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The paper presents and analyzes the results of a detailed research of teaching written language production in primary schools in Montenegro. The aim of the research was to determine how, from the perspective of pupils, the process of teaching and learning takes place in primary schools when the creative language production of pupils is concerned. I...
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... is why we asked participants which activities they prefer to perform in those lessons. The participants' ranking of the offered categories is shown in Figure 1. ...
Citations
... The results showed that students of the 3 rd cycle (age 13-15) recognize the various activities that contribute to the effective preparation for the creation of text, positioning highly reading and analysis of literary artistic texts, as well as possibility to choose topic tittle individually according to their interests and experiences. Within this part of the research students as a special boon emphasized the possibility to create text for a longer period of time, according to their needs (Popović, 2018). ...
Text creation is an important part of teaching the mother tongue and literature in primary school. Being a productive process, writing requires a set of skills and knowledge underpinning the structure and the form of the text, as well as its content and design. Literature on methods highlights five approaches to teaching of writing: presentational, interactive, instructional, free and process. The purpose of the research with its results presented here is to determine which of the above methods teachers apply, and how and why do they apply them, in order to determine whether some positive developments in this field of teaching following the contemporary changes in education actually occurred. We have determined that teachers in both, class and subject teaching, favor the presentational teaching model, as a traditional and proven one, but immediately after it they choose i.e. apply the process approach. Teachers apply also other approaches to a greater or lesser extent, so that teaching of writing becomes dynamic and more interesting. However, we believe that an approach such as the process approach should be more often and more consistently applied so that students adopt effective writing strategies and thereby significantly improve their writing creation in primary school. Keywords: application; teaching of writing; text creation.
... Dugogodišnje bavljenje procesnim pristupom kao metodičkim modelom poučavanja stvralačkog pisanja kroz analizu postojeće literature u dijahronoj ravni, zatim kroz praćenje njegove primjene u nastavi i realizaciju istaživanja pojedinih njegovih segmenata (Popović, Novović, 2016;Popović, 2018) omogućilo nam je da prepoznamo načine na koje ovaj pristup može biti podrška i pomoć svim učenicima, a posebno onima koji imaju teškoće u čitanju i pisanju, tj. disleksičnoj djeci. ...
This paper discusses the benefits of the process approach in teaching writing of dyslexic children, that is, the possibilities that phases of this process provide for the organization of the practice these children need. Learning writing takes place through natural creative act embedded in the context in which true writers work, and in which it is allowed and normal to make mistakes – the correction of what is written is permitted and welcomed, and this all builds a sense of security and self-efficacy in children when writing is concerned. The actual curriculum dedicated to the teaching of Mother tongue and
literature in primary schools in Montenegro recommends use of process approach based on the individualization of the writing process, and its consistent application favors the functional environment for learning which is necessary in the first cycle of primary school. By implementing the above approach to writing and exercises that can be applied with it,
we do not have pretensions to resolve the problem of dyslexia, which can be in lighter form and solvable and severe and demanding. However, we do believe that with this reflection we will open an interesting field for the real inclusion of all students and offer teachers another idea for a deeper thought and a creative application.
Keywords: process approach, reading, writing, dyslexia, subject curriculum
RETELLING BY CHANGING THE ENDING OF THE STORY ON THE
EXAMPLE OF ANDERSEN’S FAIRYTALE THE LITTLE MERMAID
Summary: This paper presents the results of a research study conducted with the
goal to determine the competence of fourth grade elementary students in writing the
modified story ending of Andersen’s fairytale The Little Mermaid.
The theoretical part of the paper deals with definition and types of retelling, as well
as with the main difference between retelling and storytelling, i. e. (re)productivity. A special part is devoted to the so-called borderline forms of retelling, which have elements of
creativity and are more related to storytelling. One of these types is retelling by changing
the ending of the story. This type of of activity is particularly suitable for texts with ending
that betrays student’s horizon of expectation. This is the reason why Andersen’s fairytale
The Little Mermaid was chosen for the research.
The qualitative research method and the technique of analysis of students’ papers
were used. The research set out several questions: a) How will students respond to the
task, will their ideas be based on the horizon of expectation typical for fairytales? b) Will
students understand the text and its genre characteristics? c) Will the fact that the fairytale
is adapted for the screen affect students’ ideas? d) Is the chosen fairytale appropriate for
students’ age?
Students were given the assignment to write a different story ending. The activity
was carried out at school, during the class. The sample included 214 students from six
primary schools. Each paper is coded and categorized. Six categories were defined: the
student has not read the story; interference with other content; writing a continuation of
the story; retelling without changing the ending; the mermaid regained its natural form; the
mermaid got married. The papers belonging to the first four categories did not respond to
the task correctly (did not change the ending), while the last two followed all the instructions given.
The research results indicate that some students did not read the story and/or did
not understand it (14 of them); some students could not cope with the assignment ‒ they
simply retold the existing ending of the story (8 students) or wrote a continuation (48);
some students (16) used the elements from Disney’s animated film in their papers. The
rest of the students changed the ending of the story (128 of them) in two ways: by making the mermaid regain her natural form (49 students) or by her marriage (79 students).
The last two groups of papers included some of the functions Prop recognizes as part of the fairytale morphology. There were six students’ papers that could not be categorized,
although they belong to the group that modified the ending of the story.
Taken into consideration that the students have largely neglected the mermaid’s second desire (spiritual – to acquire an immortal soul) and accentuated the romantic one
(marrying a prince), it can be concluded that Andersen’s ideas were “materialized”. However, all students’ papers respected genre characteristics of the text, which testifies to their
good knowledge of literary features of fairytales. In addition, students’ responses suggest
that they were too young to be able to fully understand the story; therefore it is advised
that its interpretation be postponed.
The Role and Application of Picture Books in Pre-school Practice
Tatjana L.Novović PhD, associate professor, University of Montenegro, Faculty of Philosophy, Department of Pedagogy
Dušanka Popović PhD, associate professor, University of Montenegro, Faculty of Philology, Department for the Montenegrin language and South Slavic Literatures
Abstract
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. Pre-school teachers noted key challenges in the use of picture books in pre-school 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 pre-school 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.
Keywords: picture books, children, pre-school, pre-school teachers, parents.
