance at theoretical classes - 10 points Colloquium I - 20 points Colloquium II - 20 points Final exam - 50 points A passing grade is obtained if - 50 points are collected
Special remarks	none
Comment	none

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 / PRESCHOOL EDUCATION AND UPBRINGING / INTERCULTURAL PEDAGOGY

Course:

INTERCULTURAL PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
3724	Obavezan	5	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for applying and studying the subject
Aims	- To introduce students with current theoretical models and research relevant to the educational process based on intercultural values; - Training students for adequate socio-political contextualization of contemporary pedagogical theory and practice; - Developing students abilities for adequate organization and implementation of the educational process in an intercultural context;
Learning outcomes	- the ability to connect cultural-scientific, sociological, psychological, biological and economic influences on educational development and processes; - the ability to interpret differences in the educational process and the specifics of the educational process from the perspective of age, individual development, social and cultural origin, migrant status, etc. - the ability to place educational activities and support in a social, historical, cultural and legal context; - the ability to interpret educational development based on the following concepts: inclusion, dualization, globalization, diversity, interculturalization, etc.
Lecturer / Teaching assistant	Prof. dr Saša Milić Jelena Vukotić, MA
Methodology	Lectures, workshops 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	Theoretical foundations of intercultural education
I week exercises
II week lectures	Human being and diversity
II week exercises
III week lectures	Human and child rights concepts
III week exercises
IV week lectures	Pedagogical concepts for the development of intercultural awareness - Democratization of the educational process
IV week exercises
V week lectures	Pedagogical concepts for the development of intercultural awareness - Development of cooperation and togetherness
V week exercises
VI week lectures	Pedagogical concepts for the development of intercultural awareness - Education for social justice
VI week exercises
VII week lectures	I test/colloquium
VII week exercises
VIII week lectures	Intercultural education of specific groups - immigrants/refugees
VIII week exercises
IX week lectures	Intercultural education of specific groups - minority
IX week exercises
X week lectures	Intercultural education of specific groups - Roma
X week exercises
XI week lectures	Intercultural education of specific groups - bilingual education
XI week exercises
XII week lectures	Intercultural education of specific groups - interreligious education
XII week exercises
XIII week lectures	Contemporary global trands and education
XIII week exercises
XIV week lectures	II test/colloquium
XIV week exercises
XV week lectures	Final exam
XV week exercises

Student workload	Classes and final exam: 5 hours and 20 minutes x 16 = 85 hours and 5 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (5 hours and 20 minutes) = 10 hours and 40 minutes Additional work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 20 hours (remaining time from the first two items to the total load for the courses) Load structure: 85 hours and 5 minutes. (class) +10 hours and 40 min. (preparation) + 20 hours (Supplementary work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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 12:30, room no. 316
Literature	- Neuliep, J. (2012). Intercultural Communication – A Contextual Approach. London: SAGE. - Teaching for Diversity and Social Justice (2005) /eds. Adams, M., Bell, A.L. & Griffin, P./. New York: Routgedle. - Nelson, T.D. (2006). The Psychology of Prejudice. Bston: Pearson. - Parker, W.C. (2003). Teaching Democracy – Unity and Diversity in Public Life. New York: Columbia University. - Mesić, M. (2006). Multikulturalizam – društveni i teorijski izazovi. Zagreb: Školska knjiga. - Spajić-Vrkaš, V., Kukoč, M. & Bašić, S. (2001). Interdisciplinarni rječnik – obrazovanje za ljudska prava i demokraciju. Zagreb: UNESCO.
Examination methods	- Two tests with 20 points (Total 40 points), - Highlighting during lectures and participation in debates 5 points,: Essay with 6 points, - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks	No
Comment	http://studiegids.ugent.be/2016/EN/studiefiches/H000474.pdf http://www.ffri.uniri.hr/files/studijskiprogrami/PED_program_preddipl_1P_2015-2016.pdf

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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF GETTING TO KNOW SOCIETY

Course:

METHODOLOGY OF GETTING TO KNOW SOCIETY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4557	Obavezan	5	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no requirements for registering and listening to the subject
Aims	Acquainting students with the specifics of the Methodology of getting to know society. Getting to know the specifics of the procedures that are used with children of preschool age in the field of getting to know society. Training students for independent work on the realization of goals and tasks when getting to know society.
Learning outcomes	Applying knowledge from teaching methodology during the implementation of activities in the field of social awareness; Understanding the role of the social environment and social relations; Organize activities in the area of getting to know society; Choosing an adequate space for familiarizing children with traffic rules;
Lecturer / Teaching assistant	Dr Mirko Đukanović, prof. Raicevic Marija
Methodology	Lectures and discussions. Studying for tests and final exams. Individual activity and engagement of students. Consultations. Independent implementation of practical lectures in preschool institutions.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Acquaintance, preparation and registration of the semester;
I week exercises	Acquaintance, preparation and registration of the semester;
II week lectures	Acquaintance with the program, literature, obligations and the method of taking the exam;
II week exercises	Acquaintance with the program, literature, obligations and the method of taking the exam;
III week lectures	General theoretical issues of Methodology of getting to know society;
III week exercises	General theoretical issues of Methodology of getting to know society;
IV week lectures	Social environment and social relations as a subject of childrens interest;
IV week exercises	Social environment and social relations as a subject of childrens interest;
V week lectures	Social institutions as a subject of childrens interest
V week exercises	Social institutions as a subject of childrens interest
VI week lectures	Traffic education;
VI week exercises	Traffic education;
VII week lectures	Social events - celebrations and holidays;
VII week exercises	Social events - celebrations and holidays;
VIII week lectures	Knowledge test / colloquium
VIII week exercises
IX week lectures	Selection and methodical structuring of content, implementation and evaluation;
IX week exercises	Selection and methodical structuring of content, implementation and evaluation;
X week lectures	Methods of work in Methodology of getting to know society;
X week exercises	Methods of work in Methodology of getting to know society;
XI week lectures	Work tools in Methodology of getting to know society;
XI week exercises	Work tools in Methodology of getting to know society;
XII week lectures	Activities of children;
XII week exercises	Activities of children;
XIII week lectures	Social environment and preschool child;
XIII week exercises	Social environment and preschool child;
XIV week lectures	knowledge test / colloquium
XIV week exercises
XV week lectures	- Monitoring and evaluation of educational activity (personal achievement, group and community functioning, relations in the institution);
XV week exercises	- Monitoring and evaluation of educational activity (personal achievement, group and community functioning, relations in the institution);

Student workload	Weekly 4 credits x 40/30 = 5 hours and 20 minutes Structure: 2 hours of lectures 1 hour of exercises 2 hours and 20 minutes of independent work, including consultations During the semester Classes and final exam: 5 hours and 20 minutes x 16 = 85 hours and 5 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (5 hours and 20 minutes) = 10 hours and 40 minutes Additional work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 20 hours (remaining time from the first two items to the total load for the courses) Load structure: 85 hours and 5 minutes. (class) +10 hours and 40 min. (preparation) + 20 hours (Supplementary work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students are required to prepare and deliver one practical lecture each. Students prepare one paper on a given topic and participate in a discussion after the presentation.
Consultations	Monday 17.00 - 18.30 h,
Literature	Bojković-Stančić, D. (1990): Upoznavanje predškolske dece sa okolinom, ,,Zavod za udžbenike i nastavna sredstva“, Beograd. - De Zan, I. (2005): Metodika nastave prirode i društva, ,,Školska knjiga“, Zagreb. - Rothschild J. i Daniels E. (2002): Materijali i aktivnosti za rad u učionicama u kojima dijete ima centralnu ulogu, ,,Pedagoški centar Crne Gore“, Podgorica. - Uzelac, V. i Starčević, I. (1999): Djeca i okoliš, ,,Adamić“, Rijeka. - Žderić, M. i Malešević, J. (1996): Metodika nastave prirode i društva, ,,Dragon“, Novi Sad.
Examination methods	Two tests with 15 points (Total 30 points); - Preparation and implementation of a practical lecture with 15 points; - Final exam with 50 points. - Highlighting during lectures and participation in debates 5 points; - A passing grade is obtained if at least 52 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 / PRESCHOOL EDUCATION AND UPBRINGING / DEVELOPMENTAL PROBLEMS IN INCLUSIVE EDUCATION

Course:

DEVELOPMENTAL PROBLEMS IN INCLUSIVE EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11226	Obavezan	5	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Acquaintance of students with the theoretical foundations and specificities of children with various impairments, disorders and developmental specificities; Acquaintance of students with means and aids in working with children with special educational needs; Acquaintance of students with practical solutions and implementation of various methods in working with children with special educational needs; Introducing students to strategies for sensitizing other children to the needs and problems of children with special educational needs;
Learning outcomes	1. Knows the mechanisms of improving the system of upbringing and education of children with special educational needs; 2. Describes the specifics of developmental difficulties; 3. Explains the specifics of developmental disorders; 4. Explains the environment of the study room for working with children with special educational needs; 5. Creates IROP; 6. Provides help and support to children with visual impairment; 7. Removes difficulties in reading and writing in children; 8. Performs independent observation of UKR children;
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures, discussions and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Etymology of visually impaired children; Preschool educational and corrective work with visually impaired children
I week exercises	Basic characteristics and introduction to Braille
II week lectures	Etymology of hearing impaired children; Help and support for children with hearing impairment
II week exercises	Visit to the Institute in Kotor
III week lectures	Etymology of children with mental retardation and delayed cognitive development
III week exercises	Visit to the Komanski Most Institute in Podgorica
IV week lectures	Help and support for children with mental disabilities and DKD
IV week exercises	Group work, essay presentation
V week lectures	Children with voice, speech and language disorders and their developmental specificities
V week exercises	Sign letter
VI week lectures	Dyslexia
VI week exercises	Screening of a documentary film about the most famous dyslexics in the world, discussion, additional clarification of terminology
VII week lectures	Dysgraphia - its forms according to causes and degree of expression; Dyscalculia - Acalculia
VII week exercises	Discussion, additional clarifications of terminology and symptoms
VIII week lectures	Children with motor disorders and chronic diseases
VIII week exercises	Screening of the documentary film "Reality in wheelchairs", discussion
IX week lectures	Children with specific learning difficulties
IX week exercises	Presentation of smaller group projects
X week lectures	Socially maladjusted children and children with behavioral problems
X week exercises	Additional clarifications of terminology, presentations and discussions
XI week lectures	Help and support for children with ADHD
XI week exercises	Essay presentation and discussion
XII week lectures	Hypoactive children
XII week exercises	Presentation of the book "Children that are difficult to raise", discussion
XIII week lectures	Infantile autism
XIII week exercises	Presentation of the research "Specificities of educational work with autistic children", discussion of the results
XIV week lectures	Children with multiple (combined) disabilities
XIV week exercises	Work in small groups, presentation
XV week lectures	Knowledge test
XV week exercises	Presentation of smaller group projects

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in a discussion after the presentation of the essay
Consultations	Tuesday at 12 noon
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. (1991): Ometeno dete, Zavod za udžbenike i nastavna sredstva, Beograd; - 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; - Stančić, V. (1985): Djeca sa teškoćama u razvoju u redovnoj školi, 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 inkluyivne prakse uosnovnim 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. (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): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić,N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, 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 / PRESCHOOL EDUCATION AND UPBRINGING / INTRODUCTION TO PUPPETRY

Course:

INTRODUCTION TO PUPPETRY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4558	Obavezan	6	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no requirements for registering and listening to the course
Aims
Learning outcomes	Introducing students to the basics of puppetry, the essential properties of puppetry, the significance and meaning of childrens play. Training students to make dolls that can be used in preschool institutions. Making a simple folding stage for cast members
Lecturer / Teaching assistant	Dr Ana Miljkovac
Methodology	Lectures and debates. Mastering the techniques of making stage puppets: ginjol, finger puppets and stick puppets. Studying for tests and the final exam. Consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The concept of a doll
I week exercises	Collection and organization of necessary material for the production of puppets
II week lectures	Stick puppets and finger puppets
II week exercises	Sketching a stick doll on paper, choosing the best sketch, list of necessary materials
III week lectures	Traditional and contemporary puppet theater
III week exercises	Assembling a stick doll
IV week lectures	Types of puppets
IV week exercises	Sketching the doll on the finger, choosing the best sketch, list of the necessary
V week lectures	Puppetry and other arts
V week exercises	Composing a finger puppet
VI week lectures	Hand puppets - ginjol
VI week exercises	Sketching a ginjol doll, choosing the best sketch, list of what is needed material. Basic principles of puppet animation
VII week lectures	The first knowledge test
VII week exercises
VIII week lectures	Scenography in a puppet show. Basic principles of mise-en-scene
VIII week exercises	Composing the head of a ginjol doll, defining its Designing the cut of a ginjol dolls shirt on paper and cutting, transferring to fabric, tailoring
IX week lectures	Music in a puppet show
IX week exercises	Sewing the jacket of a ginjol doll
X week lectures	Shadow theaters, history, materials and techniques od making shadow puppets
X week exercises	Joining the jacket of the ginjol doll with the head
XI week lectures	Shadow theater, materials and techniques of scene creation
XI week exercises	XI Sunday, pre. Sewing the hands of the ginjol doll and joining it with the shirt
XII week lectures	Stage puppet in preschool childrens games
XII week exercises	Designing a costume for a ginjol doll, list of materials
XIII week lectures	Pedagogical value of childrens play with puppets
XIII week exercises	Tailoring and fitting costume parts for a ginjol doll
XIV week lectures	Methodical instructions for encouraging and leading games with stage. Games with stage puppets designed and led by the teacher
XIV week exercises	Sewing costumes for stage puppets and fitting them with the head and with a shirt. Sketching and designing a scene for a shadow puppet
XV week lectures	Second knowledge test
XV week exercises

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 20 minutes of independent work, including consultations During the semester: Classes and final exam: (6 hours, 40 minutes) x 16 = 106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (6 hours, 40 student in classes min) = 13 hours and 20 minutes Total load for the course 5x30 = 150 hours of additional work for exam preparation in the remedial exam room deadline, including passing the remedial exam, amounts to 30 hours Load structure: 106 hours and 40 minutes (Teaching) + 13 hours and 20 min (Preparation) + 30 hours (Supplementary work
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students need to make three dolls themselves.
Consultations	One day a week
Literature	Miljkovac, A., Introduction to puppetry, script, Nikšić, 2009 Čakić - Simić, N., Notes of a puppeteers assistant - manual for puppetry, Kreativni centar, 2007 Radoslav L., Culture of puppetry, Library of Dramatic Arts, Belgrade, 2007 Majaron E. and Kroflin L., The doll...is it a miracle, MCUK, Zagreb, 2004.
Examination methods	Two tests of 10 points each, a total of 20 points, standing out during lectures and participating in debates - 5 points, simple stage for dolls - 5 points, play show, animation of puppets on stage - 5 points, making puppets: ginjol - 8 points, on on the feet - 3.5 points, on the toes - 3.5 points. Final exam - 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 / PRESCHOOL EDUCATION AND UPBRINGING / AUDIO-VISUAL CULTURE

Course:

AUDIO-VISUAL CULTURE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
6088	Obavezan	6	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	///
Aims	Familiarizing students with the role and importance of mass communication tools and their application in educational work; training students for high-quality reception and presentation of offered film, television and radio content to preschool children
Learning outcomes	After the student passes this exam, he/she will be able to: Master the basic conceptual and terminological definitions in the designated field; Uses modern models of communication with children of preschool age; Successful application of acquired theoretical knowledge in educational work; Introduce preschool children to the role and importance of mass communication tools and train them for quality reception of film, television and radio content; recognizes and takes a critical stance in relation to kitsch; Presents certain content suitable for preschool children, primarily animated films, and encourages their creativity through verbal and non-verbal communication, drawing and play; masters practical knowledge in the field of film and radio-television production.
Lecturer / Teaching assistant	Prof. dr Vuk Vuković
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Preparation for tests and the final exam

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The concept of communication vs. mass communication
I week exercises
II week lectures	Definition of film; Origin and development of the film
II week exercises
III week lectures	The language of film
III week exercises
IV week lectures	Film effects
IV week exercises
V week lectures	Film in preschool education; Animated movie
V week exercises
VI week lectures	Language of TV communication; Live television broadcast and delayed broadcast
VI week exercises
VII week lectures	The relationship between film and television; The differences and similarities of film and television images of reality
VII week exercises
VIII week lectures	Childrens understanding of film and television works; The function of images in education
VIII week exercises
IX week lectures	Phonosphere vs. iconosphere
IX week exercises
X week lectures	Expressive means of radio; Music and the radio
X week exercises
XI week lectures	Persuasive factors of a radio message
XI week exercises
XII week lectures	Childrens radio play
XII week exercises
XIII week lectures	Media culture
XIII week exercises
XIV week lectures	Digitization of culture
XIV week exercises
XV week lectures	Test
XV week exercises

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take tests. Students prepare one essay each and participate in a debate after the essay presentation
Consultations	In consultation with the students
Literature	Petrić, Vladimir: Uvođenje u film. Univerzitet umetnosti, Beograd, 1968. - Vrabec, Miroslav, Stjepko Težak: Uvođenje u umjetnost filma i televizije. “Radivoj Ćipranov”, Novi Sad,1977. - Bezdanov Gostimir, Svetlana i dr.: Filmom do dečijeg stvaralaštva / priručnik za primenu filma u radu sa decom predškolskog uzrasta. Nova prosveta, Beograd, 1989. - Mek Kvin, Dejvid: Televizija. CLIO, 2000. - Šingler, Martin, Sindi Viringa: Radio. CLIO, 2000. - Đorđević, Toma: Teorija informacija / Teorija masovnih komunikacija. Beograd, 1979.
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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF INCLUSIVE EDUCATION IN KINDERGARTEN

Course:

METHODOLOGY OF INCLUSIVE EDUCATION IN KINDERGARTEN/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11227	Obavezan	6	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions
Aims	Introducing students to the theoretical foundations and specifics of children with various impairments, disorders and developmental specificities; Introducing students to the means and aids in working with children with special educational needs; Introducing students to practical solutions and implementation of various methods in working with children with special educational needs; Introducing students to the strategies of sensitizing other children to the needs and problems of children with special educational needs;
Learning outcomes	1. Knows the mechanisms of improving the system of upbringing and education of children with special educational needs in kindergarten; 2. Describes the specifics of developmental difficulties; 3. Explains the specifics of developmental disturbances; 4. Explains the ambiance of the study in the kindergarten for working with children with special educational needs; 5. Makes IROP;
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures, discussions and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the 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 in kindergarten
I week exercises	Braille
II week lectures	Support and assistance to children with hearing impairment in kindergarten
II week exercises	Methods of assistance and support for children with hearing impairments
III week lectures	Observation of children with mental disabilities and UKR in kindergarten
III week exercises	Presentation of seminar papers, essays, and smaller projects.
IV week lectures	Help and support for children with mental disabilities and UKR in kindergarten
IV week exercises	Watching the movie "Malin" and discussion
V week lectures	Help and support for children with voice and speech disorders in kindergarten
V week exercises	Discussion, small group work, presentation
VI week lectures	Help and support for children with physical disabilities and chronic diseases in kindergarten
VI week exercises	Watching the movie "Amy" and discussing
VII week lectures	The specifics of working with children of problematic behavior in kindergarten
VII week exercises	_solving the problem situation, methods of correcting problematic behavior
VIII week lectures	The specifics of working with children of problematic behavior in
VIII week exercises	The influence of the peer group on corrections of problematic behavior
IX week lectures	Help and support for children with ADHD in kindergarten
IX week exercises	Presentation of seminar papers
X week lectures	Help and support to hypoactive children in kindergarten
X week exercises	Methods of helping and supporting children with ADHD and hypoactivity
XI week lectures	Help and support to children with socio-emotional problems in kindergarten
XI week exercises	Collaborating with a childs family
XII week lectures	Help and support to children on the autism spectrum in kindergarten
XII week exercises	Visit to the Center for Children and Youth "Ljubović
XIII week lectures	Help and support to children with aggressive behavior in kindergarten
XIII week exercises	Methods of correction of aggressive behavior
XIV week lectures	The importance of assistive technology in kindergartens
XIV week exercises	Introduction to assistive technology, presentation and discussion
XV week lectures	Knowledge test
XV week exercises	Essay presentations, discussion

Student workload	Weekly 5 credits x 40/30=6 hours and 40 minutes 3 hour(s) of theoretical lecture 0 hour(s) of practical lecture 1 exercise 2 hour(s) and 40 minutes independent work, including consultations During the semester: Lessons and final exam: 6 hours and 40 minutes x 16 = 106 hours and 40 minutes Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hours and 40 minutes x 2 = 13 hours and 20 minutes Total workload for the course: 5 x 30=150 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours (remaining time from the first two items to the total workload for the course) 30 hours and 0 minutes Load structure: 106 hours and 40 minutes (teaching), 13 hours and 20 minutes (preparation), 30 hours and 0 minutes (additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in a discussion after the presentation of the essay.
Consultations	Friday at 2 p.m
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; - Mišić, D. (1995): Inklizija ili potpuno uključivanje, Defektološki fakultet, Zagreb; - 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 simpozijuma, 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 Resursni centar za sluh i govor „Dr Peruta Ivanović“, Kotor; - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić,N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, 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 / PRESCHOOL EDUCATION AND UPBRINGING / HOLISTIC APPROACH TO EARLY CHILDHOOD EDU. AND TRAI

Course:

HOLISTIC APPROACH TO EARLY CHILDHOOD EDU. AND TRAI/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11228	Obavezan	6	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	No requirements.
Aims	The goals of studying this subject are: building a holistic view of child development; adoption of theoretical concepts for recognizing and explaining different perspectives on early childhood; training students for effective educational practice with children of nursery age (through the acquisition of knowledge about the holistic development of children of that age); training students for effective cooperation with parents of children of nursery age; training students to effectively monitor and document the development of children of nursery age, with the aim of continuously improving their own practice.
Learning outcomes	After completing the course, students will be able to: - recognize and critically evaluate the characteristics of different perspectives (developmental, neoliberal, socio-constructivist, posthumanist, etc.) in discourses about children and their development (in educational policy documents, in everyday practices of working with children of nursery age, in their own implicit pedagogies... ); - describe the development of children of nursery age from a holistic perspective; - they plan the educational practice of the kindergarten harmonized with the nature of the child and adult up to the age of 3; - elaborate the importance of responsive relationships with adults under the age of 3; - elaborate on how children from 0-3 years old learn, and what kind of environment for learning and development is optimal at that age; - communicate effectively with children of nursery age; - plan an individualized educational process according to the abilities and needs of children at an early age; - effectively apply strategies for monitoring and documenting the development of nursery-aged children as basic tools of reflective practice; - understand the importance of partnership with the family of children of nursery age.
Lecturer / Teaching assistant	Assistant professor PhD Jovana Marojević, Assistant professor PhD Jovana Marojević
Methodology	Lectures, workshops and debates. Independent work of students - preparation, presentation and defense of one essay/seminar paper each. Continual knowledge verification in the function of the most efficient preparation for the final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Different perspectives on early childhood I: developmental and neoliberal perspectives
I week exercises	Agreement on student obligations; delegation of topics for essays/seminar papers; agreement on testing dynamics and evaluation criteria; reference to basic and additional literature.
II week lectures	Different perspectives on early childhood II: socio-constructivist and posthumanist perspectives
II week exercises	Presentation and analysis of the students essay/seminar work.
III week lectures	Holistic approach to early education and education on the example of optimal development niche (EDN) I
III week exercises	Presentation and analysis of the students essay/seminar work.
IV week lectures	Holistic approach to early education and education on the example of optimal development niche (EDN) II
IV week exercises	Presentation and analysis of the students essay/seminar work.
V week lectures	The context of the institution for early childhood education and training: some anthropological determinants
V week exercises	Presentation and analysis of the students essay/seminar work.
VI week lectures	Relationships in early childhood; emotional development in early childhood
VI week exercises	Presentation and analysis of the students essay/seminar work.
VII week lectures	Test I
VII week exercises	Analysis of test results; presentation and analysis of the students essay/seminar work.
VIII week lectures	A holistic understanding of childrens learning: cognitive development in early childhood
VIII week exercises	Presentation and analysis of the students essay/seminar work.
IX week lectures	A holistic understanding of childrens learning: an integrated approach to learning through themes/projects
IX week exercises	Presentation and analysis of the students essay/seminar work.
X week lectures	An early learning environment
X week exercises	Presentation and analysis of the students essay/seminar work.
XI week lectures	Play as a way of life for a nursery-aged child
XI week exercises	Presentation and analysis of the students essay/seminar work.
XII week lectures	Communication with children of nursery age: some methodological aspects
XII week exercises	Presentation and analysis of the students essay/seminar work.
XIII week lectures	Observation and documentation as the basis of reflective practice of educators in working with children of early age
XIII week exercises	Presentation and analysis of the students essay/seminar work.
XIV week lectures	The importance of partnership with the family at an early age of children
XIV week exercises	Presentation and analysis of the students essay/seminar work.
XV week lectures	Test II
XV week exercises	Analysis of test results; presentation and analysis of the students essay/seminar work.

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Presentation and analysis of the students essay/seminar work.
Consultations	/
Literature	Miškeljin, L. (2022): Detinjstv(a)o: konceptualizacije i kontekstualizacije. Beograd: IPA FIlozofski fakultet. Vudehed, M. (2012): Različite perspektive o ranom djetinjstvu: teorija, istraživanja i politika. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu. Literatura: Marjanović, A. (1987.): Dečji vrtić kao otvoreni sistem. Predškolsko dete. Beograd: Savez pedagoških društava Jugoslavije. 57.-67. • Miljak, A. (2009.), Življenje djece u vrtiću. Zagreb: SM Naklada • Miljak, A. (2003.), Razvojni kurikulum i odgojna praksa u vrtićima. Dijete i djetinjstvo, teorija i praksa predškolskog odgoja. Osijek:Visoka učiteljska škola u Osijeku, 235.-243. • Petrović-Sočo, B. (2007.), Kontekst ustanove za rani odgoj i obrazovanje holistički pristup. Zagreb: Mali profesor • Pešić, M. (1987.), Vrednovanje predškolskih vaspitnih programa. Beograd: Zavod za udžbenike i nastavna sredstva; • Slunjski E. (2009): Postizanje odgojno-obrazovne prakse vrtića usklađene s prirodom djeteta i odraslog, Život i škola, br. 22 (2/2009.), god. 55., str. od 104. do 115 • Šebart, M., Hočevar, A. (2019): Delusions of Preschool Education: Does anyone care about the process quality anymore? Hamburg: Verlag Dr. Kovač. • Moss, P. (2014): Transformative Change and Real Utopias in Early Childhood Education: A story of Demovracy, experimentation and potentiality. Routledge: London. Marojević, J. (2021): Evoluciona razvojna niša i vaspitanje ili Odakle dolazimo? U Graorac, I. (ur.) Detinjstvo u prošlosti i danas... Ko je dete? Novi Sad: Gradska biblioteka Novi Sad. str. 160-170. • Marojević, J. (2017): Od ekološke ka bioekološkoj teoriji ljudskog razvoja – čovjek i okruženje u dijalogu. Teme. XLI/1, 23- 41. MacNaughton, G. (2003): Shaping Early Childhood. Leraners, Curriculum and Contexts. Opem University Press. • Fuko, M. (2012): Moć/Znanje, Odabrani spisi i razgovori 1972-2977, Mediterran publishing, Novi Sad. • James, A., Prout, A. (2005): Constructing and Reconstructing Childhood, Falmer Press, London. • Murris, K. (2016): The Posthuman Child. Routledge. • Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11(6), 191–195. doi:10.1111/1467–8721.00198 • Konner, M. (2005). Hunter–gatherer infancy and childhood: The !Kung and others. In B. Hewlett, & M. Lamb (Eds.), Hunter–gatherer childhoods: Evolutionary, developmental and cultural perspectives (pp. 19–64). New Brunswick, NJ: Transaction.
Examination methods	The following are graded: - Two tests with 20 points (Total 40 points), - Emphasis during lectures and participation in debates 5 points,: Essay with 6 points, - Final exam with 49 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 / PRESCHOOL EDUCATION AND UPBRINGING / A METHODICAL APPROACH TO LEARNING THROUGH PLAY AND CREATIVITY

Course:

A METHODICAL APPROACH TO LEARNING THROUGH PLAY AND CREATIVITY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11229	Obavezan	6	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for applying and hearing the case
Aims	Understanding the nature of play, creativity and their functions and ways of cultivating them; Training for game organization, game monitoring, understanding and analysis of childrens creativity; Training for creating programs based on play and creativity
Learning outcomes	- Understands and interprets different types of childrens games - Methodically correctly designs and realizes the planned goals through the game - Knows different types of game and creativity programs - Plans learning through play and creativity
Lecturer / Teaching assistant	Prof. dr Tatjana Novović
Methodology	Lectures, workshops 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	Cultural origin of the game: ontogenesis and phylogeny of the game;
I week exercises	Evocation of experience in terms of games from childhood
II week lectures	Different understandings of the game: developmental and sociocultural theory; contemporary neurological research and play.
II week exercises	Arrangements for individual activities and essays
III week lectures	Game like law
III week exercises	Debate on childrens rights
IV week lectures	An adults perspective on play. Conditions for cultivating play and creativity.
IV week exercises	Conversation about the rights of children and adults, conflicts and harmonization of rights
V week lectures	Play and creativity as the flexibility capacity of children and adults.
V week exercises	essay presentation, discussion
VI week lectures	I colloqium
VI week exercises	discussion on the results of the colloquium
VII week lectures	Co-author space in the game. Formation of ethical identity in the game.
VII week exercises	presentation of game activity: preparation, goal, recommendations
VIII week lectures	Classifications of games and toys; game and toy development trends..
VIII week exercises	presentation of game activity: preparation, goal, recommendations
IX week lectures	The childs priorities in play. Game, toys and digital culture
IX week exercises	essay presentation, discussion
X week lectures	Contemporary approaches to creativity: play and creativity as cultural reconstruction.
X week exercises	presentation of game activity: preparation, goal, recommendations
XI week lectures	Creative approach in education
XI week exercises	essay presentation, discussion
XII week lectures	Different types of programs based on play and creativity.
XII week exercises	essay presentation, debate
XIII week lectures	II colloqium
XIII week exercises	discussion on the results of the colloquium
XIV week lectures	Structure and elements of programs based on play and creativity. Micro research;
XIV week exercises	Comparing "closed" and child- and play-oriented programs stations
XV week lectures	Final exam
XV week exercises

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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 essay presentation.
Consultations	Wednesday 12:30 p.m
Literature	Literature: Krnjaja, Ž. (2012). Play at early ages in A. Baucal (ed.) Standards for the development and learning of children of early ages in Serbia, Belgrade: Institute for Psychology/UNICEF, p. 110-132 - Krnjaja, Ž. (2012). Computer game as an interactive narrative. In: Golubović, Dragan, editor. Technology and informatics in education - Proceedings. Book 2. Čačak: Technical Faculty, p. 455-460 - Marjanović, A. (1987). How to recognize and refine the creative activity of a preschool child, Preschool child, 1-4, pp. 133-148. - Marjanović, A. (1987). Contemporary understandings of creativity, Preschool child, 1-4, pp. 113-131 - Edmiston, B. (2008). Forming Ethical Identities in Early Childhood Play. London: Routledge
Examination methods	- Dva testa sa 20 poena (Ukupno 40 poena), - Isticanje u toku predavanja i učešće u debatama 5 poena,: Esej sa 6 poena, - Završni ispit sa 49 poena. Prelazna ocjena se dobija ako se kumulativno sakupi najmanje 51 poena
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 / PRESCHOOL EDUCATION AND UPBRINGING / PROFESSIONAL PEDAGOGICAL PRACTICE IN A PRESCHOOL INSTITUTION

Course:

PROFESSIONAL PEDAGOGICAL PRACTICE IN A PRESCHOOL INSTITUTION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11230	Obavezan	6	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for registering and hearing the case.
Aims	Acquaintance of students with: the organization of work and life in a preschool-kindergarten, the way of management, the work of professional bodies and the work duties of educators, working documentation and the way of proper and regular management of the same, laws, rules and regulations that regulate the work of kindergartens, the plan and program of work in kindergarten.
Learning outcomes	- Demonstrates a higher level of knowledge and understanding with the ability to analyze, synthesize and evaluate in the field of theory and practice of early and preschool education. - Achieves further development of the ability to apply knowledge in practice through reflection and evaluation of ones own practice. - Demonstrates the ability to lead at the level of independent action in the field of early and preschool education. - Identifies and critically reflects on the continuity and discontinuity between knowledge and its application in concrete educational practice and ways of influencing the quality of the final results of institutional early and preschool education.
Lecturer / Teaching assistant	Prof. Dr. Veselin Mićanović, M.Sc Marijana Blečić (Marija Raičević)
Methodology	Practical lectures and discussions, individual activity and engagement of students in kindergarten, independent work, monitoring work documentation and homework, consultations, ongoing knowledge testing, internships.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Acquaintance with the organization of the work of preschool institutions and the work of professional bodies.
I week exercises	Acquaintance with the organization of the work of preschool institutions and the work of professional bodies.
II week lectures	Getting to know the teachers work duties.
II week exercises	Getting to know the teachers work duties.
III week lectures	Acquaintance with random documentation in the educational group.
III week exercises	Acquaintance with random documentation in the educational group.
IV week lectures	Acquaintance with the laws, rules and regulations that regulate the activities of preschool institutions.
IV week exercises	Acquaintance with the laws, rules and regulations that regulate the activities of preschool institutions.
V week lectures	Annual kindergarten plan and program (planning, implementation, evaluation).
V week exercises	Annual kindergarten plan and program (planning, implementation, evaluation).
VI week lectures	Participation in planning and programming techniques: strategic planning, medium-term planning, short-term planning, operational planning, network planning.
VI week exercises	Participation in planning and programming techniques: strategic planning, medium-term planning, short-term planning, operational planning, network planning.
VII week lectures	I colloquium
VII week exercises	Analysis of realized activities.
VIII week lectures	Work in a nursery group. Participation in activities.
VIII week exercises	Work in a nursery group. Participation in activities.
IX week lectures	Work in a younger educational group. Participation in activities.
IX week exercises	Work in a younger educational group. Participation in activities.
X week lectures	Work in the secondary educational group. Participation in activities.
X week exercises	Work in the secondary educational group. Participation in activities.
XI week lectures	Work in an older educational group. Participation in activities.
XI week exercises	Work in an older educational group. Participation in activities.
XII week lectures	Work in mixed groups. Participation in activities.
XII week exercises	Work in mixed groups. Participation in activities.
XIII week lectures	II colloquium
XIII week exercises	presentation of results
XIV week lectures	Independent implementation of the integrated all-day educational process and subsequent reflection of the results.
XIV week exercises	Independent implementation of the integrated all-day educational process and subsequent reflection of the results.
XV week lectures	Final exam
XV week exercises	Summarizing the achieved results

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend practice, actively participate in various forms of educational work in kindergarten, write, present and explain their observations about work practice, actively participate in discussion, do two colloquiums according to the plan in the semester. Also, they are obliged to carry out hospitalizations, realize all planned activities.
Consultations	Wednesday 12:30 p.m
Literature	- Curriculum and program of work in a preschool institution - Laws, rules and regulations that regulate the activities of preschool institutions - Accompanying pedagogical documentation in kindergarten - Resman, M. (2000). Advisory work in kindergarten and school. Zagreb: HPKZ. - Senge, P. M. (2001). Fifth discipline: principles and practice of the learning organization. Zagreb: Mozaik knjiga. - Bruner, J. (2000). Culture of education. Zagreb: Educa.
Examination methods	- practice diary with 5 points - regular attendance and active participation in practice with 5 points, - two colloquiums (in the form of a report) with 15 points each (30 points in total), - practical activity in managing pedagogical documentation with 10 points - Final exam with 50 points.
Special remarks	Preschool upbringing and education. Academic basic study programs of the FACULTY OF PHILOSOPHY (studies last 6 semesters, 180 ECTS credits)
Comment	Grades: A (91-100); B (81-90); C (71-80); D (61-70); E (50-60)

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 / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF INCLUSIVE EDUCATION AT SCHOOL

Course:

METHODOLOGY OF INCLUSIVE EDUCATION AT SCHOOL/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11231	Obavezan	6	5	3+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions
Aims	Application of acquired knowledge in practice; Introducing students to the theoretical foundations and specifics of children with various impairments, disorders and developmental specificities; Introducing students to the funds and aids in working in school with children with special educational needs; Introducing students to practical solutions and implementation of various methods in working with children with special educational needs in school; Introducing students to the strategies of sensitizing other children to the needs and problems of children with special educational needs.
Learning outcomes	1. Restricts assistance and support to children with special educational needs; 2. Implements assistance and support to children with special educational needs; 3. Knows the mechanisms of improving the system of upbringing and education of children with special educational needs; 4. Explains the ambiance of the study for working with children with special educational needs; 5. Makes IROP; 6. Provides assistance and support to children with visual impairments; 7. Eliminates reading and writing difficulties in children; 8. Makes independent observation of children UKR;
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures, discussions and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Help and support for children with visual impairments in school
I week exercises	Braille
II week lectures	Help and support for children with hearing impairments in school
II week exercises	Visit to the Institute in Kotor
III week lectures	Observation of children with mental impairment and slow cognitive development in school
III week exercises	Review of the documentary "Crazy about you", discussion after that
IV week lectures	Help and support for children with mental disabilities and UKR in school
IV week exercises	Group work, presentation of essays
V week lectures	Help and support for children with voice and speech disorders at school
V week exercises	Sign language alphabet
VI week lectures	Help and support for children with physical disabilities and chronic diseases in school
VI week exercises	Presentation of the documentary film "Reality in a wheelchair", discussion
VII week lectures	The specifics of working with children of problematic behavior in school
VII week exercises	Presentation of smaller group projects
VIII week lectures	The specifics of working with children with dyslexia in school
VIII week exercises	Presentation of a documentary film about the most famous dyslexics in the world, discussion, further clarification of terminology
IX week lectures	The specifics of working with children with dysgraphia in school
IX week exercises	Discussion, additional clarifications of terminology and symptoms
X week lectures	The specifics of working with children with dyscalculia in school
X week exercises	Further clarification of terminology and symptoms
XI week lectures	Help and support for children with ADHD and hypoactivity in school
XI week exercises	Presentation of essays and discussion
XII week lectures	Help and support for children with socio-emotional problems in school
XII week exercises	Review of the book "Children who are difficult to Raise", discussion
XIII week lectures	Help and support for children with aggression in school
XIII week exercises	Research review "Specifics of educational work with autistic children", discussion of results
XIV week lectures	Help and support for children with autism in school
XIV week exercises	Visiting parents of a child with autism, discussion
XV week lectures	Knowledge test
XV week exercises	Presentation of essays and discussion

Student workload	Weekly 5 credits x 40/30=6 hours and 40 minutes 3 hour(s) of theoretical lecture 0 hour(s) of practical lecture 1 exercise 2 hour(s) and 40 minutes independent work, including consultations During the semester: Lessons and final exam: 6 hours and 40 minutes x 16 = 106 hours and 40 minutes Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hours and 40 minutes x 2 = 13 hours and 20 minutes Total workload for the course: 5 x 30=150 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours (remaining time from the first two items to the total workload for the course) 30 hours and 0 minutes Load structure: 106 hours and 40 minutes (teaching), 13 hours and 20 minutes (preparation), 30 hours and 0 minutes (additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in a discussion after the presentation of the essay.
Consultations	Tuesday 10.30 am
Literature	- Vučković, D., Šakotić, N. &Tončić-Vučinić, Z. (2014) Priručnik za nastavu po udžbeniku za opismenjavanje na Brajevom pismu djece oštećenog vida, Savez slijepih Crne Gore; - Mešalić, Š., Vasiljević, Šakotić, N. (2010) Teškoće u čitanju i pisanju uzrokovane govorno-jezičkim smetnjama – priručnik za nastavnike, stručne saradnike i studente. - Šakotić, N., Veljić, Č. (2010) Inkluzivno obrazovanje u bolonjskom procesu. Sociološka luča, IV (1): 184–195; - Šakotić, N., Globarević, V.(2012) Evaluacija postignuća djece u inkluzivnom obrazovanju. Sociološka luča, VI (2):93–102; - Mićanović, V., Novović, T. , Maslovarić ,B., Šakotić, N. (2013) Perceptions of inclusive values in teaching mathematics in Montenegro. SENSOS 6, III (2):67–81. - Šakotić, N., Globarević, V. (2014) Implementacija kurikuluma za djecu sa smetnjama/teškoćama u razvoju na teritoriji opština Podgorica. Defektologija , 19 (2): 83–88; - Šakotić, N. (2012)Uticaj integracije na socijalni razvoj djece sa usporenim kognitivnim razvojem.In: Vukotić, V. et al.( Eds.) Stanovništvo i tazvoj , str.340-347; - Šakotić, N. (2014) Sociometric position of students in highschool education programe in condition of inclusion In: The 2nd International Conference on Research and Educatıon – “Challenges Toward the Future” (ICRAE 2014), Shkodra, Albania, 30–31 May 2014, Published online; - Šakotić, N., Leković, O. (2015) Asistent u nastavi. In: Nikolić, S. & Ilić-Stošović, D. ( Eds.) Tematski zbornik radova međunarodnog značaja, Aktuelna defektološka praksa. Zrenjanin, 20-21 Mart 2015, str.300-308; - Šakotić, N., Veljić, Č., Mićanović, V. (2012) Razlika stavova roditelja učenika sa teškoćama i bez teškoća u razvoju prema vaspitno-obrazovnoj inkluziji, u zborniku: Metodički aspekti nastave matematike II, Jagodina: Pedagoški fakultet, In: Vulović, N. (Eds) str. 317-334; - Rapajić, D., Nedović, G. (2011): Cerebralna paraliza,praksičke i kognitivne funkcije, Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd; -Glumbić, N., Brojčin, B., Đorđević, M. (2013). Rana intervencija kod dece s poremećajima autističkog spektra. Specijalna edukacija i rehabilitacija, 12 (1), 103-118; - Glumbić, N., Milačić-Vidojević, I., Đorđević, M. (2008). Modeli pružanja podrške deci s poremećajima autističkog spektra u sistemu inkluzivnog obrazovanja. Beogradska defektološka škola, 14 (3), 149-160; - Glumbić, N., Vdović, Lj. (2012). Individualizacija u radu sa decom sa smetnjama u napredovanju u redovnoj školi: priručnik za nastavnike. Eduka. Beograd; - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić,N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić, - Šakotić, N. (2023): Osnove 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 / PRESCHOOL EDUCATION AND UPBRINGING / CONTINUITY BETWEEN KINDERGARTEN AND SCHOOL

Course:

CONTINUITY BETWEEN KINDERGARTEN AND SCHOOL/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11232	Obavezan	6	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for applying and hearing the case
Aims	Acquiring knowledge about critical analyzes of institutional upbringing and education and the practice of school work as a basis for their improvement; training for understanding the connection between the importance of the function of the school and the continuous review of the quality of school work. Understanding the starting point for designing modern teaching and training for planning, implementation and evaluation of interactive teaching.
Learning outcomes	After completing the course, the student will be able to: Understand the meaning of the continuity of educational incentives as a presumption of educational - educational influences in the "transitional" development period - from preschool to the classroom teaching system, Describe and analyze the developmental characteristics of preschool children as a prerequisite for broader continuous development actions; Apply knowledge about the structural elements of the pre-school program in professional activities - school preparation program; build and adapt ones own work style to the childs developmental and psychological needs.
Lecturer / Teaching assistant	prof.dr Tatjana Novović mr Jelena Vukotić
Methodology	Lectures, workshops 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	School as a "learning organization"; school officials; role and importance (retrospective and perspective
I week exercises	Working in groups
II week lectures	Models of collaborative work of educators and teachers
II week exercises	agreement on topics for essays, proposals, discussion
III week lectures	Characteristics and psychological conditions of child development in the year before entering elementary school
III week exercises	presentation of works
IV week lectures	Types of extra-family programs - concepts and approaches
IV week exercises	presentation
V week lectures	Development of the idea of organized preparation of the child for starting elementary school
V week exercises	presentation, stations
VI week lectures	Partnership of the preschool institution with the school community, parents and other external agents
VI week exercises	presentation of works
VII week lectures	first colloquium
VII week exercises	debate, discussion
VIII week lectures	Advantages and limitations, difficulties in planning and implementing interactive teaching
VIII week exercises
IX week lectures	Developing an educational institution as an open system: assumptions of continuity
IX week exercises	presentation of works
X week lectures	Possibilities and assumptions of differentiation and individualization of VOR in kindergarten and school
X week exercises	debate, discussion
XI week lectures	Articulation of activities during the educational process: from evocation to reflection
XI week exercises	presentation of works
XII week lectures	Planning teaching activities using interactive and cooperative methods and techniques
XII week exercises	presentation, stations
XIII week lectures	Program connection in relation to the goals, tasks and contents of educational work with children of preschool and younger school age
XIII week exercises	debate, discussion
XIV week lectures	second colloquium
XIV week exercises	presentation, stations
XV week lectures
XV week exercises

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of theoretical lectures 1 hour of exercises 3 hours 40 minutes of independent work, including consultation. During the semester Classes and final exam: (6 hours and 40 minutes) x 16 = 106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes. Total workload for the course: 5 x 30 = 150 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours (remaining time from the first two items to the total workload for the course) Load structure: 106 hours and 40 minutes (Teaching) + 13 hours and 20 minutes (Preparation) + 30 hours (Supplementary work).
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 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	consultations as needed
Literature	- Došen – Dobud, A. (2001), Predškola. Zagreb: Alinea. 4. - Hitrec, G. (1991), Kako pripremiti dijete za školu. Zagreb: Tipex. - Temeljna nastavna umijeća, Educa: Zagreb; Roeders, P. (2003) - Carlgren, F. (1990), Odgoj ka slobodi: Pedagogija Rudolfa Steinera. Zagreb: Društvo zawaldorfsku pedagogiju, 263 str - Previšić, V. (2007); Pedagogija i metodologija kurikuluma. Kurikulum; Zavod za pedagogiju Filozofskog fakulteta Sveučilišta u Zagrebu; (ed. V.Previšić ); Školska knjiga; Zagreb,pp. 1533.35. Slunjski, E. (2001); Integrirani predškolski kurikulum: rad djece na projektima; Mali profesor; Zagreb - Avramović, Z. (2006), Aporije obrazovanja za demokratiju, Institut za pedagoška istraživanja, Beograd, str. 79 - KopasVukašinović, E.: Vaspitni rad u dečjem vrtiću i školi – ostvarivanje kontinuiteta u izboru i realizaciji zadataka, Nova škola
Examination methods	The following are evaluated: - Two tests with 20 points (Total 40 points), - Highlighting during lectures and participation in debates 5 points,: Essay with 6 points, - Final exam with 49 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 / PRESCHOOL EDUCATION AND UPBRINGING / INTEGRATED CURRICULUM IN UPBRINGING AND EDUCATION

Course:

INTEGRATED CURRICULUM IN UPBRINGING AND EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11233	Obavezan	6	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no requirements for registering and listening to the subject.
Aims	Acquaintance of students with basic knowledge from the domain of natural and social disciplines that form the basis for methodically integrating the objectives and content of work in teaching.
Learning outcomes	After the student passes this exam, he/she will be able to: - explain the formation of the mental lexicon and sentence formation in children, - applies the theory of reception in the interpretation of literature, - applies logical methods in the organization and realization of practical activities, - integrates different program goals and contents in practice, - uses thematic planning in work.
Lecturer / Teaching assistant	Prof. dr Veselin Mićanović, M.Sc Marijana Blečić (Marija Raičević)
Methodology	Lectures and debates. Preparation of two essays on a given topic from one of the content areas of the course. Studying for tests and final exams. Development of a practical model of integrated activities in kindergarten. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Formation of mental lexicon
I week exercises	Formation of mental lexicon
II week lectures	Childrens language
II week exercises	Childrens language
III week lectures	Sentence formation
III week exercises	Sentence formation
IV week lectures	Basics of literary interpretation - theory of reception
IV week exercises	Basics of literary interpretation - theory of reception
V week lectures	Symbolic play, imagination and creativity
V week exercises	Symbolic play, imagination and creativity
VI week lectures	Literary genres and types - early learning
VI week exercises	Literary genres and types - early learning
VII week lectures	I knowledge test / colloquium
VII week exercises	Presentation of results
VIII week lectures	Logical methods in working with the youngest
VIII week exercises	Logical methods in working with the youngest
IX week lectures	Movement - noticing and understanding
IX week exercises	Movement - noticing and understanding
X week lectures	Changes in nature - causes and consequences
X week exercises	Changes in nature - causes and consequences
XI week lectures	Interesting world of symbols
XI week exercises	Interesting world of symbols
XII week lectures	Early environmental education
XII week exercises	Early environmental education
XIII week lectures	II knowledge test / colloquium
XIII week exercises	Presentation of results
XIV week lectures	Thematic planning
XIV week exercises	Thematic planning
XV week lectures	Final exam
XV week exercises	Summarizing the achieved results

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	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. Students prepare a practical model of integrated activities in kindergarten.
Consultations	Wednesday 12:30 p.m
Literature	• Polonsky, Lydia and collaborators.: Matiš for the youngest, translated by Sekulić, Vera, Svet jajlaka, Belgrade, 2002; • Rothschild, J. & Daniels, R. E.: Materials and activities for work in classrooms where the child plays a central role, Editor of the edition Saša Milić, Pedagogical Center of Montenegro, Podgorica, 2002. Vygotsky, Leo: Thought and speech, ZUNS, Belgrade, 1996. • Group of authors: Symbolic play and creativity, ZUNS, Belgrade, 1988. • Tomaš, Ana: Individualization to mathematics, University of Split, Split, 1993. • Vygotsky, Leo: Childrens imagination and creativity, ZUNS, Belgrade, 2007. • Marjanović, Voja: Childrens literature in literary criticism, BMG, Belgrade, 1998.
Examination methods	- Two tests with 10 points each (Total 20 points), - Seminar work with 10 points, - Highlighting during the lecture and participating in the analysis with 10 points, - Creation of a practical model of integrated activity with 10 points - Final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks	Preschool upbringing and education. Academic basic study programs of the FACULTY OF PHILOSOPHY (studies last 6 semesters, 180 ECTS credits)
Comment	Grades: A (91-100); B (81-90); C (71-80); D (61-70); E (50-60)

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 / PRESCHOOL EDUCATION AND UPBRINGING / ICT IN UPBRINGING AND EDUCATION

Course:

ICT IN UPBRINGING AND EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11234	Obavezan	6	5	3+0+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	No prerequisites
Aims	Training of students - future teachers for the use of computers and computer programs in collection, processing, presentation and exchange of information.
Learning outcomes	After the student passes this exam, he will be able to: Distinguish basic concepts from computer science, Understands the importance of computer application, uses computer and information communication technologies in work (collection, processing, presentation and exchange of information), Uses basic software packages and internet for the purpose of organizing the teaching process, animation and education of children
Lecturer / Teaching assistant	Prof. dr Jelena Šaković Jovanović
Methodology	Lecture of each chapter, discussions and explanations with students during the presentation. Short orals checks of understanding and knowledge of parts of the material covered in the lectures. computer exercises, with a demonstration of work on at least one demonstrative example, controlling the work of each individually student checks on the basis of one task that is directly performed by the students.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Informatics and education. Understanding and using computer terminology
I week exercises	Informatics and education. Understanding and using computer terminology
II week lectures	Digital computer. Basic elements. Characteristics.
II week exercises	Digital computer. Basic elements. Characteristics.
III week lectures	Software. System software. Application software
III week exercises	Software. System software. Application software
IV week lectures	MS Windows operating system
IV week exercises	MS Windows operating system
V week lectures	Programs for entering, formatting and printing text
V week exercises	Programs for entering, formatting and printing text
VI week lectures	Programs for arranging tables and for grapho-analytical data processing
VI week exercises	Programs for arranging tables and for grapho-analytical data processing
VII week lectures	Preparation for the I test
VII week exercises	I test
VIII week lectures	Programs for creating and editing pictures and drawings
VIII week exercises	Programs for creating and editing pictures and drawings
IX week lectures	Application of computers in the field of multimedia (creating a multimedia presentation)
IX week exercises	Application of computers in the field of multimedia (creating a multimedia presentation)
X week lectures	Understanding of the Internet and its basic resources
X week exercises	Understanding of the Internet and its basic resources
XI week lectures	Searching and using the Internet
XI week exercises	Searching and using the Internet
XII week lectures	Data organization.
XII week exercises	Data organization.
XIII week lectures	Database management systems
XIII week exercises	Database management systems
XIV week lectures	Preparation for the II test
XIV week exercises	II test
XV week lectures	Preparation for the Final exam
XV week exercises	Final exam

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Regular attendance at lectures and exercises
Consultations	Tuesday and Thursday 10-12h
Literature	Z. Krivokapić, M. Perović, A. Vujović, "Informatika", Mašinski fakultet Podgorica, 2009 • Matt Smith, “Microsoft Office 2010”, MakeUseOf.com, 2010 • Sotirović, V.: Metodika informatike .- Zrenjanin: Tehnički fakultet Mihajlo Pupin, 2000. • Dejić, M. i Čebzan, V.: Osnovi informatike i računarstva u obrazovanju .- Vršac: Viša škola za obraz. Vaspitača, 1997. • Ćosić, D. i Imamović, M.: Naučite da korisitite Word 2000 .- Kruševac: Soho Graph, 2002.
Examination methods	Two tests (lectures) with 15 points (Total 30 points), - Practical work (15 points) - Attendance 5 points - Final exam with 50 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 / PRESCHOOL EDUCATION AND UPBRINGING / TEAM WORK AT SCHOOLS

Course:

TEAM WORK AT SCHOOLS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11235	Obavezan	6	5	2+1+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for applying and hearing the case.
Aims	Acquainting students with current theoretical models and research in the field of team school work and training them to create a team identity and partner work, as well as quality resolution of possible problems in the team.
Learning outcomes	- Knows the process and models of teamwork, - Creates a team identity and asserts itself through teamwork. - Setting the goals and norms of the team, and activating the fundamental values of the team. - Develops the skills of creative thinking, quality problem solving, cooperation, co-orientation and communication (discussion, debating, argumentation and negotiation). - Develops team leadership skills, develops mutual trust and team cohesion.
Lecturer / Teaching assistant	Prof. Dr. Veselin Mićanović, M.Sc Marijana Blečić (Marija Raičević)
Methodology	Practical lectures and discussions, individual activity and engagement of students in school, independent work, and doing homework, consultations, ongoing knowledge testing, internships.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Key elements of a successful team: mutual dependence, individual responsibility, interpersonal interaction, ability to cooperate.
I week exercises	Key elements of a successful team: mutual dependence, individual responsibility, interpersonal interaction, ability to cooperate.
II week lectures	Openness of interpersonal relations in the school team: developing mutual trust and group cohesion.
II week exercises	Openness of interpersonal relations in the school team: developing mutual trust and group cohesion.
III week lectures	Strengthening and developing the team by introducing norms of team behavior
III week exercises	Strengthening and developing the team by introducing norms of team behavior
IV week lectures	Division of responsibilities in the school team
IV week exercises	Division of responsibilities in the school team
V week lectures	Partnership work of educators and teachers in the first cycle of elementary school
V week exercises	Partnership work of educators and teachers in the first cycle of elementary school
VI week lectures	Creativity of teamwork
VI week exercises	Creativity of teamwork
VII week lectures	I colloquium
VII week exercises	Presentation of results
VIII week lectures	Team communication, negotiation and recognition of opportunities
VIII week exercises	Team communication, negotiation and recognition of opportunities
IX week lectures	Quality problem solving and decision making, motivating associates, team roles
IX week exercises	Quality problem solving and decision making, motivating associates, team roles
X week lectures	Selection of team members and team leaders
X week exercises	Selection of team members and team leaders
XI week lectures	Mastering the methods and techniques of group and team work. Developing readiness, openness and individual motivation for teamwork.
XI week exercises	Mastering the methods and techniques of group and team work. Developing readiness, openness and individual motivation for teamwork.
XII week lectures	A practical model of teamwork in school
XII week exercises	A practical model of teamwork in school
XIII week lectures	II colloquium
XIII week exercises	Presentation of results
XIV week lectures	Research and analysis of teamwork in school
XIV week exercises	Research and analysis of teamwork in school
XV week lectures	Final exam
XV week exercises	Summarizing the achieved results

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, actively participate in various forms of teamwork in the group, write, present and explain their observations about work practice, actively participate in discussions, and do two colloquiums according to the schedule in the semester. Also, they are required to conduct hospitalizations, implement all planned activities, conduct research and prepare an analysis of it.
Consultations	Wednesday 12:30 p.m
Literature	- West, M. (2005).: Secrets of successful team management, Zagreb, Školska knjiga. Jones, A., (1999): Team-Building Activities for Every Group, Rec Room Publishing, Washington. - Newstorm. J., Scannell, E., (1998.): Team Building Games, New York, McGraw-Hill.
Examination methods	- Two tests with 15 points each (Total 30 points), - Regular attendance with 5 points - Highlighting during lectures and participation in debates 5 points,: - Research and interpretation of results with 10 points, - Final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks	Preschool upbringing and education. Academic basic study programs of the FACULTY OF PHILOSOPHY (studies last 6 semesters, 180 ECTS credits)
Comment	Grades: A (91-100); B (81-90); C (71-80); D (61-70); E (50-60)

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 / PRESCHOOL EDUCATION AND UPBRINGING / PROFESSIONAL PEDAGOGICAL PRACTICE IN SCHOOL

Course:

PROFESSIONAL PEDAGOGICAL PRACTICE IN SCHOOL/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11236	Obavezan	6	5	2+2+0

Programs	PRESCHOOL EDUCATION AND UPBRINGING
Prerequisites	There are no conditions for registering and hearing the case.
Aims	Acquaintance of students with: the organization of the work of the school, the work duties of educators in the school, pedagogical documentation and the way of proper and regular management of the same, laws, rules and regulations that regulate the work of educators in the school, the plan and program of work in the school, training for practical planning activities, implementation of activities and cooperation with the family.
Learning outcomes	- Demonstrate a higher level of knowledge and understanding with the ability to analyze, synthesize and evaluate in the field of theory and practice of early and preschool education. - Achieve further development of the ability to apply knowledge in practice through reflection and evaluation of ones own practice. - Apply modern strategies in professional and scientific development. - Demonstrate and apply the ability to qualitatively higher level of interpretation and evaluation of research data within the professional and scientific field of work. - Develop leadership ability at the level of independent action and teamwork in interdisciplinary teams of experts operating in the field of early and preschool education. - Demonstrate the ability to construct a research task that will be solved through practical research, identification of appropriate work methods, and analysis and interpretation of results. - Identify and critically reflect on the continuity and discontinuity between knowledge and its application in concrete educational practice and ways of influencing the quality of the final results of institutional early and preschool education.
Lecturer / Teaching assistant	Prof. Dr. Veselin Mićanović, M.Sc Marijana Blečić (Marija Raičević)
Methodology	Practical lectures and discussions, individual activity and engagement of students in kindergarten, independent work, follow-up of work documents and homework, consultations, ongoing knowledge testing, internships.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Familiarization with the organization of school work
I week exercises	Familiarization with the organization of school work
II week lectures	Acquaintance with the work duties of educators at school
II week exercises	Acquaintance with the work duties of educators at school
III week lectures	Acquaintance with random documentation at school
III week exercises	Acquaintance with random documentation at school
IV week lectures	Acquaintance with the laws, rules and regulations that regulate the activity of educators in the school
IV week exercises	Acquaintance with the laws, rules and regulations that regulate the activity of educators in the school
V week lectures	Annual plan and program in the first grade of elementary school (planning, implementation, evaluation)
V week exercises	Annual plan and program in the first grade of elementary school (planning, implementation, evaluation)
VI week lectures	Participation in planning and programming techniques: strategic planning, medium-term planning, short-term planning,, operational planning, network planning.
VI week exercises	Participation in planning and programming techniques: strategic planning, medium-term planning, short-term planning, operational planning, network planning.
VII week lectures	I colloquium
VII week exercises	Presentation of results
VIII week lectures	Work in extended stay. Participation in activities
VIII week exercises	Work in extended stay. Participation in activities
IX week lectures	Cooperation with the teacher in teaching and extracurricular activities
IX week exercises	Cooperation with the teacher in teaching and extracurricular activities
X week lectures	Activities of educators in teaching. Participation in activities
X week exercises	Activities of educators in teaching. Participation in activities
XI week lectures	Activities of educators in working with children with special needs. Participation in activities
XI week exercises	Activities of educators in working with children with special needs. Participation in activities
XII week lectures	Cooperation with the family. Participation in activities
XII week exercises	Cooperation with the family. Participation in activities
XIII week lectures	II colloquium
XIII week exercises	Analysis of realized activities
XIV week lectures	Independent implementation of integrated full-day education process and subsequent reflection of performance.
XIV week exercises	Independent implementation of integrated full-day education process and subsequent reflection of performance.
XV week lectures	Final exam
XV week exercises	Summarizing the achieved results

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 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) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend practice, actively participate in various forms of educational work at school, write, teach and explain their observations about work practice, actively participate in discussion, do two colloquiums according to the plan in the semester. Also, they are obliged to carry out hospitalizations, realize all planned activities.
Consultations	Wednesday 12:30 p.m
Literature	- Curriculum and work program at school - Laws, rules and regulations that regulate the activities of educators in schools - Accompanying pedagogical documentation at school - Resman, M. (2000). Advisory work in kindergarten and school. Zagreb: HPKZ. - Senge, P. M. (2001). Fifth discipline: principles and practice of the learning organization. Zagreb: Mozaik knjiga. - Bruner, J. (2000). Culture of education. Zagreb: Educa.
Examination methods	- practice diary with 5 points - regular attendance and active participation in practice with 5 points, - two colloquiums (in the form of a report) with 15 points each (30 points in total), - practical activity in managing pedagogical documentation with 10 points - Final exam with 50 points.
Special remarks	Preschool upbringing and education. Academic basic study programs of the FACULTY OF PHILOSOPHY (studies last 6 semesters, 180 ECTS credits)
Comment	Grades: A (91-100); B (81-90); C (71-80); D (61-70); E (50-60)

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

Accesibility Adjustments

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / GENERAL PSYCHOLOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / PHYSICAL EDUCATION

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / PRESCHOOL PEDAGOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / SPEECH CULTURE

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / INTRODUCTION TO PEDAGOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / BASICS OF INCLUSIVE EDUCATION

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / THEORY OF EDUCATION

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / ARTS

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / MUSIC CULTURE

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / MATHEMATICS /BASIC ELEMENTS/

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / BASICS OF DIDACTICS

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / DEVELOPMENTAL PSYCHOLOGY OF PRESCHOOL AGE

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / LITERATURE FOR CHILDREN

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / ENGLISH LANGUAGE I

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / ART CULTURE METHODOLOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF MUSICAL CULTURE

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF ACQUIRING INITIAL MATHEMATICAL CONCEPTS I

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / SPEECH DEVELOPMENT METHODOLOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF PHYSICAL EDUCATION

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / ENGLISH LANGUAGE II

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / ENGLISH LANGUAGE II

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / MODERN PRESCHOOL SYSTEMS

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF GETTING TO KNOW NATURE

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF INITIAL LITERACY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF ACQUIRING INITIAL MATHEMATICAL CONCEPTS II

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / PEDAGOGICAL PSYCHOLOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / BASICS OF SOCIAL PSYCHOLOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / FAMILY PEDAGOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / HEALTH EDUCATION AND HYGIENE

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / INTERCULTURAL PEDAGOGY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF GETTING TO KNOW SOCIETY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / DEVELOPMENTAL PROBLEMS IN INCLUSIVE EDUCATION

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / INTRODUCTION TO PUPPETRY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / AUDIO-VISUAL CULTURE

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF INCLUSIVE EDUCATION IN KINDERGARTEN

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / HOLISTIC APPROACH TO EARLY CHILDHOOD EDU. AND TRAI

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / A METHODICAL APPROACH TO LEARNING THROUGH PLAY AND CREATIVITY

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / PROFESSIONAL PEDAGOGICAL PRACTICE IN A PRESCHOOL INSTITUTION

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / METHODOLOGY OF INCLUSIVE EDUCATION AT SCHOOL

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / CONTINUITY BETWEEN KINDERGARTEN AND SCHOOL

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / INTEGRATED CURRICULUM IN UPBRINGING AND EDUCATION

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / ICT IN UPBRINGING AND EDUCATION

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / TEAM WORK AT SCHOOLS

Faculty of Philosophy / PRESCHOOL EDUCATION AND UPBRINGING / PROFESSIONAL PEDAGOGICAL PRACTICE IN SCHOOL