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Picture books occupy an important place in the life of a child both in family and in school. As a unique combination of illustration and text in a pedagogical mode, picture books teach, incite creative imagination and enrich the cognitive and socio-emotional world of a child. The goal of our research is increase understanding the place and the role of genre diverse picture books in Montenegrin pre-schools in the current context. Preschool teachers noted key challenges in the use of picture books in preschool practice in general and singled out proposals for more efficient application. In this paper, we deal with parents' participation in mediating picture books` content and values to pre-schoolers. We took our research sample from the population of teachers in pre-schools of central, northern and southern region of Montenegro. Our research included 209 preschool teachers from five kindergartens and 93 respondents from the three institutions, which we interviewed during the seminars. We combined elements of both quantitative and qualitative surveying and interviewing. Our research indicates a significant and continued use of genre-diverse picture books, but also an absence of new titles, technical support in the selection of high-quality books, domestic authors and vague criteria in the selection of books, as well as a lack of parental involvement in the selection of books.

This paper presents and analyzes parts of the research on teaching writing skills in elementary school relating to the difficulties that pupils encounter when creating a text and recommends actions to overcome the observed difficulties. As the highest percentage of pupils pointed out the problem of how to start the writing process and how to choose the topics about which to write, and being that these two issues are directly related, we analyze and suggest an individualized approach to choosing the topic and its title. This approach was tested during the implementation of the project How to help pupils to successfully produce oral and written, artistic and non-artistic texts, in which pupils wrote throughout a process based on a number of stages and each individual had the time he/she needed to create a text, which was correct in terms of content and language, and prepared in accordance with the title he/she has chosen him/herself. The process itself is mentioned or described in the methodology and theories of literacy of domestic and foreign production, but so far the authors have not presented its application in practice and its concrete results. All suggestions and conclusions which are given here, together with the provided theoretical foundations, are based on practical experience.

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In this paper, we try to look at the dimensions of the educational context in