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18

. -. , - , .

. , , , , . -, , - . , , . , , , . , , , - .

1. , . . (1987). . : .

2. , . (1999). . : .

3. , . (1982). . : . 4. , . (2001). . :

. 5. , . (1982). . : . 6. , . (2006). . :

.

19

Stana SMILJKOVI, Ph.D.

POETICITY AND SYMBOLS IN FAIRY TALES

Abstract: In this work, the author points out important aesthetic ele-

ments of the fairy tale as a literary genre, in which the element of miraculous is

dominant and contributes to the beauty revealing the spiritual worlds of the

characters and different images of life depicted by using allegorical, symbolical

and poetic elements. It can be perceived that using this kind of creative method

authors of literary fairy tales in their writing open the worlds of imagination,

inspire play and rich dreams, whereas language rules over all those elements,

unusual when compared to other genres. The element of fantasy is spiced with

language full of symbols, which are discovered through reading, comparison

and experiencing language signs writers use to conjure up the invisible, inaudi-

ble, remote, and mysterious. By the power of their talent, authors of fairy tales

open up impossible spaces, cross over insurmountable barriers, use gradation

and hyperbolic elements, uncommon narratives, imaginary scenes, dialogs and

monologs, all with the aim of creating original worlds through poeticity and

symbols, worlds inhabited by characters created at the moments of their inspi-

ration.

Keywords: Poeticity, symbolism, fairy tales, miraculous, language.

20

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, . -, - , . , . - . , , , - . - , , , - . , - , , - -. 27 ( 1924. 1993. ) 1848 , 240 ( 2114 ). 23 488 89 ( 1930. 1993. ), 572 . , . ( , , 2012. ., . 6 7.)

, . , -

22

, , , , . , - . - , , - , - . 1995. , - . ( , 10. XI 1995)

II

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(1954) (1959). , , . - . -

23

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. -: , , , , , , , , , , . -. , , -: ,/ . - . . , , - , . - , - , , , , .

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24

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25

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- - , . -: . - ( ) ( ). . - . , , - , , . , ( , -) , -. -

26

, ( ). - . . - . .

, , -, , , . - . - . . .

1. , , 2012. . 2. , 10. XI 1995.

27

Prof. d-r Slobodan @. MARKOVI^

^ELOVEKOOBRAZNA} FANTASTIKA KAK KLY^EVA}

OSOBENNOSTX PO>TI^ESKOGO MIRA DL} DETEJ

DESANKI MAKSIMOVI^

Rezyme: V stihah i proze dl] detej dva osnovnwh vida o~elove~e-

ni] po

28

.

:

( 2012. - 111 100 ). - . , , , . - .

: , , , .

, , , - , . , , - , , - , - (, , ) -. , -, , (, , , , .), - (, 1982: 99 - 100).

, , . (-, 1994: 162). , , . , , , , .

29

, , ( , , ), , , - . - , , - . 25% (Blythe, 2011). , , , - .

, - , , . - , , . , . , .

, - , - , . - - , - .

50 ( = 20 = 30), ( = 26, = 24), ( = 14, = 24 = 18) (, 20 40 . = 21 , 41 . = 29). - 2012. .

, -

, . - .

30

, (44%), , - (22%). -, (78%) . - .

%

34

44

22

, - (, 2012). - ( 4/5-9/10 ), .

. , . , 54% - , - 8% . -, (28%) , . - ( 9-10 .).

? %

54

8

28

31

. : , ?

, , -, - , - . - , , , (, 1993: 41). . -, (, 1920/1994: 36). , - , , , , , (Frojd, 2011).

, (2003: 39). , . , , -, , , , , -, , ! (, 1984: 278; , 2011: 67-68).

. , - . , , , , . - ( , , , .) ( ) - .

, - ,

32

. - (, 2003: 29).

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: , , , (32%), - : , , (24%), : (20%), : (14%). - ( , , ), : .

? %

, , 32

(, ) 24

20

14

6

4

: - ( ); - ; - , . -

,

33

, . :

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, . :

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.

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%

18

12

7

7

6

, - : , , , , , , -, , , .

- : . , - , , -, , - . ,

34

, . , , , - , - . , , , , .

( = -). - . , - , , , . , -, . , ( ), -, . , . , /- , -, .

, . , - , , , . , , . , , , , , -. - (Bokovi-Stulli, Beograd 1983: 190).

, . , , , , . , .

35

, , , -, . , , . , , , , . , , , . - . , , , -, , , , (, 1994: 38). - , , - , .

, , 20% , , . 50% , , -, , ! : , , , , . , - -, (Horsny, 2012, Are fairy ta-les scary todays children, www.dailymail.co.uk).

-? : - , , -, . ?, 8% , , 92% ! - , , .

36

, -, , , , - , , (-, 2012: 16).

, . .

( , , , , -, , , .) (18%), , - (16%), (12%), ( ), ( ) (8%).

%

(, , , .) 18 16 ( ) 12 ( ) 8

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2 4

24

: ( ) ; ; ; ; ; , -, , ...; ; ; , , -.

37

: , - . , - , . , -, . , , . -, , , : , , !

* * *

- , , . - , - , .

, . , , . : , - , , .

1. Are fairy tales scary todays children. www.dailymail.co.uk/news/article-2100149.

2. , . (1979). . : . 3. Blythe, S. G. (2011). The Genius of Natural Childhood: Secrets of Thriving

Children. London: Hawthorn Press.

4. Bokovi-Stuli, M. (1983). Svijet bajke i dijete. u Usmena knjievnost ne-kad i danas. Beograd: Prosveta.

5. , (2012). : , . : .

6. , . . (2003). , . -: .

7. , . . (1984). . : .

38

8. , . (1994). : . : .

9. , . . (1982). . : . 10. , . . (1993). . : -

. 11. , . (1994). , -

. . . : . 12. , . (2011). . :

. 13. , . (2012), , -

, , . , : .

14. , . (2012). , : - .

15. Frojd, S. (1920/1996). , : .

16. Frojd, S. (2011). Porodini roman neurotiara i drugi spisi. Beograd: Slu-beni glasnik.

17. , . (2003), , : - .

Prof. d-r @arko TREBQE{ANIN

PEDAGOGI^ESKA} CENNOSTX SKAZKI

MW{LENIE RODITELEJ

Rezyme: Rabota predstavl]et ~astx neopublikovannwh rezulxta-

tov

39

. . , ,

-

: -

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: , , , .

-, , , , , -, .

- , .

, - , - .

-, . - , , . , , , .

40

, . , , .

. , , , . - - . - . , - . , , , , .

-- , . -, , -. , , , , . - , - . -, , , , , , . , . , , - , , , , , - . - .

, , , , , , , , , , , , () .

41

, , - , , , , .

- - :

, , -, , . - , ( ) , - , .1

- . , - , , -. , , - - - .

, , . , , , - - .

- - - . , 4 , . , - -

1 , , ( ), , 1978.

42

. - , , .

- . . , , . - - , . , - .

. -

, - . , - , , - . , : , , - , - - , . , - , - , , - .

. , , , -: . ! ...2

, - , . -

2 Ramo kr, Alevden yldza, Birlik yaynlar, skp, 1978.

43

, .

-, . , 11 . , , - . , , -, 11 - , , .

- - - .

1. Hafz Nimetullah, Yugoslavyada yaynlanan Trke lektr kitaplarn bibli-ografyas, say 13, Sesler, kasm, skp, 1983.

2. Hafz Nimetullah, Yugoslavya Trk halk iirinde devrim, Birlik yaynlar, skp, 1985.

3. , , , , 1983. 4. Ramo kr, Kr iei, Sevin kitaplar, skp, 1969. 5. Ramo kr, Alevden yldza, Birlik yaynlar, skp, 1978. 6. Ramo kr, Yeik ky, Birlik yaynlar, skp, 1972. 7. Ramo kr, Gzel gnler, Birlik yaynlar, skp, 1972. 8. Ramo kr, Hogeldiniz, Detska Radost, skp, 1964. 9. Ramo kr, Karahasan M., Zekeriya N., Emin ., Kata F., Tuzcu E., Mah-

mut ., Yr aydnla (iir ve nesir), Birlik, skp, 1951. 10. Ramo kr, Vatan birdir unutma, Detska Radost, skp, 1958. 11. Ramo kr, Renkli gller, Birlik yaynlar, skp, 1977. 12. Ramo kr, elenk, Kultura, skp, 1959. 13. Ramo kr, Kk damlalar, Birlik yaynlar, skp, 1983. 14. Ramo kr, Topran sesi, Birlik yaynlar, skp, 1985. 15. Ramo kr, Sabah yldz, Birlik yaynlar, skp, 1987.

44

. .

: -

. , , , . . -, , , - .

: , , , .

45

.

: -

. , .

: , , , , .

, ? - ? . , - -, , , , , , . , ? ?

20. 21. , - , , , - . - , , . , -, .

, . - , , - . , - . -

46

, , , , , , - . , , , . -, . , - . , . , , . - , . ?

- , - , - . , - , , , . - . , : , ? , , .

- , . , , . - , .

- . . -

47

( 1979: 28). , - -. . , - , : - . . . , , - . , . , , , () , ( , ). , . - - . .

. , - . , , . , , - - . . , , . . - , , . , - . - . , . , .

- ( 1979: 50). a , . - - , , . , .

48

- , -, , -, , .

, -, - , -. , . , , , . , - , , . - , . . - , , - . - , , - , .

- , -. - , , . , , - . , . - , , - . - , , , ( 1979: 53). , - , .

49

, , . , - , , . , , , - . - , , -, , . . , . , , , , , ( ), . , , . - , , , - , . , , - , , , , , . , , - , .

- . , , . . - , - . , , , , , , .

50

, , , , . , -. , .1 - IX , . - , . . , - , . , , , , .

(1874-1938), - , , .

, , , -. , - . , , - , . -, , . --, .

, . -- -

1 ; , . - -. (, 1973: 86).

51

. - . , , , .

, . - - . , , . - '' '', -, , , , - . , , . , , '' ''. , , . -. - . - , ( 1973: 88), - .

, - . , - - . , , , : . ; , - . , , - , . , , , .

- , , . , , ,

52

, . , , -, , , - . -. , , . , - , .

-, , , ; - , . , - . - , - . , - , , .

- - . , -, , , . , . , - - .

, , , - , - . , . . , : ! -, , , - . ,

53

. , . , , ! , , , : . , . , , : - ... , , , .

(1952) , . - (1991), (1996) (2005), , - . , . - , , , -. , , , .

- -, . . - . , .

- , . : - , , , , , -, ! - , , 1990. , - : , , - , , , , ...

54

, , , , - . , , - , . , , , , , - . , - . , . , , . , , - , , . , , - , . , - . , , - .

, , , . , . - , , , , . - -, - . , , ( 2010: 475).

- , . , ,

55

. , . , . - , -, , , - . -, , , , , , . -, . , - , .

. , , , - -. - , ( 2010: 66). , a .

- . , . . - .

56

1. Azar, P. (1973). Knjige, djeca i odrasli. Zagreb: Stylos. 2. Betelhajm, B. (1979). Znaenje bajki. Beograd: Prosveta. 3. Vukovi, N. (1996). Uvod u knjievnost za djecu i omladinu. Podgorica:

Unireks.

4. , . (1954). . : .

5. , . (2010). - , -. : .

6. , . .(1973). . : -.

7. , . (2010). . -: .

8. , . (2001). , , . 3-4, .

9. , . (2006). . : . 10. , . (2010).

. : , .

11. , . (2012). . -: .

12. , . (2004). I. : .

13. , . (2008). . : .

14. , . (2006). . : .

Miomir MILINKOVI, Ph.D.

REFLEXES OF MYTH AND TRADITION

IN FAIRYTALE FORMS FOR CHILDREN

Abstract: In this paper reflexes of myth and tradition are studied in the

structure and contents of fairytale models for children. The research focus is on

the examples of European and Serbian authors fairytale which has been crea-ted and modeled on original values of folklore fairytale forms.

Keywords: fairytale, tradition, myth, literature for children.

57

.

: -

, - . , . , ( / / / ). - ( - ), - . , , , . , , , , , ().

: , , -

, , , .

, - . , - . -, ( / / / ). - ( - ), - . , , -, . -, , , , , - ().

58

- ?

-. , , . , -, , , ... - , .

, , - .

. , , . . ,

. , , -

(2009) , . , - , , .

, , - . , ( , , - , , ). - - , .

-, . , 1999. , .

, , , / ,/ , / . .

59

- , , , - .

, ; - , , - : , , , .

:

, ,

; -. , . , , , :

,

, -

-

60

, , :

, , . , , ( ).

, , - .

: ( - - , -, ), ( ) , , , , , ?

. . , .

, , - .1

1 , , , 1989, . 90.

61

. - -, , -, . , , : , , , -, . . . -: ! :

, , , ... , .

! ! ! ! .

!

( )

, - , , . , , , - .

, - ( ); . , , ( - ). , , - . , , - , : - , , . .2 - .

2 , , /, , 1995, .7.

62

, . - , .

-. . - ...

, - , : , ! , , , - .

, - . , . . ( ) -. , . , .

, , , , . . - - , , , .

, - , , .3

, - .

3 , , 20- , -, , 2009, . 38.

63

...

! , . , - .

, , - . , , .

1. , , 20- -, , , 2009.

2. , , /, , 1995.

3. , , -, 1989.

64

Sunica DENI, Ph.D.

A HIGHER MEANING OF CONTRAST IN THE POETRY

FOR CHILDREN BY DRAGOMIR DJORDJEVIC

Abstract: The poetry of Dragomir Djordjevic most often speaks about

the bigness of the small and the smallness of the big, creating first a meaningful

unity of opposites. Trying to see the world around himself in a different way,

Djordjevic succeeded in positioning it in his poetry the way a child sees it. Not even the most wonderful childhood is an easy childhood, claimed the poet ex-pressing the attitude of childhood as a drama (My childhood/ is a real drama/ I

am always the father/ and Sanja is the mamma). Such an attitude of the poet

leads to the necessary measure and balance (often disrupted in the understan-

ding of this kind of literature or in creating it), which is a certain kind of obje-

ctivity or at least an artistic objectivity. By dispelling stereotypes and using a

parodical intonation, Djordjevic makes the point he wants, behind which a hid-

den meaning is revealed. The seriousness of his messages, as well as the maste-

ry of his poems, moves the boundaries of understanding literature for children,

seeing it as literature which complements and creates aesthetic and ethical

norms through the negation of bad principles, usually created on the relation

little big (man).

Keywords: literature for children, Dragomir Djordjevic, opposite,

objectivity, parodical intonation, aesthetic and ethical norm.

65

,

: , -

, , -, , . - , , , . - , , - , .

: , , , , .

, -

, , . , - (107 .), , (9 ), , .

(, - , , , , , ), - :

1) ( , , , , ),

2) (, , , ). , , ( ), - - .

- - ( , , , , , ), -

66

: , , , , , . . - , , , , , - , , , , . - .

: , -, , , , , . , , - , , , , . ( -), , . , - , -: .

( 1) , , ( ) - - . , - , , - , () - ( 19):

- ? - . - . , - . , -

, , , - , , - . , , . ( 7), :

... ` ?! (...) (. 80).

-, , - - .

67

- , , . -, . - , - . , , - , - .

, (, ), - , , . , . - ( ) -. , - . - , - (. 19).

() - - , ( ! ). -, , - - ( 3). . - , , - , , .

( ) - , - . - ( ), , , . , --

68

, - - - ( ).

- - - , , , - , . , , - - , .

- ( ), - , , . - , , (. 79):

. - , . .

, - , , ( - ), . , , . , , , , :

(. 92). , -

. - ( ), , , (): . ? (. 103). , , , - . - , :

69

. ?! (. 105). , ,

( , ). , (- , , , ). - ( ) - , , -, , .

( ) . , , . - , - , : , , - , - .

, - , - (- ). , , , - . - , , , . , , .

: (, ) ( ), ( ) ( ). - , , ,

70

() , -. - ( ), - , : - .

, - . ( ), , . , , .

, - , . , - , - . , .

, , , , . , , - , , , , . , - - , , , - . , , . , , .

, : - ? ,

71

, - , - . -, ( ). - , - , - , ().

, , , - . . -, , , , - , ( ). , , , , , , - .

- , . - , - , , . (, , , -, , ), , , .

72

1. , . (2005). -. : .

2. , . (1998). , -: .

3. , . (1996). . : . 4. , . (1987). . : -

.

Milutin URIKOVI, Ph.D.

MYTHOLOGICAL BASIS IN THE NOVEL

ADVENTURERS FROM GARDOS BY MILENKO MATICKI

Abstract: The last novel in the sequence of the quadrilogy for teen-

agers, Adventurers from Gardos by Milenko Maticki, is to a great extent grounded in mythology which implies youthful adventurism in an adequate way,

its sensibility, living reality and imaginativeness. Following the content and the-

me of this short novel in the paper, at the same time we explore the influences,

interweaving, and semantics of mythological elements, that is, the fairy-tale-like

structure and moderate fantasizing. The main mythological basis is founded,

above everything else, on the contrasting relationship between the opposites

black and white, which contributes to a clearer and more concrete sym-bolism of these overly emphasized categories.

Keywords: novel, mythology, children, youth, adventures.

73

.

: -

- . , . . - , - , . , - , , , - . , - .

: , , - .

- . . - . -. --, -.

. - , -. , . . - . . .

74

. , . - - . , .

- . . : -. . .

, - . -, , . - .

: . , . - . -. , .

( ). : , , - . ( -). , .

- .

, , - , - . , . - , , . .

75

, - , -, . , , . , . -, - . , , - . , . , , -.1 , , -, ( ) - .

- . , .

, , - . - . - . -, . 1 , . , . (1977, 1991), , . (2008, 2010).

76

- . , - , - , .

. -. , , 15-16. -. - . . , . , , , -. , - , -. , , , . , , .

-, , . -, 30 - , - . ( , ), , . -, (-, 2008: 167, 2010: 86-87).

- , - . :

- , -

,

77

- - . -

, , , .

, - ( ) , , - . , , :

- , - - -

. , , --

, , , , . , -, . , - , . , , , , .

, - . - , , , .

, , , - , .

5. 8. - - . - ( ).

-- , , - ,

78

. . - - . - , , -, , - , .

, , . 15% (, 1974: 11), , , , , .

, - - , , , , - , , . , -, . , . , - , , - , - .

79

. - , - , . . , - , , -. , , - , - . , , - , - .

, , , - , . - , - , - . , , , , , .

. , - . : , -, - . (, 2001). - .

80

-- , , - . , , - - , . , -, , -, .

, , -, , - ( . 10-3), , - , . - - . (, 2010: 480)

- - - - . , - , , - -. - , - () ( , 2003: 8).

81

, , , , . - , -. , . , , , , , - . - ( -) .

, , . - -, . , -, , . , , , - , , , . - , , . - - . , , .

- , 2 - , , . - -

2 (. non-sensus) , , . , .

82

. , - . - , : , , .

, - - . , ( ), ( ), ( ) , .

.

1.

. . , . - - : ) , ) () ) ().

, , , . , - . - - - ( ).

2. -

. . - , - , -, -

83

. - . , , ( - ) . . , .

( - ; , !), . , -, - .

3. ( )

,

, , . - , , - .

, , - , . , , , - . , , , , - . . , . , , -, .

- , , (). - , (. . : ), - ( ; ) ( , ).

84

- . , , :

) ; ) ; ) ) (, 1977: 55). , , -

- , , - . , - , , . , , , , .

. - , , . . - , , - , . , , , . , - , - .

, , , - ,

85

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- , , , , - . - , , - . , -, .

-- , , . , - , , - . , , - , , -.

1. , . (1974). , -: .

2. , . (1977). , : , - .

3. , . (1991): , : .

4. , . (1977). , : .

86

5. , . (2008). , , 3/08, 152-166.

6. , . (2008). , - , , -: , , 167-178.

7. , . (2010). , , I, : , 85-98.

8. , . (2010). -, , : , 477-485.

9. , . (2012). , - - , : , , 206-215.

10. , . (1997). , , XLV, . 2-3, 85-92.

11. -, , , : , 2003.

12. , . (2001): , : .

87

Srboljub OREVI, Ph.D.

THE ROLE OF CHILDRENS LITERATURE IN FOSTERING SPEECH AT YOUNG SCHOOL CHILDREN

Abstract: Language skills development in pupils of lower grades of ele-

mentary school is one of the most important tasks in teaching literature in ele-

mentary school. Therefore it is necessary that the teacher constantly improves

pupils speech, enrich their vocabulary and guides them to the skill of proper and beautiful speech. The teacher can contribute to the accomplishment of this

task by constant directing of pupils to the importance of linguistic expression

and developing oral and written skills in the classroom by using literary texts.

In this paper we analyze speech development in young school children, and the

role of children's literature in order to stimulate this development and foster the

speech in children of that age. It is particularly emphasized that children's lite-

rature is the basis for the realization of activities in the area of discrimination

and articulation of sounds and speech in general, as well as in later stages of

formation of children's vocabulary, logically connected and cultivated speech,

expressive speech and a number of other targeted activities. Accordingly, in this

paper we analyze the role of the so-called "nonsense" children's literature in

the speech of younger school children and we present papers that can be used

practically for this purpose.

Keywords: children's literature, young school children, language de-

velopment.

88

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- , , . - - , , -, . XIX ( Johann Wagenseil) (1695, Collection of Juvenile Books). - Petite Encyclopdie du jeune ge , Small Childrens Encyclo-paedia 1853, - ( Larousse ) 1957. XX The Childrens Encyclopaedia (1910) Arthur Mee The Book of Knowledge (1912) .

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93

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1. Otto Jespersen, An International Language 1928 2. Wierzbicka A., Cross-Cultural Pragmatics, The Semantics of Human Inter-

action, Trends in Linguistics, Studies and Monographs 53, ed. Werner Win-

ter, Berlin - New York, 1991.

3. , , , - , 2012, 81-90.

4. Y. ., , , , 1987.

5. .., , , , , 1989, 24-34.

6. . , . -, - - , , - , 2012, 347-354.

7. ., - ., . . ( - ), , 1999.

8. , Child Language, Aphasia and Phonological Universals, 1941. 9. . , -

, , , , 2011. 10. . -,

, , -, 2012, 104-115.

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1997.

Prof. d-r Bla`e Kitanov

RASSKAZ SILQ}N AIST MARKO CEPENKOVA

PARABOLA LYDSKOJ I MAKEDONSKOJ SUDEB

Rezyme: Marko Cepenkov ]vl]ets] samwm plodotvornwm i

samwm tvor~eskim sobiratelem proizvedenij makedonskogo narodnogo

tvor~estva. Skazka Silq]n Aist Marko Cepenkova ]vl]ets] parabo-loj lydskoj i makedonskoj sudeb. Ona simvoli~eskim obrazom govorit

o makedonskih razdelah i razlukah, o makedonskih pereseleni]h. Meta-

morfoz beloj pticw ukazwvaet i vnu[aet osnovnuy idey rasskaza

Silq]n Aist, ~to nado uva`atx roditelej i star[ih ot nas i ~to nado bere~x sobstvennuy tradiciy i pro[loe.

Kly~evwe slova: skazka, Silq]n, Aist, neposlu[anie, tradici].

124

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125

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126

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132

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133

. - (77.5%), , (50.0%). - . 12.5% .

9 - . - .

9: ?

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, .

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134

- . , 11 , 12 - . .

11. 3.

,

12. 4.

2000

135

-

, - . , -, - , , , , - .

. (59.2%), 8 11 , - -. . - (35.8%), , , , (4.2%).

- (Broddason et al, 2010; , 2010). - (62.0%) (38.0%). .

. . , . -. , - - (60.6%) . .

. , . , -

136

, , 5 . , 50% , - . - - .

- , - . - , . - - . , 18.5% - .

, 15.5%. , - - , . - - .

, , - , - ( , , ).

(47%) . - . , , -, .

- , , , , (Hopper, 2005). , - .

137

- . , . - . . - , , - - .

1. Beach, R. (1993). A teachers introduction to reader-response theories. Ur-

bana, IL: National Council of Teachers

2. of English.

3. Broddason, ., lafsson, K. and Karlsdttir, S. M. (2010). The extension of

youth. A long term perspective. In U.

4. Carlsson, Children and youth in the digital media culture. From a Nordic

horizon (pp. 103112). The international Clearinghouse on children, youth

and media. Nordicom: University of Gothenburg.

5. Eyre, G. (2005).The development and practice of literacy: A voyage of di-

scovery. Available at: http://www.iasl-slo.org/ifla2005-eyre.doc Accessed -

on 07/08/11.

6. Gates, A. I. (1949). The improvement of reading. New York: MacMillan.

7. Hopper, R. (2005): What are teenagers reading? Adolescent fiction reading

habits and reading choices, Literacy, 113-120.

8. Huey, E. B. (1968). The psychology and pedagogy of reading. Cambridge,

MA: MIT Press (Original work published 1908).

9. Krnjaji, Z. i sar. (2011). italake navike srednjokolaca u Srbiji, Zbornik

Instituta za pedagoka istraivanja, Beograd.

10. Lewis, M. and Ellis, S. (2006). Phonics, practice, research and policy. Lon-

don: PCP.

11. Martinez, M. and Roser, N. L. (1991). Childrens responses to literature. In J.

Flood, J. Jensen, D. Lapp and J. R. Squire (Eds.). Handbook of research on te-

aching the English language arts (pp. 643654). New York: MacMillan.

12. Mokatsi, R. (2005).Sharing resources- how library networks can help reach

education Goals. East African Book Development Association. A research

paper looking at libraries in the developing world. Commission by Book

Aid International

138

13. Monson, D. L. and Sebesta, S. L. (1991). Reading preferences. In J. Flood,

J. M. Jensen, D. Lapp and J. R. Squire (Eds.), Handbook of research on te-

aching the English language arts (pp. 664673). New York: Macmillan.

14. Videnovic, M., J. Pei i D. Plut (2010): Young peoples leisure time: gen-

der differences, Psihologija, Vol. 43, Br. 2, 199-214.

Blagica ZLATKOVI, Ph.D.

READING HABITS, PREFERENCES AND LITERARY TEXTS

SELECTION CRITERION OF PUPILS OF LOWER

ELEMENTARY SCHOOL GRADES

Abstract: This paper presents the results of examination of reading ha-

bits, preferences and literary texts selection criterion of pupils of lower elemen-

tary school grades. Questionnaire, constructed for this purpose, was administe-

red to 119 respondents of both gender, aged 8 to 11. Data analysis consisted of

crosstabulation of self rating responses of pupils as a readers (I like to read,

from time to time, I am undecided, I don't like to read) with control variables,

variables related to environment in which respondents grow up and variables

that indicate respondents actions towards books and reading.

In the category of respondents who like to read, results have shown that

girls outnumbered boys (62.0% of girl and 38.0% of boys). Also, the respon-

dents from this category live in the houses with lot of books which are not obli-

gatory for school, spend more time reading, more often buy themselves books,

and more often borrow books from library. Results on a whole sample have

shown that for the majority of respondents main criterion for choosing particu-

lar book is interesting subject, and when they borrow books from the library

most of them choose by themselves. Paper also presents the most popular book

titles of third and fourth grade boys and girls.

Keywords: reading habits, literary texts preferences, selection crite-

rion, pupils of lower elementary school grades.

139

.

-

: ,

- , . - , . , , . , , , . , . - , , . , , . - , , , . , , , . , , , .

: , , , , , -.

- - . , -. , ,

140

, . , . , . , - - . , , , - - - (, ., 2008, 23).

, , , . - . : - (, , : ,., 2008, 21). , , . , , .

, . - , , . , , , , . , - , -. , - -

141

. , , . : (Boice,J.M,Standing on the Rock, Hodder&Stoug-hton, 1997, 62 : , , 2011, 38). , , , . , , : ? , : , , , , (-, ., 2011, 44). -, , , , , , . , , , - ... ... : - (-, ., 2011, 41).

, , : , - (2. . 3, 17). - , , . , .

- ( ). , - . ,

142

, ... (. 1,25). - , . , . -, . : ... -... (. 6,9-10), , - . , - , . , -, , - . , . , . , .

, . , - , - . , - , , . - , . - , (1. . 4, 18). , , , . , , .

143

- , - , -. ... ... . , ... - . , ... ... ... . - ... (Hamilton, Floyd, The Basis of Christian Faith, Harper&Row, 1964, 141, : , ., 2011, 48; , ., 1986, 5). - . . , , - -, . -, -, .

, , -, , , . - , . , , , - . -, - . , - , , . , , ,

144

. - , , - . , , , -. , , . - , -. , . - . , - , - , . , - .

, (37 50), 440 , - . -, -, . , , , - . , - . . , -, . , , . - -. , 20 .

145

, , . , . , , - . , - . , .

, , . , . - , . - , , , , . , , . - , , - . , - , , , . , . - . , , , - . - -. , , .

, , - . - , , - . , , ,

146

, - , . - , , , , . , , , - , - . . , , - , , , , - , . - , , - , - , . , , , . : ... ... - (45, 5-9). , , . - , . - (1700 -1250). -, , - . , , . . , - .

, , , , . - , -, . - . ,

147

. - , . , - . - . , -, , - .

-

- , -, . -. , , , , . , , , , -, . , , , - . - , , , , , - , . - . - . , , , - .

148

(, ., 1988, 8). - , - , . , , . , - . , - , . , , . , , , -. , - , ... ... (-, ., 1992, 284). . - - , . - , . - , . , , , , -. , -, . -, , .

, . , , , .

149

, . , , , . , - , . , - . - , , .

- . - , - () .... , (-, ., 1992, 279). , , - . , . , . , - , , .

, , . -, - , , , , , , . (), , - , . - , , , . (-), , - , -

150

. , - , . , - , . () . -, - . , . , (), , . , , , . - , , , ... (, . , ., 1969, 372), , , , . , , , - .

,

, , - - , -- . , , . , , - . - , - : . -

151

. - . - , . - , . , -, . - -- . , . . , -. : - ? ? - ? - ? ? -, - . , - .

. , -. -, . , , -, . , , . - , , .

152

, , . , . - , - . -, , . -, .

1. (2010), , . 2. , (2011). , . 3. , (2008). , . 4. , , (1969), , . 5. , (1988). -

, . 6. , (1992). -

, . 7. , (2008). , . 8. , (1986). , .

153

Prof. d-r Lybivoe STO}NOVI^

VOSPITATELXNO-OBRAZOVATELXNOE ZNA^ENIE

BIBLEJSKOGO RASSKAZA OB IOSIFE I BRATX}H V OBU^ENII NA^ALXNOJ {KOLW

Rezyme: Biblejskij rasskaz ob Iosife i bratx]h, kak realxnoe

istori~eskoe sobwtie, kotoroe prodol`alosx mnogo let i soder`it

mno`estvo razli~nwh sobwtij, svidetelxstvuet o podlinnoj pobede do-

bra nad zlwm. Nado sleditx v polo`itelxnom kontekste za nastoj~i-

vostxy i dobrodetelxy Iosifa, ne zagru`a]sx zlwmi delami ego brat-

xev. Iosif odinakovo lybit svoih bratxev, i togda, kogda oni prodayt v

rabstvo egipetskomu faraonu, kak i togda , kogda oni emu prihod]t s

prosxboj pomo~x im. U nih su\estvuet pre`de vsego problema zavisti i

nenavisti, a potom strah ot vozmo`noj mesti brata kotorogo oni preda-

li. Oni dl] takogo ne imeli osnovanij v povedenii Iosifa, strah

]vl]ets] rezulxtatom ih plohogo sosto]ni] kotorwm sami seb] nagru-

`ayt. Iosif ostats] posledovatelen v dobre, ~to v konce pomogaet i

im prevzojti svoi neobosnovannwe strahi, kak i otvergnutx svoy na~al-

nuy nenavistx k bratu pod za\itoj ego lybvi. Dobrodetelx Iosifa

bwla ~asto podvergnuta proverkoj trudnwh isku[enij, kotorwe on mu-

dro pobe`dal, ostava]sx re[n v horo[em dele i ~istoj `izni. >tot bi-

blejskij tekst poo\r]et tvor~estvo i osmwslivaet detskoe

lybopwtstvo tvor~estvom i progressom horo[ego de]ni], kotoroe v

konce prinosit vsem to ~to dejstvitelxno horo[o. Tak`e, pokazwvaet

~to dejstvitelxno lu~[e bwtx horo[im, ~em bwtx prav, hot] inogda dumaets] po-drugomu. Ibo, kogda vs projdt, v konce vs-taki tor`e-

stvuet dobro, i

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