The theory of reception in the study of literature is based on the knowledge that the reader is an indispensable actor in the realization of a literary work, as well as in the process of its spiritual form. A literary work of art can come to life and realize its true function only if the one receiving it understands and experiences it in the right way, if he manages to interpret and adopt the message that the writer sends him through the work. There is therefore a common opinion that the writer and the reader jointly create and revive the wonderful world of literary art. This paper points out the importance of educating early primary school students for the proper reception, understanding and emotional experience of a literary text. The precondition to achieve success in this endeavor, is that students successfully master the skill of reading and familiarize themselves in a comprehensive way with the different types of reading. Modern schooling also sets an important task for the teacher, which is to motivate students to read and experience literary works; and above all to encourage and help students develop their own internal motivation to read.

Уводна разматрањаДуго година присутна је неопходност превазилажења предавања "ex cathedra" као устаљеног облика наставе, подстицања за тачне репро-дукције целокупног градива, давања готових знања, неуважавања различи-тих интелектуалних могућности и интересовања ученика. Настава би тре-бало да омогући да сваки ученик према својим могућностима, властитим способностима и интересовањима развија потребне навике, умења и зна-* amela.malicevic@gmail.com УДК 371.311.5::811.163.41'36 -оригинални научни рад -

Садржаји народне лирике који се обрађују у млађим разредима основне школе су планирани наставним програмом. Међутим, сматрамо да нема довољно наслова који су везани за народну лирску поезију. Читанке не обрађују довољно народних лирских песама по разреду док је ауторских лирских песама далеко више. Мишљења смо да би било корисно да се ученицима нуди више народне писане лирске творевине како би се упознали са својом историјом, културом и традицијом.Читанка треба да буде изворно веродостојна и окренута истинској суштини. Од предвидљивости много је боље да овај уџбеник има својства која код деце изазивају интуитивну препознатљивост и душевни склад. У раду су поменуте најприсутније издавачке куће, аутори читанки и њихов избор народних лирских песама које су предвиђене наставним програмом, а и мимо њих.

This paper examines ideas, meanings, and motives in The Little Prince by Antoine de Saint-Exupery. By studying the symbols present in this literary curiosity, we point out the multiplicity of meanings that make this modern fantasy story a read for children and adults. The complexity of The Little Prince, the ambiguity of its elements, and the intertwining of motives, ideas, and messages of this paper, can be a real challenge for young readers when it comes to proper interpretation. There is a question of whether this literary work is intended for children at all? To facilitate students’ understanding and provide a complete emotional experience, we propose the application of individualized teaching, a model of work that allows each child following their intellectual, cognitive, emotional, and other abilities, to adopt a literary text and appropriately engage reception. Literature, as the art of words, should be able to provide an opportunity for recipients to get to know a literary work in their way, that is, following their abilities and sensibility, and to understand all its compositional layers.