The paper brings about the results of a research carried out within the project the Importance of Plants in Roma Culture, which on the one hand was dedicated to collecting of intangible cultural heritage of Roma on names of plants in Romani language and how they are used by Roma people in folk medicine, customs, religious celebrations, and, on the other hand to comparison between symbolic uses of certain plants in Serbian and Roma Culture. The research aim was to collect the names of plants in Roma language and to identify their use in folk medicine, customs, religious celebrations, as well as to compare the symbolism of certain plants in Serbian and Roma culture, i.e. to establish potential similarity of symbolism of plants in certain Roma ritual practice with the symbolism of plants in Serbian traditional culture through comparative analysis. For the purpose of the research, a number of students attending the program of first and second level of studies in Romani language at the Preschool Teacher Training College "Mihailo Palov" in Vrsac, supported by their mentors, according to the method of (semi-structured) interview collected data on names and symbolism of 38 different plants in Roma culture in Zabalj, Pirot, Jazak and Vrsac). Consulting relevant literature, the collected linguistic material was analyzed and classified, to be subsequently supported by theoretical impulses and findings of previous research. The obtained results, even though on the small scale sample, confirmed the assumptions that the symbolism of certain plants in Roma culture is similar of even the same in certain ritual practice as the symbolism of plants in the Serbian culture, as well as that certain names of plants are the same as those in majority of population (Serbs) Roma people live by. The research findings may serve as a starting point for more comprehensive research of the subject, as well as a motivation for further deeper research on intangible cultural heritage of Roma in Serbia. The research itself and the way it was conducted did certainly empowered the students, having provided them with the training on how to conduct a field interview, inspiring them to engage in further activities directed to preservation of Roma culture, as well as nurturing of multicultural dialogue, enriching the teaching material in a number of courses, especially within the program in Romani language.

In the paper we present the results of a research on applying a holistic approach in practice from the perspective of preschool teachers. The research was conducted during the school year 2021/2022, on a sample of 229 in-service preschool teachers from Vojvodina. The subject of the research is the preschool teachers' self-evaluation of their own knowledge, skills, valye system, and motivation regarding the application of the holistic approach in teaching preschool children. The aim is to determine the current situation relative to using this approach, as well as individual actions (supporting, expanding, modeling, encouraging children's initiatives, consulting) incorporated in the new Foundations of the Preschool Education Program - Years of Ascent (Osnove programa predškolskog vaspitanja i obrazovanja - "Godine uzleta"), for early development and learning from the point of view of the preschool teachers. The obtained results indicate that preschool teachers generally agree that using the holistic approach during an early development of children contributes to children's welfare. When it comes to individual actions, the results show that preschool teachers use supporting the most and modeling the least in their everyday work. In addition, teachers evaluate modeling and expanding as the most significant, and consulting and encouraging the least significant actions based on the holistic approach in their work with children.

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U savremenom društvu nije dovoljno posedovati samo stručna znanja i veštine u određenoj (stručnoj) oblasti. Od zaposlenih i posebno onih koji se pripremaju za ulazak na tržište rada očekuju se sve više i osnažene dodatne - prenosive veštine, kao što su: interpersonalne, analitičke, tehničke, organizacione i intrapersonalne - lične veštine. Istraživanje čije rezultate prezentujemo u ovom radu imalo je cilj da se prepoznaju iskazi kojima se u silabusima nastavnih predmeta programa za vaspitače osnovnih strukovnih studija Visoke škole u Vršcu upućuje na osnaživanje ovih veština, kao i da se utvrdi njihova zastupljenost. Sa tim ciljem pregledano je ukupno 70 silabusa, koji su objedinjeni u Knjizi predmeta za program Strukovni vaspitač. Rezultati istraživanja pokazali su da silabusi posmatranog studijskog programa sadrže ukupno 763 iskaza kojima se upućuje na osnaživanje prenosivih veština budućih vaspitača, odnosno da je oko 20% svih iskaza posmatrane Knjige predmeta usmereno na osnaživanje prenosivih veština studenata. Nema nijednog silabusa kojim se ne ukazuje (određenim brojem iskaza) na osnaživanje neke od prenosivih veština studenata, a bezmalo dve trećine svih silabusa u Knjizi predmeta čine silabusi koji sadrže 10 i više iskaza usmerenih na jačanje prenosivih veština, polaznika predmeta. Dominiraju iskazi kojima se pretpostavlja osnaživanje interpersonalnih veština (u prvom redu komunikacijskih), intrapersonalnih (najpre osnaživanje kritičkog mišljenja i proučavanja literature), te digitalnih prenosivih veština. Dobijeni rezultati potvrdili su primarnu hipotezu da se u silabusima nastavnih predmeta inoviranog studijskog programa Strukovni vaspitač osnovnih strukovnih studija Visoke škole u Vršcu u znatnoj meri javljaju iskazi o osnaživanju prenosivih (pre svega, komunikacijskih, ličnih i digitalnih) veština koje mogu olakšati i ubrzati proces ulaska diplomiranih vaspitača na tržište rada i pripremiti ih za celoživotno učenje i efikasan profesionalni razvoj. Realizovano istraživanje može biti motivacija za dalja, komparativna i dr. istraživanja o integraciji prenosivih veština u visokoškolsku nastavu i nudi putokaze za praktične implikacije.

Ваја́рство је уметност вајања, кипарство; ва́јати значи длетом или сличном алатком уметнички уобличавати пластичне предмете, фигуре, ликове од тврдог материјала (гипса, глине, дрвета, мермера и др.) -РСЈ ( 2 2011: 120) 1 . Вајар (кипар, скулптор) је уметник који ваја; креира, обликује скулптуру (лат. sculptura). Задеси се, ретко али постоји, да вајар пише, правећи тако -језичке скулптуре.