This paper reviews the educational activity during Hitler's National Socialist Youth and its two branches: Hitlerjugend and The League of German Girls. Both of these branches were established during the Weimar Republic, but acquired extreme features after 1933. The Nazis realized early on the importance of educating German youth to achieve the party's strategic goals-creating the pure Aryan race, Germany as the world's leading power in political, military, economic and cultural terms, and the German people to rule the world as the most civilized people with their superior tradition and culture. Educational activities from this period were focused on eugenics, totalitarian, militaristic, racist, ideological, anti-Semitic, occult and other inhuman, anti-human and anti-pedagogical principles. In addition to the numerous negative consequences, it left in the history of pedagogy; it contributed to the destruction of an entire generation of German children and youth. For this reason, there is the need for a more detailed study of this topic in order to warn of the consequences that would occur in the future if education was ever again based on the principles of Hitler's National Socialist Youth in Nazi Germany.

During the time of Nazi Germany from 1933 to 1945, that is, to the end of World War II, the most horrific crimes in human history took place. Nazi Germany was based on militarism, racism, anti-Semitism, ideologism and occultism. First, the Nuremberg Laws were passed, which led to the Holocaust, and on December 12, 1935, in Munich, by the order of the commander of the SS troops, Heinrich Himmler, a secret state Lebensborn project was established. The goal of this state project was to create a pure Aryan race, which was considered a key condition for Germany to become the world's leading power in military, economic and cultural terms, and for the German people to rule the world with their sublime tradition and culture. The Lebensborn project involved the birth of children from biological mothers carefully selected from the ranks of racially pure young, beautiful and healthy German girls and biological fathers from the ranks of SS troops, who would later be housed in Lebensborn homes or in the homes of SS officers or prominent purely Aryan families. Children abducted all over Europe, who met the criteria of seemingly belonging to the members of the pure Aryan race, were also accommodated in these homes. In addition to custody and upbringing, the educational activities and teaching of these children in Lebensborn homes were carried out under strict supervision, based on the principles of fascist pedagogy the point that will be discussed in this theoretical study.

The starting point of this research was the general assumption that IESCTs significantly contribute to the effectiveness of classroom teaching and the learning and participation of students in classes. The starting points were also the specific assumptions that the research would identify the components that indicate the most common contributions of IESCTs and that it would establish a significant difference in the estimates of the pre-service teachers regarding the contribution of the IESCTs relative to their academic achievement. To establish this, the research presented in this paper was conducted in the second half of 2019 on a sample of 83 pre-service primary school teachers at the Faculty of Education in Prizren (Republic of Serbia). The data were generated by the IESCT Scale (α = .912). The factor analysis identified two components that indicate the contribution of the IESCT: 1) the efficiency of 12

Друштвена интеракција постала је део свакодневице у глобализованом свету, у којем су народна традиција и култура одговор на растуће економске, технолошке, демографске и др. императиве савременог друштва. Успостављањем дијалошког диверзитета културно богатство једног народа остаје очувано, где је извор идентитета народа у сопственим коренима али у интеракцији са другим народима. Традиционалне народне игре са певањем јесу један од најсликовитијих начина на који су у нашој култури представљана духовна, културна и историјска прошлост нашег народа, те из тог угла посматрано, имају значајну улогу у образовању нових генерација, као и у очувању традиције нашег народа. Кроз пример традиционалне народне игре са певањем приказан је облик наставног часа где се ученици упознају са елементима традиционалног народног стваралаштва (друштвеним садржајима) и то песмом, игром, ношњом и народним инструментом.

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