Teaching process every day and more is changing with a strong evolution, where the use of methods, forms and multiple techniques are transforming teaching in a complex and difficult process on the other hand the teaching process is faced today with a large number of exception and contradiction as: Teachers often give students the task of exercises, for solution of which required knowledge of many subjects, despite the knowledge provided by the teacher were only on their case, so in this respect should be paid special attention to all stages through which ensure quality teaching and successful learning. Teachers should be familiar with: difficulties, styles, interests, needs, trends and psychological abilities of each student in order to ensure their walk confidently ahead. On the other hand they often have to break and be dedicated to a group of advanced students who have interests much broader than the rest of the class, in this regard have the skills, but the rest of the children have difficulties therefore require constant supervision and help of teachers. These are some of the reasons that make teaching as a difficult and complex process. The teaching process as the learning had their history of development. Therefore they passed through the different stages being perfectly constantly. From the very cognitive of these issues, it was concluded that both these processes are correlated with each other, which makes it even more complicated ( Raçi, A. Gashi, Sh. 2001: 3).  Precisely for these reasons, studies and research on teaching and learning have been and are many today. These studies, as well as the interest accrued so teachers, psychologists, and experts in other fields, coupled with the fact that teaching and learning are continuous processes, such as understanding about them cannot ever finish ( QTKA,  2005: 13 ). Keywords: Teaching, Learning, Learning difficulties, Multiply intelligences, Different styles of learning, Differentiated teaching, Qualitative learning

<p style="text-align: justify;">The investigation of epistemological beliefs has become important in both pre-service and in-service education of teachers. Different scales have been developed to determine teachers’ epistemological beliefs. The same scale yields different results in different cultures especially due to the cultural aspects of education. Therefore, testing the scales in different cultures contributes to their use. Within this framework, the scale developed by Schommer and adapted to Turkish culture by Deryakulu and Büyüköztürk was adapted to Kosovo culture. In the study, whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure was tested by employing the quantitative research method. First, the Epistemological Belief Scale was translated into Albanian and Bosnian and expert opinion was received. The scale was applied to 200 teachers who serve in schools where education languages are Albanian, Bosnian and Turkish. The scale comprised 35 items and 3 factors. Linguistic equivalence was prioritized, as the study was carried out in Kosovo. The Confirmatory Factor Analysis was employed to confirm the suitability of the three-factor structure of the scale. The analyses were carried out separately for each language and revealed acceptable fit indices. Reliability analysis produced satisfactory results.</p>

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The preschool age represents the most sensitive period of the all-inclusive development of children, since at this age major changes are made in physical, as well as cognitive and affective development (Morina, 2017). During this time, children are educated in their families or preschool institutions (age 3 and age 3-5) and elementary schools or preparatory classes (age 5-6). As a result of a series of socioeconomic factors in our country, there is still no serious approach to the first and most important level of institutional preschool education respectively. The level of preschool education is still not a priority, the desirability and the place that deserves within our education system and our society as a whole. Regarding the inclusion of children in preschool education, the situation is not satisfactory. The lack of research to date of this problematic work will help and contribute to the findings and recommendations that can help parents of preschool children to establish the most appropriate form of institutional or family education, to the benefit of the socio-emotional, cognitive and motor skills of children. The theoretical treatment of the problem based on the most contemporary literature of the most eminent authors and the findings will provide information to the parents of preschool children that this age is very important and that it is in their hands if the children will start the first grade prepare or start formal schooling unprepared with the fear of failure and distinct from others. If inclusion of all children in kindergartens is impossible for our socioeconomic conditions, at least the awareness of the parents about the importance of preschool education is paramount. In this context, we conclude that the role and importance of preschool institutions in the overall development of children, in particular in the development of language and communication skills, is the primary, and the key to good development in later periods.