The aim of this paper is to point out the importance of knowing and respecting the learning styles in the teaching process through the presentation of Kolb's model of experiential learning. The goal is achieved at the theoretical level, using the method of theoretical analysis and content analysis techniques, starting from the analysis of concepts and classifications of learning styles in the most common learning theories, through different ways of respecting learning styles to Kolb's model of experiential learning. Knowledge of learning styles is of multiple importance for pedagogical theory and practice: the acquired knowledge contributes to better knowledge and understanding of students, their way of learning, the quality of teacher-student interaction, but also to shedding light on the causes of learning difficulties and preventing school failure.

U pedagoškoj literaturi školski neuspeh se najčešće definiše kao neispunjavanje minimuma zahteva u sticanju znanja i ostvarivanju vaspitno-obrazovnih zadataka tokom nastavnog procesa. Porodica, kao osnovno socijalno okruženje u kome dete stiče prva iskustva, prve modele i uzore, prepoznaje se kao jedan od najznačajnijih faktora školskog neuspeha učenika. Istraživački cilj ovog rada predstavlja pregled faktora porodične sredine koji utiču na pojavu školskog neuspeha, kao i značaja, odnosno mogućnosti uspostavljanja partnerstva porodice i škole u cilju prevencije školskog neuspeha. Istraživački cilj se ostvaruje na teorijskom nivou, uz primenu metode teorijske analize. Na osnovu proučavanja relevantne literature izvodi se zaključak da su sledeći faktori prepoznati kao dominantni: socioekonomski status, struktura porodice, vaspitni stil roditelja, njihova uključenost u obrazovanje dece, očekivanja i emocionalna podrška. Svesni činjenice da savremeni način života stavlja roditelje pred raznovrsne izazove i otežava ostvarenje njihove uloge, istraživači školskog neuspeha su ispitivali mogućnosti uspostavljanja partnerstva porodice i škole u cilju prevladavanja školskog neuspeha, te su u radu, između ostalog, predstavljene i dve strategije partnerstva: koncept roditeljske uključenosti i savetodavne strategije.

Koreni današnjeg sistema obrazovanja potiču od jednog od najznačajnijih pedagoga svih vremena, Jana Amosa Komenskog (1592-1670). Cilj ovog rada jeste analiza primene principa očiglednosti u delu „Orbis sensualium pictus“ Jana Amosa Komenskog. Cilj se ostvaruje na teorijskom nivou, primenom metode teorijske analize i istorijske metode, uz tehniku analize sadržaja. U ovom radu poseban akcenat se stavlja na važnost Komenskog za formulisanje i primenu principa očiglednosti. Sredinom XVII veka Jan Amos Komenski je formulisao princip očiglednosti u delu „Velika didaktika“, nazivajući ga „zlatnim pravilom didaktike“. U radu se razmatraju misli Komenskog o značaju senzorne percepcije iznete u delu „Velika didaktika“, kao i objašnjenje opštepoznatog stava „da se pred čula iznosi što god se može“. U pogledu primene „zlatnog pravila didaktike“ posebna pažnja je posvećena delu „Orbis sensualium pictus“ („Svet u slikama“), prvom ilustrovanom udžbeniku za decu. U radu su predstavljene ilustracije pojedinih apstraktnih pojmova i elemenata udžbenika koji su značajni za izučavanje inovativnosti pristupa učenicima, sadržaju i primeni principa očiglednosti, kao što su: uvod, čula u čoveka, duša u čoveka, škola i učionica, moral. Nakon analize, izvodi se zaključak da je primenom principa očiglednosti u delu „Orbis sensualium pictus“ Komenski uspeo u zamisli da decu upozna ne samo sa spoljašnjim, već i sa unutrašnjim svojstvima posmatranih predmeta i pojava.

The aim of this paper is to get acquainted with the image of the child and childhood in the work of John Amos Comenius. The authors presented this paper using historical method, with the technique of content analysis. The authors pay attention to the religious-philosoph- ical, soteriological-universal, anthropological, pan-philosophical and pedagogical-didactic assumptions of the Comenius concept of child and childhood, and indicate to the great impor- tance and innovativeness of this concept in relation to the strong stream of Augustinian origin in Western Christianity. Starting from the traditions of the Czech Hussite Protestant Church Unity Fraternally, but also with its own utopian endeavors, Comenius opposes the vision of the child as a creature who is deeply and permanently marked by ancestral sin, as well as being socially useless and invisible. Comenius uses a method of consistent citation of the Bible which is in favor of a high value child as being innocent, unspoiled, to whom Jesus commands the utmost respect and invites adults to be children. Comenius also uses ancient sources (above all M.F. Quinitillian), as well as pedagogical and natural symbolism and provides a picture of a child understood as a germ, plant, bird, cub, which develops in accordance with the natural laws and education to be foreign any violence. With his understanding of the child and child- hood, Comenius became part of that tradition of pedagogical thinkers, who strongly contrib- uted to the establishment of the child’s values and the establishment of childhood as a modern social institution.

The period of transition from class teaching to subject teaching is marked by changes that greatly affect students. The aim of the paper is to analyze the potential causes that lead to learning difficulties in the transition from class teaching to subject teaching. The goal is achieved at the theoretical level, applying the method of theoretical analysis and content analysis technique. Because of the pre-puberty and puberty period that they are in, students are in a phase of intense growth and development where they are more easily fatigued; their attention is short-lived, which often leads to clumsiness in performing activities and solving tasks. The analysis of the results of the research so far indicates that the fifth grade students are achieving lower school success compared to the previous four years of schooling. The causes of many difficulties that occur in the fifth grade are: the volume and difficulty of the teaching material, the difference in the criteria of students’ assessment, the problem of adaptation to changes in work, the adaptation of teaching procedures to the age of students. The pedagogical implications of this paper are reflected in the identification of causes and their prevention in order to ensure the best possible adaptation of students to new changes.