University of Montenegro

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / STATISTICAL ANALYSIS

Course:

STATISTICAL ANALYSIS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12534	Obavezan	1	6	2+2+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	None.
Aims	The aim of this course is to familiarize students with basic statistical concepts, data processing procedures, as well as proper interpretation of results.
Learning outcomes	Upon completing the course, the student will be able to organize data collected from research and prepare them for statistical analysis. They will be capable of describing a dataset independently using basic descriptive statistical methods. Moreover, they will be able to explain the necessary conditions for applying appropriate methods of inferential statistics. The student will also be able to independently compare two sets of collected results and provide interpretation.
Lecturer / Teaching assistant	Dr Andjela Mijanovic
Methodology	Lectures, exercises, consultations, independent work.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Concept of statistics. Basic concepts in statistics.
I week exercises	Creating practical examples related to the theory from the first lecture.
II week lectures	Types of samples and their applications.
II week exercises	Creating practical examples related to the theory from the second lecture.
III week lectures	Graphical representation of quantitative and categorical features.
III week exercises	Creating practical examples related to the theory from the third lecture.
IV week lectures	Concept of arithmetic mean and median. Properties and calculation (for grouped and ungrouped data).
IV week exercises	Creating practical examples related to the theory from the fourth lecture.
V week lectures	Concept of variance and standard deviation. Properties and calculation (for grouped and ungrouped data).
V week exercises	Creating practical examples related to the theory from the fifth lecture.
VI week lectures	Concept of distribution. Normal distribution. Standardized normal distribution. Z-score.
VI week exercises	Creating practical examples related to the theory from the sixth lecture.
VII week lectures	Preparation for the exam.
VII week exercises	The exam.
VIII week lectures	Concept of statistical test and hypothesis. Basic concepts. Z-test and Students t-test for one sample.
VIII week exercises	Creating practical examples related to the theory from the eighth lecture.
IX week lectures	Z-test and Students t-test for two independent samples.
IX week exercises	Creating practical examples related to the theory from the ninth lecture.
X week lectures	Concept of correlation. Pearson correlation coefficient.
X week exercises	Creating practical examples related to the theory from the tenth lecture.
XI week lectures	Students t-test for two dependent samples.
XI week exercises	Creating practical examples related to the theory from the eleventh lecture.
XII week lectures	Nonparametric statistics. Mann-Whitney U test.
XII week exercises	Creating practical examples related to the theory from the twelfth lecture.
XIII week lectures	Wilcoxon signed-rank test.
XIII week exercises	Creating practical examples related to the theory from the thirteenth lecture.
XIV week lectures	Spearmans rank correlation coefficient.
XIV week exercises	Creating practical examples related to the theory from the fourteenth lecture.
XV week lectures	Chi-square test. Contingency tables.
XV week exercises	Creating practical examples related to the theory from the fifteenth lecture.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend lectures, exercises, midterm exams, and final exams.
Consultations	By agreement with the students.
Literature	1. M.A. Shayib, Applied Statistics, www.bookboon.com (ISBN 978-87-403-0493-0) – na engleskom 2. Spiegel, M. R. & Stephens, L. J. (1999) Theory and Problems of Statistics. Schaums Outline Series. New York – Toronto: McGraw-Hill.
Examination methods	Midterm exam (up to 45 points) and final exam (up to 55 points).
Special remarks
Comment

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

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / ORGANIZATION OF FREE TIME AND MEDIA CULTURE

Course:

ORGANIZATION OF FREE TIME AND MEDIA CULTURE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12535	Obavezan	1	6	2+2+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	No prior conditionals.
Aims	Acquaintance of students with efficient and creative ways of spending free time as well as its potency in educational and developmental functions. Familiarity with the roles of the media in upbringing and education, their role in the construct of childhood and postmodernity, elements of media literacy within specific substructures such as gender, ethnicity and social classes.
Learning outcomes	Training students for critical reflection, quality educational work with children and youth in free time and extracurricular activities in the function of developing autonomy and self-actualization of childrens development; training students for planning, implementing, evaluating and improving the effects of extracurricular activities.
Lecturer / Teaching assistant	Dr Biljana Maslovarić
Methodology	Lectures, debates, simulations, workshops, case studies

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

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

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

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / INTRODUCTION TO THE METHODOLOGY OF PEDAGOGICAL RESEARCH

Course:

INTRODUCTION TO THE METHODOLOGY OF PEDAGOGICAL RESEARCH/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12536	Obavezan	1	6	2+2+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	That students get to know and understand the importance and role of pedagogical research methodology in the process of studying complex educational problems; to master basic methodological terms and approaches, and theoretical-methodological logic.
Learning outcomes	After the students pass this exam, they will be able to: -explain the basic methodological terms and approaches; - describe the historical development of the methodology; - differentiate epistemological-logical procedures; -classify the types of pedagogical research.
Lecturer / Teaching assistant	Prof. dr Nikola Mijanović, PhD, Sanja Čalović Nenezić, MA
Methodology	Lectures and debates; individual work of students, consultations, regular assesment in efficient preparation for final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Understanding the concept of pedagogical research methodology.
I week exercises	The conceptual determination of pedagogical research methodology - discussion and making conclusions. Making an agreement on the preparation of homework and the time framework for its presentation.
II week lectures	The subject and tasks of pedagogical research methodology.
II week exercises	Determining the subject of pedagogical research methodology: the original meaning of the word methodology; defining science; determining the subject of pedagogical research methodology within the framework of its tasks - discussion and making conclusions.
III week lectures	Retrospective of the development of pedagogical research methodology.
III week exercises	Singling out the basic periods in the development of pedagogical research methodology - the group level discussion.
IV week lectures	Interdependence of methodology, logic, gnoseology and epistemology.
IV week exercises	Elaboration of the relation between Methodology and Logic; Gnoseology and Epistemology, Gnoseology and Methodology (the group work)
V week lectures	Foundation of pedagogical research methodology after the constitution of methodology as a science.
V week exercises	Drawing a line between the period of experiential and systematic scientific research; the contribution of Herbarts methodological scientific-research paradigm (discussion according to pre-prepared questions).
VI week lectures	Positivistic-empirical paradigm of pedagogical research methodology.
VI week exercises	Deabtes about the origin of the positivist direction in methodology; determining the essence of the positivistic paradigm; the contribution of positivism to the development of methodology of pedagogy - discussion and making conclusions
VII week lectures	The basic characteristics of pedagogical research in educational institutions.
VII week exercises	The basic principles of scientific research (group work).
VIII week lectures	Induction and deduction in methodology of pedagogical research.
VIII week exercises	Inductive and deductive way of knowing - group discussion. Preparation for the mid-term exam.
IX week lectures	Mid-term exam 1.
IX week exercises	Remedial Mid-term exam 1.
X week lectures	Specific qualities of scientific- pedagogical knowledge.
X week exercises	The group level discussion: Specifics of knowledge of education (education is a complex and delicate activity, education is a future -oriented, education is a dynamic, turbulent and unpredictable process; value dimension of education). Homework presentations.
XI week lectures	Rules and regulations in the field of education.
XI week exercises	Debates about the differences between the rules and regulations in the field of education - discussion based on a beforehand prepared questions. Homework presentations.
XII week lectures	The basic types of pedagogical research in early and preschool education.
XII week exercises	The group work: the most relevant characteristics of the action and small research; formulation of the subject of the small research and the action research. Homework presentations.
XIII week lectures	The basic scientific research approaches.
XIII week exercises	The conceptual determination of the paradigm; defining the types of scientific research paradigms (discussion grounded in a beforehand prepared material).
XIV week lectures	Variables and hypotheses of pedagogical research; selection of a scientific-research sample.
XIV week exercises	Group work on a beforehand prepared material: defining the independent and dependent variable; defining affirmative, null and working hypothesis: recognition of different types of samples. Preparation for the mid-term exam 2.
XV week lectures	Mid-term exam 2.
XV week exercises	Remedial Mid-term exam 2.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the lectures, take part in discussions and take two tests. Students are supposed to prepare homework and take part in discussion after its presentation.
Consultations	Tuesday, at 14 p.m.
Literature	Banđur; V. i Potkonjak; N. (1999): Metodologija pedagogije, „Učiteljski fakultet“, Beograd; • Halmi; A. (2003): Strategija kvalitativnih istraživanja u primijenjenim društvenim znanostima, „Naklada Slap“, Zagreb; • Cohen, L., Manion L. i Morrison, K. (2007): Metode istraživanja u obrazovanju, „Naklada Slap“, Zagreb; • Mejovšek , M. (2003): Uvod u metode znanstvenog istraživanja, „Naklada Slap“, Zagreb; • Mužić, V. (1986): Metodologija pedagoških istraživanja, „Zavod za izdavanje udžbenika“, Sarajevo; • Potkonjak, N. (1982): Metodološki problemi sistemnih proučavanja u pedagogiji, „Prosveta“, Beograd; • Mandić, P. (2004): Metodologija naučnog rada, „Akademija nauka i umjetnosti Republike Srpske“, Banja Luka; • Petz, B. (2007): Osnovne statističke metode za nematematičare, „Naklada Slap“, Zagreb.
Examination methods	Forms of assesment: Tests 20 points each (40 points total), regular class attendance and activity - 4 points; homework on a given topic - 6 points; final examination 50 points. The passing grade is awarded for the cumulative number at least 51 poents. Passing grade can be4 given if a students collects at least 51 poents.
Special remarks
Comment	Students will be given the realization plan of the program of instruction 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 TEACHER EDUCATION / EARLY CHILDHOOD PEDAGOGY

Course:

EARLY CHILDHOOD PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12537	Obavezan	1	6	2+1+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	There are no requirements for registering and listening to the subject
Aims	Acquaintance of students with the reasons for the emergence of different conceptions and models of preschool education. Introducing students to the types and characteristics of epistemological paradigms of pedagogical research.; Acquainting students with the concept and ideas of active learning at preschool age, encouraging students to think critically and compare the modern models of education.
Learning outcomes	Getting to know and understanding the reasons for the emergence of different concepts and models of preschool education. Consideration, comparison and analysis of different models and characteristics of epistemological paradigms of pedagogical research.; Understanding and evaluating concepts and ideas of active learning at preschool age. critical reflection and comparative analysis of modern education models.
Lecturer / Teaching assistant	Tatjana Novović 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	Contradictory issues of early preschool education
I week exercises	Analysis and discussion of contradictory aspects of preschool education debates
II week lectures	Scientific foundation of educational practice in preschool institutions
II week exercises	Consideration and comparison of different scientific models of childhood
III week lectures	Scientific foundation of educational practice in preschool institutions
III week exercises	Consideration and comparison of different scientific models of childhood
IV week lectures	Conception of the child, his development and upbringing
IV week exercises	Models of childhood - analysis of the specificity of the traditional model of childhood in our culture positive sides and shortcomings
V week lectures	Childhood as a cultural-historical creation (Concepts and approaches; understanding of childhood)
V week exercises	Analysis of 4 scientific models, observation of similarities and differences, comparison with the current understanding of childhood in our culture
VI week lectures	first colloquium
VI week exercises	Analysis of essays on the topic of different models of childhood, using relevant sources
VII week lectures	Scientific and other conceptions of childhood (Historical, sociological, ethnographic, psychological, literary)
VII week exercises	Conversation, analysis of different models of childhood essay presentation
VIII week lectures	New research methods (action research, ethnographic approach, practitioner research)
VIII week exercises	Qvalitative, quantitative research - discussion of advantages and disadvantages
IX week lectures	The context of an early childhood education institution, a holistic approach
IX week exercises	essay presentation, conversation
X week lectures	Changing the context and educational practices of kindergartens
X week exercises	Floor plan of the working environment of the preschool institution
XI week lectures	Curricula of early education and education
XI week exercises	curriculums, differences, reasons for changes discussion
XII week lectures	Child- and process-oriented curricula
XII week exercises	closed, open curriculum KWL technique
XIII week lectures	Early childhood education institutions as a self-organizing and open system
XIII week exercises	conversations and angles: child, educator, parent
XIV week lectures	The role of professionals in preschool institutions as open systems
XIV week exercises	development of educators as reflective practitioners - assumptions, needs, perspectives discussion
XV week lectures	second colloquium
XV week exercises	discussion about the results of the coquium and other questions from the content of the course

Student workload	Weekly 8 credits x 40/30 = 10 hours and 40 minutes Structure: 3 hours of lectures 1 hour of exercises 6 hours and 40 minutes of independent work, including consultations
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	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 STUDENTS
Literature	Arijes, F., Vekovi detinjstva, ZUNS, Beograd, 1989, 176-185, 210-218. • Bruner, J., Kultura obrazovanja, Eduka, Zagreb, 2000, 17-55, 139-157. • Marjanović, A (1987). at al: Dečiji vrtić kao otvoreni sistem, Predškolsko dete, 1-4 • Marjanović, A (1987).: Protivrečna pitanja javnog vaspitanja predškolske dece, Predškolsko dete, 1-4 • Miljak,A. (1996) : Humanistički pristup teoriji i praksi predškolskog odgoja. Zagreb, Persona. • Pešić, M. (1998);: Pedagogija u akciji-metodološki priručnik, IPA, Beograd • Vigotski, L. Učenje i razvoj u predškolskom uzrastu, Predškolsko dete, • Horvat, L. (1986) ::Predškolsko vaspitanje i intelektualni razvoj, ZUNS, Beograd. • Petrovič-Sočo B.: Kontekst ustanove za rani odgoj i obrazovanje, holistički pristup • Petrovič-Sočo, B: Mijenjanje konteksta i odgojne prakse dječjih vrtića • Slunjski E. (2009): Dječji vrtić - Zajednica koja uči, Spektar Media d.o.o. iz Zagreb Novović, T., Mićanović, V. (2019): Predškolstvo u Crnoj Gori-od pedagoške koncepcije ka praksi, Podgorica: Zavod za udžbenike i nastavna sredstva Crne Gore, ISBN 978-86-303-2290-7, COBISSCG-ID 39427856
Examination methods	Tests, essays, presentations...
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 TEACHER EDUCATION / PARTNERSHIP OF KINDERGARTEN, FAMILY AND SCHOOL

Course:

PARTNERSHIP OF KINDERGARTEN, FAMILY AND SCHOOL/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12538	Obavezan	1	6	3+1+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	No requirements.
Aims	Development of knowledge, abilities and competences for the effective establishment of cooperation with the family.
Learning outcomes	- Understanding of different models of cooperation between family and educational institution; - assessment of the outcome of the cooperation between the family and the educational institution, especially from the point of view of the childs well-being; - understanding the key sources of motivation for parental involvement in the educational process; - understanding the key obstacles to achieving partnership cooperation between the family and the educational institution, as well as ways to overcome them; - establishing successful collaborative relationships between the family, educational institution and local community and practicing different forms of communication between them; - understanding the position and needs of the modern family and its influence on the development and upbringing of the child; - application of different strategies for monitoring and evaluating partnership cooperation of family, preschool institution and school.
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 each. Continual knowledge evaluation 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	Bio-ecological theory of human development as a context for understanding the holistic approach to child development and education.
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	The "construction" of the family (the hegemonic construction of the "ideal" family; the "normal" family...).
II week exercises	Self-reflective exercises; analysis of the consequences of the hegemonic construction of the family; The Pygmalion effect in teaching and the "null" curriculum phenomenon - analysis of examples; presentation of the students independent work (essay/seminar paper).
III week lectures	Family culture and preschool culture - prerequisites for establishing cooperation between family and kindergarten/school.
III week exercises	Presentation of the students independent work (essay/seminar paper).
IV week lectures	The concept of partnership in education.
IV week exercises	Presentation of the students independent work (essay/seminar paper).
V week lectures	Family and kindergarten/school partnership models (Hoover-Dempsey and Sandler, Hornby, Epstein...).
V week exercises	Presentation of the students independent work (essay/seminar paper).
VI week lectures	Test I
VI week exercises	Analysis of test results; presentation of the students independent work (essay/seminar work).
VII week lectures	Parents motivation for cooperation with the educational institution.
VII week exercises	Presentation of the students independent work (essay/seminar paper).
VIII week lectures	Obstacles to achieving partnership between family, kindergarten and school.
VIII week exercises	Presentation of the students independent work (essay/seminar paper).
IX week lectures	Competence of the educator for cooperation with the family; communication competences of educators for cooperation with parents.
IX week exercises	Analysis of teacher competence standards (national document Standards of competence for teachers in preschool institutions; competence standards in alternative preschool systems - Step by step, etc.); presentation of the students independent work (essay/seminar work).
X week lectures	Forms of communication between educators and parents ("traditional", modern...).
X week exercises	Analysis of examples of teacher-parent interactions; pros and cons of different forms of communication; presentation of the students independent work (essay/seminar work).
XI week lectures	Paradigms of family and kindergarten/school cooperation.
XI week exercises	Presentation of the students independent work (essay/seminar paper).
XII week lectures	Parental support as a form of cooperation between kindergarten/school and family; challenges of modern parenting.
XII week exercises	Analysis of parental support programs in the countries of the region; presentation of the students independent work (essay/seminar work).
XIII week lectures	The concept and practice of cooperation between families, kindergartens and schools in Montenegro - review of legislation (National Curriculum for Preschool Education, Laws...).
XIII week exercises	Analysis of individual case studies; interviews with kindergarten pedagogues and school teachers - analysis of kindergarten-school continuity.
XIV week lectures	Comparative overview of cooperation models in educational policies of countries in the region and some pedagogical systems: CG, SRB, HR; Step by Step, Reggio Emilia, Te Whariki).
XIV week exercises	Presentation of the students independent work (essay/seminar work).
XV week lectures	Test II
XV week exercises	Discussion on the results of the Test; presentation of the students independent work (essay/seminar work); discussion about the form of the exam, evaluation criteria, etc.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and take two tests. Students prepare one independent written work (essay) and participate in the discussion after its presentation.
Consultations	/
Literature	- Kušević, B. (2017): Nacrtajte mi jednu idealnu obitelj... Hegemonijske konstrukcije idealne obitelji u crtežima studenata pedagogije. Rasprave i članci. 309-328. - Pašalić Kreso, A. (2004): Koordinate obiteljskog odgoja. JEŽ. str. 16-22; 36-43; 87. - Maleš, D., Kušević, B. (2017): Nova paradigma obiteljskog odgoja. U Maleš, D. (ur.): Nove paradigme ranoga odgoja. Filozofski fakultet Sveučilišta u Zagrebu. str. 41-66. - Marojević, J. (2017): Od ekološke ka bioekološkoj teoriji ljudskog razvoja – čovjek i okruženje u dijalogu. Teme. XLI/1, 23-41. - Višnjić Jevtić, A., Visković, I., Rogulj, E., Bogatić, K., Glavina, E. (2018): Izazovi suradnje: Razvoj profesionalnih komptenecija odgojitelja za suradnju i partnerstvo s roditeljima. Zagreb: Alfa. - Zavod za školstvo (2016.): Standardi kompetencija za nastavnike i direktore u vaspitno-obrazovnim ustanovama. Podgorica. str. 30-42. - Tankerslay, D., Brajković, S., Handžar, S. (2012): Koraci prema kvalitetnoj praksi. Zagreb: Pučko otvoreno učilište Korak po Korak. str. 21-32. - Hornby, G. (2011): Parental Involvement in Childhood Education: Building Effective School–Family Partnership. Springer. - Zuković, S. (2013): Partnerstvo porodice, škole i zajednice – teorijski i praktični aspekti. Godišnjak Filozofskog fakulteta u Novom Sadu. str. 55-68. - Epstein, J. (2011): School, Family and Community Partnerships: Preparing Educators and Improving Schools. Westview Press. - Hoover-Dempsey, Walker, J., Sandler, H. (2005): Perents Motivations for Involvement in Their Childrens Education. In K.Patrikakou, E., Weissberg, R., Redding, S., Walberg, H. (eds.) (2005).: School-Family Partnership for Childrens Success. Teacher College Press. pp. 40-57. - Višnjić Jevtić, A. (2018): Suradnički odnosi odgojitelja i roditelja kao pretpostavka razvoja kulture zajednica odrastanje., pp. 77-110. - Hoover-Dempsey, Walker, J., Sandler, H. (2005): Perents Motivations for Involvement in Their Childrens Education. In K.Patrikakou, E., Weissberg, R., Redding, S., Walberg, H. (eds.) (2005).: School-Family Partnership for Childrens Success. Teacher College Press. pp.40-57. - Hornby, G., Lafaele, R. (2011): Barriers to Parental Involvement In Education: An Explanatory Model. Educational Review. 63/1, 37.52. - Granata,A., Mejri, O., Rizzi, F. (2016): Family-School Relationship in the Italian Infant School: Not Only a Matter of Cultural Diversity. SpringerPlus. - Višnjić Jevtić, A. (2018): Odgojiteljska samoprocjena kompetencije za suradnju sa roditeljima. (Doktorski rad) Sveučilište u Zagrebu. - Pavlović Breneselović, D. (2010): Partnerstvo u obrazovanju. Andragoške studije. 2, 123-139. - Pavlović Breneselović, D. (2014): Partnerstvo sa porodicom: tri paradigme, dva modela, jedna ili više stvarnosti. Zbornik radova sa naučnog skupa Identitet profesije pedagog u savremenom obrazovanju. str. 111-117. - Oostdam, R., Hooge, E. (2013): Making the difference with active parenting; forming educational partnerships between parents and schools. European Journal of Psychology of Education. 28, 337-351. - Visković, I. (2018): Kultura zajednica u kojoj odrasta dijete rane i predškolske dobi. Višnjić Jevtić, Visković (ur.): Izazovi suradnje. Alfa: Zagreb. Str. 15-65.
Examination methods	Forms of testing and evaluation: - Two tests with 20 points (40 points in total), - Presentation and essay defense 7 points; - Class attendance 3 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 TEACHER EDUCATION / PEDAGOGICAL MANAGEMENT

Course:

PEDAGOGICAL MANAGEMENT/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12526	Obavezan	2	6	2+1+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	No pre-conditions.
Aims	Adoption of the fundamental determinants and basis of pedagogical transformative management in educational institutions - from organizational management and functions - to the development and management of human potential Develop fundamental, professional and modern knowledge about the types and models of monitoring the quality of educational work and the connection between theory/philosophy and practice , known (and possible) docymological solutions, as well as all pedagogical aspects of the mentioned activities; understanding the importance of continuous evaluation, monitoring and application of a consistent classification of goals in the educational system.
Learning outcomes	Develop the ability to focus on fundamental problems of contemporary knowledge as well as management procedures in the formal education system. Develop basic management mechanisms for further configuring the knowledge system for different occasions, at different levels, and needs (pedagogue, student, teacher, director, parent, etc.). Develop the skills of leading and managing various micro and macro pedagogical processes in the school. They will get to know the instruments for monitoring the quality of management in education and their use, as well as the application of modern standards for ensuring the quality of work with the elements of the strategic plan for the development of educational institutions.
Lecturer / Teaching assistant	Biljana Maslovarić, PhD Jelena Ivanović Vukotić, MA
Methodology	Lectures, debates, simulations, case study analyses.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Theoretical approaches to the development of pedagogical management.
I week exercises	Debates, simulations, case study analyses.
II week lectures	Pedagogical management and change in educational practice.
II week exercises	Debates, simulations, case study analyses.
III week lectures	Pedagogical management and change in educational practice II.
III week exercises	Debates, simulations, case study analyses.
IV week lectures	Pedagogical management and change in educational practice III.
IV week exercises	Debates, simulations, case study analyses.
V week lectures	Charismatic and transformational leadership.
V week exercises	Debates, simulations, case study analyses.
VI week lectures	Ethical management and social diversity.
VI week exercises	Debates, simulations, case study analyses.
VII week lectures	Ethical management and social diversity II.
VII week exercises	Debates, simulations, case study analyses.
VIII week lectures	Practical starting points of pedagogical management.
VIII week exercises	Debates, simulations, case study analyses.
IX week lectures	Evaluation in education.
IX week exercises	Debates, simulations, case study analyses.
X week lectures	Finnish evaluation model.
X week exercises	Debates, simulations, case study analyses.
XI week lectures	Finnish evaluation model.
XI week exercises	Debates, simulations, case study analyses.
XII week lectures	Quality indicators and professional development.
XII week exercises	Debates, simulations, case study analyses.
XIII week lectures	Monitoring and evaluation: synthetic and analytical.
XIII week exercises	Debates, simulations, case study analyses.
XIV week lectures	Educational practice - external and internal evaluation of the educational system.
XIV week exercises	Debates, simulations, case study analyses.
XV week lectures	Development of strategic, action plans and institutional strategies in education.
XV week exercises	Debates, simulations, case study analyses.

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of lectures 2 hours of exercises 2 hours 40 minutes of independent work including consultations In the semester Classes and final exam: 6 hours and 40 minutes x16=106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2x 6 hours and 40 minutes = 13 hours and 20 minutes Total workload for the course 5x30=150 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours Load structure: 106 hours 40 min (Teaching) + 13 hours 20 min (Preparation) + 30 hours (Additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students are required to prepare and present one essay each and participate in the debate after the essay presentation.
Consultations	Monday 11:00 a.m. – 12:30 p.m. (337)
Literature	Olivera Knežević-Folić, Milka Oljača (2011), Pedagogical Management, Association of Pedagogical Societies of Vojvodina, Novi Sad Isak Adižes (1992), Change Management, ASEE, Novi Sad J.R. Schermerhorn, J.Campling, D.Poople, R.Wiesner (2013), Management, Wiley&Sons Australia, Ltd. Morey, D. (2001), Knowledge Management, MIT Press. Von Hoffman, C (2001), Do We Know How to Do That? Understanding Knowledge Management, Harvard Business School Press Posavac, E. J., & Carey, R. G. (2003) Program Evaluation - Methods and Case Studies. (6th ed.). New Jersey: Prentice Hall. Havelka N. And co-workers (2002): System for monitoring and evaluating the quality of education - a proposal for changes and innovations (2002-2005) In: Quality education for all - the path to a developed society Jordan, A.M. (1953), Measurement in education, New York: McGrow-Hill Matijević, M (2005) Evaluation in education, Pedagogical research, 2(2) W. Glasser (1999), Teacher in a quality school, EDUCA, Zagreb Konig, E. & Zedler, P: Theories of the science of education. - Zagreb: Educa, 2001
Examination methods	Forms of knowledge testing and assessment: (written, oral, assessment of homework and essays, volunteer work, and practice in educational institutions) - Two tests with 15 points each (Total 30 points), - Homework with 5 points, - Preparation and presentation of an essay with 10 points, - Attending classes, standing out during lectures and participating in debates 5 points - Final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks
Comment

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

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / QUALITATIVE AND QUANTITATIVE RESEARCH WITH CHILDRE

Course:

QUALITATIVE AND QUANTITATIVE RESEARCH WITH CHILDRE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12539	Obavezan	2	6	2+1+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Introducing students with quantitative and qualitative foundations of pedagogical research; training students for the application of appropriate methods, techniques and scientific research instruments. Training students to understand early childhood education research; designing and conducting research in educational practice.
Learning outcomes	After the students pass the exam, they will be able to: -recognize different scientific research methods, techniques and instruments; -identify the research problems from practice; - design simple research instruments; - take part as collaborators in the research project realization; -design and conduct research in educational practice; - has a critical and scientific attitude towards pedagogical practice.
Lecturer / Teaching assistant	Prof. dr Nikola Mijanović, PhD, Sanja Čalović Nenezić, MA
Methodology	Lectures and debates, individual work of students on preparation of scientific research instruments, consultations, regular assessment in efficient preparation for final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The basic forms of research in preschool education; quantitative and qualitative approach to research in early childhood education.
I week exercises	Differences between quantitative and qualitative approaches to research in early childhood education (group work on pre-prepared material)
II week lectures	The scientific research project and its specific qualities.
II week exercises	The purpose of the scientific research project - discussion. The choice of the research subject - discussion and the group work.
III week lectures	Structural elements of the project.
III week exercises	Structural elements of the project - the group work.
IV week lectures	Conception and classification of scientific research methods; data collection methods.
IV week exercises	Advantages and limitations of certain scientific research methods: descriptive, experimental and historical - discussion and making conclusions.
V week lectures	Action research, participatory research and ethnographic research.
V week exercises	Action research, participatory research and ethnographic research (group work - noticing specifics).
VI week lectures	The procedure of action research and reflective practice.
VI week exercises	Group work: The choice of the subject of the action research and defining an action research project - the group work.
VII week lectures	Qualitative analysis and interpretation of results.
VII week exercises	Preparation for the Mid-term exam.
VIII week lectures	The Mid-term exam 1.
VIII week exercises	Remedial Mid-term exam 1
IX week lectures	Possibilities of the experimental study in preschool.
IX week exercises	Possibilities of the experimental study in preschool - discussion about the procedure of carrying out different models of experiment. Defining the subject of the experimental research in preschool - the group work.
X week lectures	The basic scientific research techniques in preschool education.
X week exercises	Advantages and limitations of the most frequently used research techniques in preschool - discussion. The choice of the research techniques according to the beforehand defined topics and research methods - individual work on a beforehand prepared material.
XI week lectures	The scientific research instruments, types and construction.
XI week exercises	The design of the research instruments (observation protocols and assessment scale ) - the group work.
XII week lectures	Processing and interpretation of the scientific facts and data.
XII week exercises	The choice of the ways of data processing (group work according to previously prepared material).
XIII week lectures	Structure and preparation of professional and scientific work.
XIII week exercises	Structure and preparation of professional and scientific work/ Methodological practicum.
XIV week lectures	The professional-ethical codex of the research with and on children.
XIV week exercises	The professional-ethical codex of the research with and on children - the group discussion. Preparation for the mid-term exam.
XV week lectures	Mid-term exam 2.
XV week exercises	Remedial Mid-term exam 2.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the lectures, take part in discussions and take two tests. Students are supposed to individually prepare a research project on a given topic.
Consultations	Tuesday, at 14 p.m.
Literature	Banđur V. i Potkonjak N. (1999): Metodologija pedagogije, „Učiteljski fakultet“, Beograd; • Halmi A. (2003): Strategija kvalitativnih istraživanja u primijenjenim društvenim znanostima, „Naklada Slap“, Zagreb; • Cohen, L., Manion L. i Morrison, K. (2007): Metode istraživanja u obrazovanju, „Naklada Slap“, Zagreb; • Mejovšek M. (2003): Uvod u metode znanstvenog istraživanja, „Naklada Slap“, Zagreb; • Mužić V. (1986): Metodologija pedagoških istraživanja, „Zavod za izdavanje udžbenika“, Sarajevo; • Sekulić-Majurec, A. (2000): Kvantitativan i /ili kvalitativan pristup istraživanjima pedagoških fenomena – neke aktualne dileme. Napredak, 141 (3): 289-300.; • Koshy, V. (2005): Action Research for Improving Practise, London: Paul Champan Publishing, Thousand Oaks: Sage (odabrana poglavlja); • Slunjski, E. (2011): Kurikulum ranog odgoja istraživanje i konstrukcija, Školska knjiga, Zagreb; Petz, B. (2007): Osnovne statističke metode za nematematičare, „Naklada Slap“, Zagreb.
Examination methods	Forms of assesment: Tests 20 points each (40 points total), regular class attendance and activity - 3 points; the design of the scientific research project on a given topic - 7 points; final examination 50 points. The passing grade is awarded for the cumulative number at least 51 poents.
Special remarks
Comment	Students will be given the realization plan of the program of instruction 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 TEACHER EDUCATION / GAME THEORY

Course:

GAME THEORY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12540	Obavezan	2	6	2+1+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	No conditions for enrolling and attending the course
Aims	To acquaint students with the reasons for the emergence of games, their basic characteristics, essence, and significance, and their functions in the educational process. To enable students to think critically, conduct comparative analyses of different types of games, and create interactive game activities in early education.
Learning outcomes	After passing this exam, the student will be able to: 1. Understand the role of educators in relation to childrens play, 2. Understand the basic characteristics and properties of childrens play, 3. Apply appropriate games to encourage the development of motor activities in children of various ages, 4. Understand and apply different activities that promote the proper development of children, 5. Create interactive play activities in early education.
Lecturer / Teaching assistant	Prof. dr Dusko Bjelica
Methodology	Lectures, debates, exercises, seminar papers, consultations, assessments.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Essence and importance of play; Properties and characteristics of childrens play
I week exercises
II week lectures	Historical development of play
II week exercises
III week lectures	Views of famous theorists on the phenomenon of play
III week exercises
IV week lectures	Contemporary theories of play
IV week exercises
V week lectures	Types and classification of games
V week exercises
VI week lectures	Games of preschool children
VI week exercises
VII week lectures	Midterm I
VII week exercises
VIII week lectures	Functions of play; Sociological determinants of play
VIII week exercises
IX week lectures	Play and psychological development
IX week exercises
X week lectures	Expression of intelligence through play
X week exercises
XI week lectures	Contribution of play to emotional health
XI week exercises
XII week lectures	Directing the development of a childs personality through play
XII week exercises
XIII week lectures	The role of educators in relation to childrens play
XIII week exercises
XIV week lectures	Methodological aspects in the implementation of games
XIV week exercises
XV week lectures	Midterm II
XV week exercises

Student workload	Weekly: 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of lectures 1 hour of exercises 3 hours and 40 minutes of individual student work (preparation for laboratory exercises, for midterms, completion of homework) including consultations
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, cover assigned topics, pass 2 quizzes, complete a seminar paper, and participate in exercises.
Consultations	Consultations: Tuesday, 09:00 h
Literature	Bjelica, D., Krivokapić, D. Teorija igre, Podgorica-Nikšić, 2011. Osnovni udžbenik UCG. Kamenov, E. Intelektualno vaspitanje kroz igru, Bgd, 1986. Saton-Smit, B. Igračke i kultura, Bgd, 1989. Tomić, D. Vaspitanje igrom, Bgd. Tomić, D. Elementarne igre. Bjelica, D. Teorija igre, Bilješke. Eljkonjin, D. B. Psihologija dječije igre, Bgd, 1990. Marjanović, A. Dečje jezičke igre, Bgd, 1990.
Examination methods	Two midterms worth 22 points each. Seminar paper preparation up to 6 points. Final exam 50 points. A passing grade is obtained if at least 50 points are cumulatively gathered.
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 TEACHER EDUCATION / PROFESSIONAL PEDAGOGICAL PRACTICE IN PRESCHOOL

Course:

PROFESSIONAL PEDAGOGICAL PRACTICE IN PRESCHOOL/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12541	Obavezan	2	6	2+2+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	There are no conditions for registering and hearing the case.
Aims	Acquaintance of students with: modern strategies in the organization of work in a preschool-kindergarten, models of cooperation with parents, methods of identifying various problems in practice, organization of action research and training for carrying it out in practice, interpretation of obtained results.
Learning outcomes	- Applies modern strategies in professional and scientific development. - Demonstrates and applies the ability for a qualitatively higher level of interpretation and evaluation of research data within the professional and scientific field of work. - Demonstrates the ability to successfully cooperate with parents and a team of experts in the school and community. - 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. - Independently conducts research activities in practice.
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	Contemporary strategies in the organization of educational work in kindergarten.
I week exercises	Contemporary strategies in the organization of educational work in kindergarten. (hospitalization at a preschool institution and application of modern strategies in practical activities in kindergarten)
II week lectures	Strategies and concepts of preschool institution work.
II week exercises	Strategies and concepts of preschool institution work. (practical analysis)
III week lectures	Individual counseling work with parents.
III week exercises	Individual counseling work with parents. (hosting parent meetings in kindergarten)
IV week lectures	Cooperation with parents - to hold a parents meeting, a school for parents under the guidance of a mentor.
IV week exercises	Cooperation with parents - to hold a parents meeting, a school for parents under the guidance of a mentor. (practical activity in holding a parents meeting under the mentorship of a teacher)
V week lectures	Cooperation with members of the professional team and educators on a selected joint task.
V week exercises	Cooperation with members of the professional team and educators on a selected joint task. (assistance at meetings of professional teams in kindergarten, analysis of completed tasks)
VI week lectures	Organization of seminars, gatherings, professional and scientific gatherings in cooperation with other institutions.
VI week exercises	Organization of seminars, gatherings, professional and scientific gatherings in cooperation with other institutions. (attendance at a seminar, professional training, etc. in kindergarten)
VII week lectures	I colloquium
VII week exercises	Analysis of realized activities
VIII week lectures	Identification of problems at the nursery and preschool level.
VIII week exercises	Identification of problems at the nursery and preschool level. (hospitalization of different age groups in the kindergarten and identification of present problems in practice)
IX week lectures	Continuity and discontinuity between knowledge and its application in concrete educational practice.
IX week exercises	Continuity and discontinuity between knowledge and its application in concrete educational practice. (analysis of observed continuities and discontinuities in practice)
X week lectures	Organization of action research and projects aimed at internal change.
X week exercises	Organization of action research and projects aimed at internal change. (Preparation and creation of an action research model in kindergarten)
XI week lectures	Research in practice, identification of appropriate work methods by analysis and interpretation of results.
XI week exercises	Research in practice, identification of appropriate work methods by analysis and interpretation of results. (realization of practical research tasks)
XII week lectures	Interpretation and evaluation of research data within the professional and scientific field.
XII week exercises	Interpretation and evaluation of research data within the professional and scientific field. (presentation of obtained research data)
XIII week lectures	II colloquium
XIII week exercises	Presentation of research results
XIV week lectures	Independent implementation of research activities in a preschool institution and interpretation of the results.
XIV week exercises	Independent implementation of research activities in a preschool institution and interpretation of the results. (formation of research results in the form of a paper)
XV week lectures	Final exam.
XV week exercises	Summarizing the achieved results

Student workload	Studenti su obavezni da pohađaju praksu, aktivno učestvuju u različitim oblicima vaspitno-obrazovnog rada u školi, pišu, predaju i obrazlažu svoja zapažanja o radnoj praksi, aktivno učestvuju u diskusiji, rade dva kolokvijuma prema planu u semestru. Takođe, obavezni su da vrše hospitacije, realizuju sve planirane aktivnosti.
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend practice, actively participate in various forms of educational work in kindergarten, identify problems in practice, plan and implement action research in practice, interpret results, write, present and explain their observations about work practice, actively participate in discussions , 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 p.m
Literature	- Jensen, (2004). Poučavanje s mozgom na umu, Časopis Pedagogijska istraživanja. Zagreb: Hrvatsko pedagogijsko društvo i Školska knjiga - Mićanović, V., Novović, T. (2016). Metodičke pretpostavke inkluzivne nastave (predškolski i ranoškolski kontekst), Nikšić: Filozofski fakultet - Mićanović, V. & Novović, T. (2015). Dimensions of Preschool Education Environment in Montenegro, Croatian Journal of Education, Zagreb: Faculty of Teacher Education University of Zagreb. 17(3), 891-923 - Goldberg, S. (2003). Razvojne igre za predškolsko dijete. Zagreb: Ostvarenje d.o.o. - Ferrucci, P. (2000). Što nas uče djeca. Učeći ih, učimo od njih. Zagreb:Algoritam
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 research activity and interpretation of results with 10 points - Final exam with 50 points.
Special remarks	Preschool upbringing and education. Academic master study programs of the FACULTY OF PHILOSOPHY (studies last 4 semesters, 120 ECTS credits). Due to the continuous monitoring of progress, the student is obliged to adhere to the schedule of activities in the training room and the faculty.
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 TEACHER EDUCATION / EDUCATION FOR SUSTAINABLE DEVELOPMENT AT PRESCHOOL AGE

Course:

EDUCATION FOR SUSTAINABLE DEVELOPMENT AT PRESCHOOL AGE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12542	Obavezan	2	6	2+2+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	No prior conditions.
Aims	Getting to know the most important theories and challenges in the field of sustainable development (SD). Acquiring knowledge about the connection between economic, social and environmental development, as well as their mutual relationship in OR. The application of the basic concepts of an interdisciplinary approach and the processing of the relationship between the economy, society and the environment, general health, equality, social cohesion, the prevailing lifestyle and the integration of all principles, values and practices in the sphere of education with a special emphasis on the development of social equality and cohesion: the improvement of democratic , a social, healthy, safe society that respects basic rights, responsibilities in the local and global context, gender equality, cultural diversity, equal opportunities and shared responsibility.
Learning outcomes	Raising the competence of future teachers for the implementation of the philosophy of sustainable development and improving the application of the basic contents of sustainable development in preschool education and training; development of critical and creative thinking in order to create appropriate measures for a sustainable future, environmental integrity, economic sustainability and building a just society for current and future generations.
Lecturer / Teaching assistant	Biljana Maslovarić, PhD Jelena Ivanović Vukotić, MA
Methodology	Lectures, debates, simulations, workshops, case studies.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The place and role of education for sustainable development.
I week exercises	Debates, simulations, workshops, case studies.
II week lectures	Principles of sustainable development.
II week exercises	Debates, simulations, workshops and case studies.
III week lectures	Sustainable development and education - national and international regulation.
III week exercises	Debates, simulations, workshops and case studies.
IV week lectures	Social challenges and changes in educational practice.
IV week exercises	Debates, simulations, workshops and case studies.
V week lectures	Key competences in education for sustainable development.
V week exercises	Debates, simulations, workshops and case studies.
VI week lectures	Transformative Education - Education for Social Justice I
VI week exercises	Debates, simulations, workshops and case studies.
VII week lectures	Transformative education - Education for social justice II
VII week exercises	Debates, simulations, workshops and case studies.
VIII week lectures	Transformative education - Education for social justice III
VIII week exercises	Debates, simulations, workshops and case studies.
IX week lectures	Elements of social justice - against prejudice and stereotypes.
IX week exercises	Debates, simulations, workshops and case studies.
X week lectures	Forms of oppression.
X week exercises	Debates, simulations, workshops and case studies.
XI week lectures	Forms of oppression II.
XI week exercises	Debates, simulations, workshops and case studies.
XII week lectures	The concept of problem setting - building critical awareness.
XII week exercises	Debates, simulations, workshops and case studies.
XIII week lectures	Upbringing and education in preschool institutions for SD.
XIII week exercises	Debates, simulations, workshops and case studies.
XIV week lectures	The concept of problem setting - building critical awareness.
XIV week exercises	Debates, simulations, workshops and case studies.
XV week lectures	Sustainable development and areas of activity in preschool education.
XV week exercises	Debates, simulations, workshops and case studies.

Student workload	Weekly: 3 credits x 40/30 = 4 hours Load structure: 2 hours of lectures 2 hours of independent work including consultations. In the semester: Classes and final exam: 4 hours x 16 = 60 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (4 hours) = 8 hours Total workload for the course 3x30 = 90 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 a.m. to 10 p.m. (remaining time from the first two items to the total workload for the course) Load structure: 60 hours (teaching) + 8 hours (preparation) + 22 hours (additional work).
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students are required to prepare and present one essay each and participate in the debate after the essay presentation.
Consultations	Wednesday 11:00 a.m. – 12:30 p.m. (336)
Literature	Aber, John, Kely, Tom & Mallory, Bruce (eds.), (2009), The Sustainable Learning Community, University of New Hampshire Press Association of University Leaders for a Sustainable Future Kahn, R. (2010), Critical Pedagogy, Ecoliteracy, & Planetary Crisis, The Ecopedagogy Movement, New York: Peter Lang Publishing Inc Harris, M.J. et al. (2001) A Survey of Sustainable Development: Social and Economic Dimensions, Island Press, London. Paulo Freire (2002), Pedagogy of the Disenfranchised, OBRAZ, Zagreb
Examination methods	- Two tests with 15 points each (Total 30 points), - Homework with 5 points, - Preparation and presentation of an essay with 10 points, - Attending classes, standing out during lectures and participating in debates 5 points - Final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks
Comment

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

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / INTERACTION AND COMMUNICATION

Course:

INTERACTION AND COMMUNICATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13474	Izborni	3	6	1+3+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	There are no requirements for registering and listening to the subject.
Aims	Mastering the contents and skills necessary for quality recognition and use of all the specifics of the communication process, as a prerequisite, but also the effect of successful interactions.
Learning outcomes	After passing the exam, the student will be able to: • Value the importance of interaction and communication for the educational process • Explain the nature and elements of the communication process • Analyze communication situations in educational work • Interpret his role as an educator in communication situations in educational work • Realizes program tasks as a team and thus improves the communication climate in the work.
Lecturer / Teaching assistant	Katarina Todorovic, PhD
Methodology	Lectures and debates. Preparation of one seminar paper on a given topic from one of the content areas of the course and presenting it. Studying for the test and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Acquaintance of students with the work program and upcoming obligations.
I week exercises	Instructing students in the technical characteristics of the seminar work, the way of formatting, the use of literature and the correct way of quoting, paraphrasing and writing down the bibliographic units used.
II week lectures	Theoretical foundations of interactivity in the process of work.
II week exercises	Terminological definition of interactivity.
III week lectures	Characteristics of interactive educational work.
III week exercises	Presentation of examples of different characteristics of interactive educational work based on the prepared material.
IV week lectures	Critical theory of teaching communication and cybernetic-informatics theory.
IV week exercises	Critical theory of teaching communication and cybernetic-informatics theory.
V week lectures	Interaction, communication and Communicology.
V week exercises	Studying communication in organized educational work.
VI week lectures	The importance of communication for human development.
VI week exercises	The influence of interactions and communication on human development in the prenatal and postnatal period.
VII week lectures	The nature of communication in educational work.
VII week exercises	Types of context as prerequisites for adequate communication.
VIII week lectures	Types of communication.
VIII week exercises	Different criteria for defining communication.
IX week lectures	Verbal communication in the educational process.
IX week exercises	The use of words, questions, silence and humor in educational work.
X week lectures	Non-verbal communication in the educational process.
X week exercises	Functions, aspects and types of non-verbal communication.
XI week lectures	Listening in educational work and barriers in the communication process.
XI week exercises	Active listening and removing barriers - a prerequisite for adequate communication.
XII week lectures	Types of messages and their effect on the nature of interactivity.
XII week exercises	Practicing different types of messages from educational work and their analysis.
XIII week lectures	Metacommunication.
XIII week exercises	Meaning of codes and communication about communication.
XIV week lectures	Systematization of the material and preparation for the knowledge test/colloquium.
XIV week exercises	Knowledge test/colloquium.
XV week lectures	Analysis of the completed knowledge test/colloquium with additional systematization of the material and preparation for the remedial knowledge test/colloquium.
XV week exercises	Remedial knowledge test/colloquium.

Student workload	Weekly: 5 credits x 40/30 = 6 hours and 40 minutes Structure: 1 hour of theoretical lectures 1 hour of practical lectures 1 hour of exercises 3 hours and 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 Additional work for preparation exam 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 load for the courses) Load structure: 106 hours and 40 min. (Teaching) + 13 hours and 20 min. (Preparation ) + 30 hours (Additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 1 sat(a) theoretical classes 0 sat(a) practical classes 3 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a knowledge test/colloquium. Students prepare one seminar paper each and participate in the debate after its presentation.
Consultations	In accordance with the organization of teaching at postgraduate studies.
Literature	Brajša, P., (1994) Pedagoška komunikologija, Školske novine, Zagreb • Roeders, P., (2003) Interaktivna nastava, Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu • Reardon, Kathleen K., (1998) Interpersonalna komunikacija, prevod: Prof. dr Pavao Novosel, Alinea, Zagreb • Trebjesanin, Z i Zikic, B. (2015) Neverbalna komunikacija, Zavod za udzbenike, Beograd • Vilotijević, N., (2008) Interaktivna nastava, Učiteljski fakultet, Vranje
Examination methods	The following are graded: - Knowledge test/colloquium 30 points, - Seminar paper 21 points, - Final exam 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 TEACHER EDUCATION / COMPARATIVE EDUCATIONAL POLICY IN PRESCHOOL EDUCATION

Course:

COMPARATIVE EDUCATIONAL POLICY IN PRESCHOOL EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13348	Obavezan	3	6	2+1+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	There are no requirements for registering and listening to the subject.
Aims	Acquaintance of students with the reasons for the emergence and ways of branching out of modern pedagogical directions, and modern philosophical aspirations in education; Acquainting students with the basic characteristics of various modern pedagogical directions and theoretical systems of prominent representatives of certain directions; Training students for critical reflection and comparative analysis of contemporary pedagogical and philosophical understandings and theories.
Learning outcomes	After passing the exam, the student will be able to: - Describe and explain the basics of individual educational systems; - Explain the concept of equality of educational opportunities and its application in practice; - Analyzes the phenomenon of knowledge as a factor in the development of society; - Explains the curriculum development process from the point of view of quality assurance in education; - Defines and analyzes different knowledge verification and certification systems (national and international) as well as systems of ensuring, monitoring and quality control of the educational system; - Comparatively analyzes the reform strategies of different educational systems.
Lecturer / Teaching assistant	dr Jelena Perunović-Samardžić
Methodology	P/V/O/Pz

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Getting to know, preparing and enrolling in the semester
I week exercises	Getting to know, preparing and enrolling in the semester
II week lectures	Introduction to educational systems
II week exercises	Introduction to educational systems
III week lectures	Basics of selected educational systems
III week exercises	Basics of selected educational systems
IV week lectures	Equality of educational opportunities
IV week exercises	Equality of educational opportunities
V week lectures	Knowledge as a factor in the development of society
V week exercises	Knowledge as a factor in the development of society
VI week lectures	Education of teaching staff - development and management
VI week exercises	Education of teaching staff - development and management
VII week lectures	Knowledge testing systems and different forms of knowledge certification
VII week exercises	Knowledge testing systems and different forms of knowledge certification
VIII week lectures	I knowledge test / colloquium
VIII week exercises	I knowledge test / colloquium
IX week lectures	National and international knowledge testing systems
IX week exercises	National and international knowledge testing systems
X week lectures	Systems of ensuring, monitoring and controlling the quality of the educational system
X week exercises	Systems of ensuring, monitoring and controlling the quality of the educational system
XI week lectures	Early education development strategies
XI week exercises	Early education development strategies
XII week lectures	Curriculum development and quality
XII week exercises	Curriculum development and quality
XIII week lectures	Involvement of the family and the local community in the educational process
XIII week exercises	Involvement of the family and the local community in the educational process
XIV week lectures	Comparative analysis of reform strategies of different educational systems
XIV week exercises	Comparative analysis of reform strategies of different educational systems
XV week lectures	Final exam
XV week exercises	Final exam

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes During the semester Classes and final exam: 6 hours and 35 minutes x 16 = 106 hours and 25 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (6 hours and 25 minutes) = 12 hours and 50 minutes 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 25 minutes. (teaching) + 12 hours and 50 minutes. (preparation) + 30 hours (Supplementary work) Structure: 2 hours of lectures 1 hour of exercises 3 hours and 35 minutes of independent work, including consultation
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	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
Literature	Literature - tension: all the listed literature is available at the Faculty of Philosophy of the NK: • Gudjons, H. Pedagogy - fundamental knowledge. - Zagreb: Educa, 1994; • Kej, E. »Century of the child« .- Zagreb: Educa, 2000; • Milić, S.: The importance and specific role of early education.- In the Collection: Montenegro in the XXI century - in the era of competitiveness - subproject Education. - Podgorica: Montenegrin Academy of Sciences and Arts, 2010; • Milić, S.: Initial education of teaching staff in Montenegro .- In Collection: Montenegro in the XXI century - in the era of competitiveness - sub-project Education .- Podgorica: Montenegrin Academy of Sciences and Arts, 2010; • Popović, D.: Professional development and changed roles of teachers .- In Collection: Montenegro in the XXI century - in the era of competitiveness - subproject Education .- Podgorica: Montenegrin Academy of Sciences and Arts, 2010; • Milić, S.: Individualized educational process - Podgorica: Pedagogical Center of Montenegro, 2004; • Kašćelan, V.: Education for democratic citizenship and the development of democratic values .- In Collection: Montenegro in the XXI century - in the era of competitiveness - sub-project Education .- Podgorica: Montenegrin Academy of Sciences and Arts, 2010; • Jaćimović, Ž.: Control of the quality of education and individual achievements .- In Collection: Montenegro in the XXI century - in the era of competitiveness - sub-project Education .- Podgorica: Montenegrin Academy of Sciences and Arts, 2010; • Armstrong, T.: The best schools - how human development research can direct pedagogical practice. - Zagreb: Educa, 2008; • Rado, P.: Transition in Education.- Budapest: Institute for Educational Policy, 2001; • Keeley, B: Human Capital - How what you know shapes your life. - Zagreb: Educa, 2009; • Bassler, T.: Learning to Change - The Experience of Transforming Education in South Eats Europe. - Budapest: Central European University Press, 2006; • Convery, A. et al: Pupils Perception of Europe - Identity and Education. - London: Cassell, 1997; • Volansky, A.: The Pendulum Syndrome – Centralization and Decentralization of Education of England and Wales .- Tel Aviv: Ramot Publishing – Tel-Aviv University, 2003; • Volansky, A. & Friedman, I.A.: School-Based Management – An International Perspective .- Tel Aviv: Ministry of Education, 2003; • Gutek, G.L.: Philosophical and Ideological Voices in Education.- Boston: Pearson Education Inc, 2004; • Hudson, B., Zgaga, P., Astrand, B.: Advancing Quality Cultures for Teachers Education in Europe – Tensions and Opportunities.- Umea: Umea University, 2010; • Mitrović, D.: Comparative pedagogy. - Sarajevo: Veselin Masleša, 1979. • Dewey, J.: The School and Society - The Child and the Curriculum .- Chicago: The University of Chicago Press, 1990; • Brofenbrener, J: "Ecology of human development" .- Belgrade: Institute for textbooks and teaching aids, 1997; • Hentig, H.V.: »Humane school: school of thinking in a new way«.- Zagreb: Educa, 1997;
Examination methods	The following are evaluated: - Two tests with 15 points (Total 30 points), - Emphasis during lectures and participation in debates 5 points: Essay with 15 points, - Final exam with 50 points. - A passing grade is obtained if at least 55 points are accumulated cumulatively
Special remarks
Comment

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

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / EVAULACIJA PREDŠKOLSKE USTANOVE

Course:

EVAULACIJA PREDŠKOLSKE USTANOVE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13349	Obavezan	3	6	2+2+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	No pre-conditions.
Aims	Develop basic, professional and contemporary knowledge about the types and models of monitoring the quality of educational work and the connection of theory/philosophy and practice with all pedagogical aspects of the mentioned activities; understanding the importance of continuous evaluation, monitoring and application of consistent classification of educational goals as the most important areas of human development (cognitive, affective and psychomotor).
Learning outcomes	Getting to know students and their ability to apply modern standards to ensure the quality of kindergarten/school work, curriculum - programs/areas of work. At the same time, students will be trained in self-evaluation procedures and checking a set of instruments and standards for encouraging the quality of childrens achievement, which can be applied in daily work in kindergarten/school.
Lecturer / Teaching assistant	Biljana MAslovarić, PhD Jelena Ivanović Vukotić, MA
Methodology	Lectures, debates, simulations, work on available evaluation instruments.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Development of generic concept evaluation.
I week exercises	Debates, simulations, work on available evaluation instruments.
II week lectures	Quality standards for the evaluation of an educational institution.
II week exercises	Debates, simulations, work on available evaluation instruments.
III week lectures	Quality standards for evaluation of educational institutions II.
III week exercises	Debates, simulations, work on available evaluation instruments.
IV week lectures	Types of information necessary for a good evaluation of an educational institution.
IV week exercises	Debates, simulations, work on available evaluation instruments.
V week lectures	Perspectives of evaluation of school programs.
V week exercises	Debates, simulations, work on available evaluation instruments.
VI week lectures	Evaluation in relation to program objectives.
VI week exercises	Debates, simulations, work on available evaluation instruments.
VII week lectures	Application of different evaluative approaches: systems, investments - profit in education.
VII week exercises	Debates, simulations, work on available evaluation instruments.
VIII week lectures	Criteria, critical questions and evaluation of education programs.
VIII week exercises	Debates, simulations, work on available evaluation instruments.
IX week lectures	Criteria, critical issues and evaluation of education programs II.
IX week exercises	Debates, simulations, work on available evaluation instruments.
X week lectures	Interpretation of the obtained results. Evaluation as an interpretive process of evaluating school results.
X week exercises	Debates, simulations, work on available evaluation instruments.
XI week lectures	Cognitive and affective processes in evaluation.
XI week exercises	Debates, simulations, work on available evaluation instruments.
XII week lectures	Evaluation and improvement of the preschool institution/school.
XII week exercises	Debates, simulations, work on available evaluation instruments.
XIII week lectures	Evaluation and improvement of preschool institution/school work II.
XIII week exercises	Debates, simulations, work on available evaluation instruments.
XIV week lectures	National and international comparability of evaluation of educational institutions.
XIV week exercises	Debates, simulations, work on available evaluation instruments.
XV week lectures	National and international comparability of evaluation of educational institutions II.
XV week exercises	Debates, simulations, work on available evaluation instruments.

Student workload	Weekly: 3 credits x 40/30 = 4 hours Load structure: 2 hours of lectures 2 hours of independent work including consultations In the semester: Classes and final exam: 4 hours x 16 = 60 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (4 hours) = 8 hours Total workload for the course 3x30 = 90 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 a.m. to 10 p.m. (remaining time from the first two items to the total workload for the subject) Load structure: 60 hours (teaching) + 8 hours (preparation) + 22 hours (additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the presentation of the essay.
Consultations	Wednesday 12.30 pm (336)
Literature	Gronlund, N.E.: measurement and evaluation in teaching .- New York: macmillan Pub. Co., 1981. Rado, P.: Transition in education. - Bihać: Pedagoški zavod, 2002. Konig, E. & Zedler, P: Theories of the science of education. - Zagreb: Educa, 2001. Pešić, M.: Evaluation of preschool educational programs - Institute for textbooks and teaching aids, Belgrade Posavac, E. J., & Carey, R. G. (2003) Program Evaluation - Methods and Case Studies. (6th ed.). New Jersey: Prentice Hall. Havelka N. And co-workers (2002): System for monitoring and evaluating the quality of education - a proposal for changes and innovations (2002-2005) In: Quality education for all - the path to a developed society Matijević, M (2005) Evaluation in education, Pedagogical research, 2(2) W. Glasser (1999), Teacher in a quality school, EDUCA, Zagreb Konig, E. & Zedler, P: Theories of the science of education. - Zagreb: Educa, 2001. Pešić, M (1987).: Evaluation of preschool educational programs - Institute for textbooks and teaching aids, Belgrade Improving the quality of work by applying the ISSA Pedagogical Standards - a manual for educators (2014) Podgorica, Pedagogical Center of Montenegro
Examination methods	Two tests with 20 points (Total 40 points), Emphasis during lectures and participation in debates 5 points: Essay with 10 points, Final exam with 45 points. A passing grade is obtained if at least 55 points are accumulated cumulatively
Special remarks
Comment

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

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / MATH GAMES

Course:

MATH GAMES/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13350	Obavezan	3	6	1+2+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	There are no conditions for applying and hearing the case.
Aims	Introducing students to: a modern approach to learning through play, different mathematical game activities, ways to create an environment suitable for learning, didactic tools, materials and toys for developing logical abilities and intelligence, different models of mathematical games.
Learning outcomes	- It applies a modern approach to learning through play - Organizes space for mathematical game activities - Plans the development of childrens abilities through mathematical games - Plans the development of mathematical concepts through game activities - Designs work material for various educational activities through play
Lecturer / Teaching assistant	Prof. dr Veselin Mićanović, M.Sc Marijana Blečić
Methodology	Practical lectures and discussions, individual activity and engagement of students at school, independent work, doing school practice, consultations, ongoing knowledge testing, internships.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Contemporary approaches to learning through play
I week exercises	Contemporary approaches to learning through play
II week lectures	Creating an environment conducive to learning
II week exercises	Creating an environment conducive to learning
III week lectures	Mathematical game activities
III week exercises	Mathematical game activities
IV week lectures	Encouraging childrens creativity through mathematical games
IV week exercises	Encouraging childrens creativity through mathematical games
V week lectures	Didactic tools, materials and toys
V week exercises	Didactic tools, materials and toys
VI week lectures	Logic games
VI week exercises	Logic games
VII week lectures	I colloquium
VII week exercises	Presentation of results
VIII week lectures	Mathematical games with sensorimotor combinations
VIII week exercises	Mathematical games with sensorimotor combinations
IX week lectures	Mathematical games with numerical operations
IX week exercises	Mathematical games with numerical operations
X week lectures	Math games with geometric shapes
X week exercises	Math games with geometric shapes
XI week lectures	Classification and serialization games
XI week exercises	Classification and serialization games
XII week lectures	Spatial relation games. Comparison, evaluation and measurement through play
XII week exercises	Spatial relation games. Comparison, evaluation and measurement through play
XIII week lectures	II colloquium
XIII week exercises	Presentation of results
XIV week lectures	Games and worksheets in intellectual education
XIV week exercises	Games and worksheets in intellectual education
XV week lectures	Final exam
XV week exercises	Summarizing the achieved results

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 1 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, actively participate in planned activities, do homework, write, submit and justify their essays, actively participate in discussions, and do two colloquiums according to the plan in the semester.
Consultations	Wednesday 12:30 p.m
Literature	- Jensen, E. (2004) Different brains different students, Zagreb: Educa. - Landi, G. K. (2007) Get students interested in learning. Belgrade: Creative Center Kamenov, E. (2010) The wisdom of the senses. Novi Sad: DRAGON. Rajović, R. (2010) NTC learning system. Vršac: College of Vocational Studies for Teacher Education. - Marzano, J. R., Pickering, J. D., Pollock, E. J. (2006) Teaching strategies. Zagreb: Educa
Examination methods	- Regular attendance and activity in class with 5 points - Homework with 5 points, - Two colloquiums with 15 points each (30 points in total), - Preparation and presentation of an essay/seminar 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 master study programs of the FACULTY OF PHILOSOPHY (studies last 4 semesters, 120 ECTS credits)
Comment	Grades: A (91-100); B (81-90); C (71-80); D (61-70); E (51-60)

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 TEACHER EDUCATION / PICTURE BOOK AND ILLUSTRATED BOOK

Course:

PICTURE BOOK AND ILLUSTRATED BOOK/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13351	Obavezan	3	6	1+2+0

Programs	PRESCHOOL TEACHER EDUCATION
Prerequisites	There are no requirements for registering and listening to the subject.
Aims	/
Learning outcomes	Upon completion of basic studies, the student will be able to: - demonstrate abilities for various forms of linguistic, artistic and graphic expression and action (generic competences) - use various forms of linguistic and artistic expression in the curricula of early and preschool education and education - understands the reflections and articulation of values and attitudes that correspond to the high art standards of canonical illustrators - explains/analyzes the importance and purpose of using picture books and illustrated books at preschool age. - prepare and present an activity using picture books and illustrated books, - explain the use of picture books and illustrated books in working with children of preschool age.
Lecturer / Teaching assistant	Dušanka Popović, PhD
Methodology	Lectures and discussions. Preparation of one essay on a given topic from one of the content areas of the course. Presentation and presentation of picture books and illustrated books by Montenegrin authors, preparation for tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Picture book and illustrated book - theoretical propositions
I week exercises	Basic differences between a picture book and an illustrated book
II week lectures	Types of art. Art and the child: story - illustration - child. Narration; narrative time; relationship to illusion and reality: illustration. Analysis of textbooks and illustrated books Child-reader and illustration.
II week exercises	Analysis of textbooks and illustrated books
III week lectures	The child reader and illustration. Signals in the text that orient childrens reception (Rabinowitz).
III week exercises	Analysis of picture books and illustrated books - text aspect
IV week lectures	Spatial and temporal arts; child and hypertext: the sum of space and time or a new value?
IV week exercises	Child and hypertext - literature analysis
V week lectures	Illustration in the book (illustrator and master of reproduction) - the importance of illustration for the experience and understanding of the story.
V week exercises	Analysis of picture books and illustrated books - aspect of illustrations
VI week lectures	History of the illustrated book; famous illustrators of works for children: Gustav Dore, Grandville Caldecott, Greenway, Crane.
VI week exercises	Illustrations by famous illustrators - comparison
VII week lectures	History of the illustrated book; congenial illustrators: Alice – John Tenniel, Winnie – EH Shepard, Emil – Walter Trier, Walt Disney.
VII week exercises	Creation of poetic picture books (teacher) - analysis and interpretation
VIII week lectures	Authors-illustrators: Edward Lear, Hugh Lofting, Howard Pyle, Saint Exupery.
VIII week exercises	Creation of poetic picture books (children) - analysis and interpretation
IX week lectures	Picture book - the first childrens book. The shape and size of the first picture book.
IX week exercises	Creative ways of reading and experiencing picture books.
X week lectures	Types of picture books according to use. Types of picture books according to the age of the child.
X week exercises	Creation of informative picture books - teacher and children
XI week lectures	Symbolic and problematic picture book. Problem and multimedia picture book.
XI week exercises	Presentation of poetic picture books
XII week lectures	Picture book functions; Educational values of picture books.
XII week exercises	Presentation of informative picture books
XIII week lectures	Knowledge test / colloquium
XIII week exercises	Analysis of test results; repair
XIV week lectures	Kriterijumi za izbor slikovnice; Metodički pristup slikovnici i ilustrovanoj priči.
XIV week exercises	Metodički pristup slikovnici i ilustrovanoj priči - grupna izrada i prezentacija.
XV week lectures	Montenegrin picture books - topics and authors
XV week exercises	Presentations of Montenegrin authors (picture books and illustrated books)

Student workload	Weekly: 5 credits x 40/30 = 6 hours and 40 minutes Structure: 1 hour of theoretical lecture 1 hour of practical lecture 2 hours 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 Additional 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) Workload structure: 106 hours and 40 minutes (Teaching) + 13 hours and 20 minutes (Preparation) + 30 hours (Supplementary work).
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 1 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and take one test; they write a seminar paper, prepare presentations and participate in a discussion about what was done.
Consultations	In the middle and at the end of the semester and according to needs.
Literature	Literatura: Meyer, S. (1997). A Treasury of Great Childrens Books Illustrators, NewYork: Harry N. Abrams Majhut, Berislav. (1996). Ilustracije u knjižnici za mladež HPKZ-a do 1918.. Umjetnost i dijete 28 (1-3), 65-79 Majhut, Berislav (2010). O ilustracijama. U Vinko Brešić (Ur.), Sabrana djela Ivane brlić-Mažuranić (str. 221-243). Zagreb: Ogranak Matice hrvatske Slavonski Brod Preporučena dopunska literatura: Zalar, D., Kovač-Prugovečki, S. i Zalar, Z. (2009). Slikovnica i dijete II. Zagreb. Golden marketing-Tehnička knjiga. Carpenter, H. andPrichard, M. (1995) The Oxford Companion to Childrens Literature, Oxford: Oxford University Press
Examination methods	Class attendance and class activity: 10 points; seminar paper: 15 points; presentation: 10 points; colloquium: 15 points; final exam: 50 points, a passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks	/
Comment	Students will receive the curriculum implementation plan 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

Accesibility Adjustments

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / STATISTICAL ANALYSIS

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / ORGANIZATION OF FREE TIME AND MEDIA CULTURE

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / INTRODUCTION TO THE METHODOLOGY OF PEDAGOGICAL RESEARCH

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / EARLY CHILDHOOD PEDAGOGY

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / PARTNERSHIP OF KINDERGARTEN, FAMILY AND SCHOOL

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / PEDAGOGICAL MANAGEMENT

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / QUALITATIVE AND QUANTITATIVE RESEARCH WITH CHILDRE

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / GAME THEORY

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / PROFESSIONAL PEDAGOGICAL PRACTICE IN PRESCHOOL

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / EDUCATION FOR SUSTAINABLE DEVELOPMENT AT PRESCHOOL AGE

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / INTERACTION AND COMMUNICATION

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / COMPARATIVE EDUCATIONAL POLICY IN PRESCHOOL EDUCATION

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / EVAULACIJA PREDŠKOLSKE USTANOVE

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / MATH GAMES

Faculty of Philosophy / PRESCHOOL TEACHER EDUCATION / PICTURE BOOK AND ILLUSTRATED BOOK

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