Learning any type of material or any activity can be a burden for an individual. If we are dealing with individuals at younger age periods, then that burden becomes even heavier. Practice shows that students are generally not willing to learn, and there are more and more educators who are dissatisfied with the way students learn at all age levels. We should look for the result of dissatisfaction in the causes, and the task of educators should be to instruct students to primarily learn to learn. Dissatisfaction should be sought in the causes, and the task of educators would be to instruct students to primarily learn to learn. The goal of the paper is a consistent theoretical review of learning to learn, viewed through a kind of "binocular" of the author for the analysis of the problems of learning to learn, based on "listening" to practice. Using the method of theoretical analysis, we elaborated the theoretical foundations and performed an analysis of the available literature on the issue of learning to learn, observing the same in its way through permanence, determinism, integrative, multi-layered dimension, and intellectual education. reviewing the literature that deals with the issue of learning, we tried to point out the importance of the same, to develop theoretical foundations that will help all those who are engaged in educational work in developing awareness of the importance and popularization of this issue on the one hand, and on the other hand, it can represent a foundation for some future research.

Stručni saradnici, pedagozi, učestvujuu svim fazama vaspitno-obrazovnogprocesa. Rade na planiranjui programiranju, unapređivanju i istraživanjuvaspitno-obrazovnog rada,sarađuju sa nastavnicima, roditeljima,učenicima, prate i uvodeinovacije, rade na povezivanju salokalnom i širom zajednicom, štosve upućuje na široku lepezu svesloženijih zahtjeva koji se pred njihpostavljaju i na koje moraju adekvatnoodgovoriti.Još u toku studija, budući pedagozise osposobljavaju za radne zadatke ifunkcije koje ih očekuju u vaspitno-Stručni saradnici, pedagozi, učestvujuu svim fazama vaspitno-obrazovnogprocesa. Rade na planiranjui programiranju, unapređivanju i istraživanjuvaspitno-obrazovnog rada,sarađuju sa nastavnicima, roditeljima,učenicima, prate i uvodeinovacije, rade na povezivanju salokalnom i širom zajednicom, štosve upućuje na široku lepezu svesloženijih zahtjeva koji se pred njihpostavljaju i na koje moraju adekvatnoodgovoriti.Još u toku studija, budući pedagozise osposobljavaju za radne zadatke ifunkcije koje ih očekuju u vaspitno-stavovima pedagoga o profesionalnojosposobljenosti za područje radaistraživanje vaspitno-obrazovneprakse, u odnosu na godine radnogstaža, kao i u odnosu na mjesto završenogstudija. Istraživački nalaziupućuju na postojeći kvalitet profesionalneosposobljenosti pedagoga,istrajnost u održavanju kvaliteta istog,te doslijednost različitih univerzitetau pogledu osposobljenostistručnih saradnika za navedenopodručje rada.

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A textbook is a basic and compulsory teaching aid, written on the basis of a prescribed curriculum. The accompanying materials in the textbook are certainly illustrations that, in addition to serving the basic text, can also have a significant effect on the student. The aim of this research was to examine the representation of illustrations in textbooks used from the first to the sixth grade of primary school. An analysis was performed of forty elementary school textbooks approved for use by the Ministry of Education of the Republic of Srpska, with the basic unit of analysis being the illustration in the textbook. The obtained research findings show that in both the first and the second triad, illustrations without humorous elements are more represented, although the number of humorous illustrations is at an enviable level, illustrations directly related to the content of the text predominate, drawings in both triads are most represented, and the largest number of illustrations have an intellectual value. A comparative analysis of the illustrations in the first and second triads shows that the differences can be read in terms of the categories of representation of illustrations on the pages and the functions of facilitating the memory or comprehension of the text. The obtained results are encouraging because they confirm the success of the assumptions for effective learning in accordance with age characteristics certain illustration requirements have been met, and the study can provide useful information to textbook developers, teachers, parents, and illustrators, given that illustrations are a structural element of a textbook to which students should be referred. The results can also be useful for the shaping and deeper operationalization of art and graphic requirements in the textbook and can influence the improvement of textbook quality standards.

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