Objectives in modern preschool programmes (curricula) in the Republic of Serbia and the Republic of Croatia with the purpose of moral development of preschool children

In this paper, we analyze and compare the content of current preschool programmes (curricula) in the Republic of Serbia and the Republic of Croatia through a detailed presentation of the goals of moral development and upbringing of preschool children in them. The research was performed using a descriptive method, and the content analysis procedure was applied in the paper. The results of the research, presented textually and tabulary, indicate that in the Republic of Serbia and the Republic of Croatia in all three preschool programmes (curricula), there are goals related to moral development and upbringing of the child, but there are no specific goals of moral development, yet we recognize them within areas/aspects of child development, common educational goals, general goals, child welfare support goals or individual goals.

Pedagogical discourse of curriculum development based on the orientation of educational practice

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

Differences in achievement on tests of perceptual abilities in lower and upper elementary school grade students involved in the process of determining the psychophysical state

This paper investigates whether there are differences in the results achieved during the assessment of visual and auditory perceptual abilities in students (N = 166) of upper and lower elementary school grades who are involved in the process of determining the psychophysical condition. Adequate assessment is important not only because of the prediction of students’ academic success, but also as a basis for the development of individualized curricula that will enable the selection of adequate forms and content of educational support for each student. The Acadia developmental ability test was used to assess students’ perceptual abilities. In data processing, in addition to calculating frequencies and arithmetic means by groups, in order to determine the deviation of the observed frequencies from the expected frequencies, the χ2-test was used. The results indicate the existence of significant differences in student achievement on the subtests of visual and auditory memory and visual differentiation. It turned out that lower results in all three tests were achieved by lower elementary school grade students. The pedagogical implications of this study indicate the need for more intensive educational monitoring of students from the beginning of their education.

Listening to music with the aim of developing high-school students’ musical culture

Observing society as a whole, the musical needs of an individual are most often manifested through active music playing/making and listening to mostly popular types of music. The development of one’s personal musical identity and preference for a certain musical expression starts from the earliest age, and develops and takes shape throughout life. The paper explores the subject of music listening during music education of children and young people from early and preschool education to the end of high school with the aim of gaining an insight into the course of continuous musical development of students in this field. The paper also presents the project “Hit lists of popular music” by the High School Dr. Ivan Kranjčev in Đurđevac which encourages high-school students to use the mass media in order to create so-called “playlists’’ on music streaming platforms. The results of the survey have thus shown that in the wide range of different musical expressions students can be guided in a controlled way to discover and listen to aesthetically valuable music, and that there is a positive impact on the development of their critical thinking and personal musical identity.

The role of yoga in education

The aim of this paper is to explain the possibilities of applying yoga in education through the presentation of the conducted research. Yoga involves various techniques with the aim of achieving psychosocial balance. We are witnessing an increase in stress and emotional disorders in children; children are becoming more sedentary, and are preoccupied with the multitude of stimuli that come constantly via cell phone, computer, and television. By examining a series of research effects of yoga, we can conclude that yoga has proved to be effective in treating a variety of conditions and diseases. Practicing yoga can help reduce stress, anxiety symptoms, and depression. It examines the possibilities of introducing yoga as part of the school curriculum for healthy children and children with disabilities. Results have so far shown possible contributions of yoga in schools in the form of attention improvement, self-regulation and reduction of tension.

Students' music preferences towards classical music

Music preferences can be related to many groups of factors, as LeBlanc’s Interactive theory of music preference suggests. In this research four factors from the model were explored in relation to students’ preference towards classical music: students' age, their gender, their attendance of extracurricular music activities and familiarity of music pieces. Fifteen excerpts of classical music pieces from different musical-historical periods were presented to a sample of 516 students, 7 to 18 years old. Results reveal moderate negative correlation between age and preference towards classical music. Higher preference was found in female students and for familiar pieces. Students that attended extracurricular music activities preferred only some excerpts more. Findings provide strong support to LeBlanc’s model. Implications for teaching are proposed.

Pedagogical liberalism

This paper deals with the characteristics of the modern pedagogical paradigm, especially that of early and preschool education which emerged in the social context of liberal ideology. In order to better understand the educational model it promotes, the introductory part of the paper discusses the basic principles and starting points of the liberal social concept. The paper problematizes the diversity of the liberal conception of upbringing and education in relation to advocacy of the socialist social concept. The concept of self-regulated learning in the context of upbringing and education of an early and preschool child is observed. Common syntagms of the modern educational paradigm related to early and preschool education, such as the one about space as a third educator, are problematized. In this context, it is considered who or what constitutes basic pedagogical capital. The role of educators in the educational process, as well as the importance of adults in education in general are considered, and from this position the process of self-regulated learning is observed. The importance of self- observation in the current educational paradigm and recognition of the need for its ideological improvement in order to adequately contribute to children's upbringing and education is pointed out.

The application of information and communication technology in education: science classes

This article examines the use of information and communication technology (ICT) in teaching Science as well as the organisation and realisation of online classes during the ongoing COVID-19 pandemic. In respect to this, the research results are used to gather teachers' viewpoints and opinions regarding the application of ICT in Science classes, as well as to determine the best method of application of the aforementioned technologies and the form of ICT most often used in Science classes. The results are also used to gather teachers' opinions about online classes, and to examine the problems and disadvantages the teachers encountered when organising and holding online Science classes for the lower grades of elementary schools in Bosnia and Herzegovina during the COVID-19 pandemic. The results of the research also illustrate that teachers have a positive opinion in regards to the use of ICT in Science classes as well as the frequent (albeit not constant) use of it. The teachers not only consider themselves competent enough to apply all forms of new technologies in their classes, but express the will and motivation for further education related to ICT application as well. On the other hand, teachers do not have a positive opinion about online classes due to the many difficulties they encounter, such as technical issues, inteference by parents, lack of direct contact with students, the inability to monitor their progress and the general deficiency of equipment needed to incorporate ICT into regular classes, as well as other difficulties of a similar nature. However, the research results also show that teachers believe new technologies are connected to the development of new skills and the improvement of students' existing skills.

Digital alphabet – a challenge for the modern student and teacher

The fruits of the digital age have become a key part of everyday life in hundreds of millions of households, offices and schools around the world. Our communication takes place far more via text messages and e-mail than face-to-face, and the first place we look for information is Google. The consequences of this technological ubiquity and electronic flood are significant shifts in the attitudes as well as in the behavior of students and teachers, and the goal of this paper is to examine these shifts. How is the digital age changing the opportunities, values and lives of students and teachers - what is happening now, what awaits us in the future? Can digital achievement really change the way students and teachers think or behave? Do both students and teachers learn a new alphabet - the digital alphabet?

The frequency and sources of homework in science and social studies in Croatia and Slovenia

Just as each school subject has its own specific goals, so the role of homework depends on the specific requirements and learning outcomes of the subject within which it is assigned. Homework in Science and Social Studies should be assigned in those parts of learning content that will require research-oriented and problem-solving activities, which will enable students to gain experience, develop creativity and apply knowledge and skills in everyday life. The study included primary school teachers in Croatia and Slovenia (N = 144). The observation was conducted in real-life situations during Science and Social Studies lessons. The results show that Croatian teachers assign statistically significantly more homework and use ready-made sources of homework assignments more than Slovenian teachers. Teachers of both countries have preferences towards workbooks as the most commonly used source of homework. The aim of the paper is to emphasize the need for reducing homework in the Croatian practice. It also sheds light on the role of the teacher in designing homework tasks that will not be automatically assigned, but will have a meaningful purpose and be oriented towards students’ needs and interests while developing their competencies.