U preglednom članku analizirana je literatura i izabrani su projekti sa područja međugeneracijskog učenja kroz koncept generacija i vaspitno-obrazovnih praksi u lokalnim i formalnim uslovima. U prvom dijelu dat je pregled razvoja međugeneracijskog učenja, vaspitanja i obrazovanja, kao i njihovo definisanje. U drugom dijelu prikazane su karakteristike u organizovanim međugeneracijskim programima u vaspitno-obrazovnim institucijama. Zaključuje se da međugeneracijska saradnja predstavlja potrebu sadašnjeg vremena te da međugeneracijsko učenje pruža priliku za razvoj novih obrazovnih modela koji doprinose napretku i koheziji učesnika, ali i zajednice kojoj pripadaju.

The paper presents a study conducted within a broader scientific project named Contemporary approaches to the teaching methodology of mathematical education in early childhood. The theoretical background is based on the assumption that a family context in which children grow up can influence the early maths development and knowledge that they bring into an educational system. This survey, conducted on the sample of 250 parents of six-year-old children who attended a public preschool institution in Banja Luka, was presented in the article. The study correlates the children’s home activities with factors connected to the socio-economic status of their respective families (parents’ education, income, and profession and possession of toys and playing materials at home). Although the survey results partially confirm the hypotheses, some implications for both mutual impacts and interconnection of the preschool curriculum, as a vision of early childhood mathematical education experts, on the one hand, and, on the other hand, family environment, offering initial support for children’s mathematical development, can be set.

Иновације у настави, XXVII, 2014/1, стр. 65-73 UDC 159.954-053.4 159.922.7-053.4 мр Сања Партало

The aim of the study was to determine and interpret an empirical model of preschoolers’ friendship. The Observation scale for the evaluation of friendship in institutionally educated preschoolers was applied on the sample of preschool children (N = 2009), containing 52 entries for the educators to assess the frequency of friendship indicators with children of all age groups. The application of exploratory factor analysis resulted in the extraction of four reliable factors which may account for this complex research variable: 1) Friendship as a close step to altruism; 2) Friendship as distancing from egoism; 3) Friendship as distancing from narcissism; and 4) Friendship as giving and accepting love. The first two factors account for social behavior and emphasize socialization. On the other hand, the second two factors are based on the excessively emotional behavior and individualization. The egoism-altruism conflict (socialization) transforms into self-centeredness conflict (narcissism) – and in the process of growing up the emphasis is once again on individualization. Given the fact that friendship is the best indicator of growing up, it maintains one of central issues of education.The obtained results suggest that kindergartens, as the ecologically healthy environment, encourage friendship by fostering high-quality interactions and appreciating childrensʼ individual needs. The role of teachers is of an utmost relevance as they are both partners and friends who inspire friendship and social experience. Also, teachers provide support for spontaneous childrens' activities, including child's play in which interaction reaches its peak.

Образовање и учење директно утичу на дјететову будућност у животу. Управо је то разлог непрестаног преиспитивања садашњег васпитно-образовног система, односно промишљања о томе који видови учења и поучавања позитивно доприносе будућности дјетета, а који не. Иза необичног наслова књиге Усмјереност на овладавње ауторка нас увјерава да процес изградње самопоуздања и самоусмјерености у процесу учења доприноси успјеху сваког дјетета. При томе, нагласак није на квантитативним показатељима успјеха, оцјени и материјалној награди, већ на истинском квалитету, поштовању најважнијих животних вриједности и обогаћивању личности дјетета. Успјех је јединствен, као и сам процес учења, али је обликован друштвеним контекстом у коме се егзистира. То је разлог више, упозорава нас ауторка, да у времену великих друштвених промјена и убрзаног развоја науке и технологије развијемо моделе рада са новим генерацијама које ће их спријечити у опсједнутости информационом технологијом.