The paper presents and analyzes the results of a detailed research of teaching written language production in primary schools in Montenegro.

Picture books occupy an important place in the life of a child both in family and in school. As a unique combination of illustration and text in a pedagogical mode, picture books teach, incite creative imagination and enrich the cognitive and socio-emotional world of a child. The goal of our research is increase understanding the place and the role of genre diverse picture books in Montenegrin pre-schools in the current context. Preschool teachers noted key challenges in the use of picture books in preschool practice in general and singled out proposals for more efficient application. In this paper, we deal with parents' participation in mediating picture books` content and values to pre-schoolers. We took our research sample from the population of teachers in pre-schools of central, northern and southern region of Montenegro. Our research included 209 preschool teachers from five kindergartens and 93 respondents from the three institutions, which we interviewed during the seminars. We combined elements of both quantitative and qualitative surveying and interviewing. Our research indicates a significant and continued use of genre-diverse picture books, but also an absence of new titles, technical support in the selection of high-quality books, domestic authors and vague criteria in the selection of books, as well as a lack of parental involvement in the selection of books.

In this study, it's examined reasons for executive selection based on data is obtain in Turkish Financial Fombrun (1996: 70) as " a perceptual representation of a company's past actions and future reprospects that describes the firm's overall appeal to all of its key constituents when compared with other leading rivals". So Corporate Reputation effects its relationship with all stakeholders and it is essential for its survival (Rose, 2004). Leadership and vision is one of the compotent of Corporate Reputation and an important dimension of

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Text creation is an important part of teaching the mother tongue and literature in primary school. Being a productive process, writing requires a set of skills and knowledge underpinning the structure and the form of the text, as well as its content and design. Literature on methods highlights five approaches to teaching of writing: presentational, interactive, instructional, free and process. The purpose of the research with its results presented here is to determine which of the above methods teachers apply, and how and why do they apply them, in order to determine whether some positive developments in this field of teaching following the contemporary changes in education actually occurred. We have determined that teachers in both, class and subject teaching, favor the presentational teaching model, as a traditional and proven one, but immediately after it they choose i.e. apply the process approach. Teachers apply also other approaches to a greater or lesser extent, so that teaching of writing becomes dynamic and more interesting. However, we believe that an approach such as the process approach should be more often and more consistently applied so that students adopt effective writing strategies and thereby significantly improve their writing creation in primary school. Keywords: application; teaching of writing; text creation.