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II
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K - 23. 11. 2012. - .
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1. , . . (1987). . : .
2. , . (1999). . : .
3. , . (1982). . : . 4. , . (2001). . :
. 5. , . (1982). . : . 6. , . (2006). . :
.
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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.
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20
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, . -, - , . , . - . , , , - . - , , , - . , - , , - -. 27 ( 1924. 1993. ) 1848 , 240 ( 2114 ). 23 488 89 ( 1930. 1993. ), 572 . , . ( , , 2012. ., . 6 7.)
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1. , , 2012. . 2. , 10. XI 1995.
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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
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28
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:
( 2012. - 111 100 ). - . , , , . - .
: , , , .
, , , - , . , , - , , - , - (, , ) -. , -, , (, , , , .), - (, 1982: 99 - 100).
, , . (-, 1994: 162). , , . , , , , .
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, , ( , , ), , , - . - , , - . 25% (Blythe, 2011). , , , - .
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50 ( = 20 = 30), ( = 26, = 24), ( = 14, = 24 = 18) (, 20 40 . = 21 , 41 . = 29). - 2012. .
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, , -, - , - . - , , , (, 1993: 41). . -, (, 1920/1994: 36). , - , , , , , (Frojd, 2011).
, (2003: 39). , . , , -, , , , , -, , ! (, 1984: 278; , 2011: 67-68).
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( = -). - . , - , , , . , -, . , ( ), -, . , . , /- , -, .
, . , - , , , . , , . , , , , , -. - (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% ! - , , .
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, -, , , , - , , (-, 2012: 16).
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-
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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- - :
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- - - . , 4 , . , - -
1 , , ( ), , 1978.
-
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. , , , -: . ! ...2
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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
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-
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( 1979: 28). , - -. . , - , : - . . . , , - . , . , , , () , ( , ). , . - - . .
. , - . , , . , , - - . . , , . . - , , . , - . - . , . , .
- ( 1979: 50). a , . - - , , . , .
-
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, -, - , -. , . , , , . , - , , . - , . . - , , - . - , , - , .
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(1874-1938), - , , .
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1 ; , . - -. (, 1973: 86).
-
51
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, . - - . , , . - '' '', -, , , , - . , , . , , '' ''. , , . -. - . - , ( 1973: 88), - .
, - . , - - . , , , : . ; , - . , , - , . , , , .
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-
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. , . , , ! , , , : . , . , , : - ... , , , .
(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.
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57
.
: -
, - . , . , ( / / / ). - ( - ), - . , , , . , , , , , ().
: , , -
, , , .
, - . , - . -, ( / / / ). - ( - ), - . , , -, . -, , , , , - ().
-
58
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, , - .
. , , . . ,
. , , -
(2009) , . , - , , .
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-, . , 1999. , .
, , , / ,/ , / . .
-
59
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:
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60
, , :
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, , - .
: ( - - , -, ), ( ) , , , , , ?
. . , .
, , - .1
1 , , , 1989, . 90.
-
61
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, , , ... , .
! ! ! ! .
!
( )
, - , , . , , , - .
, - ( ); . , , ( - ). , , - . , , - , : - , , . .2 - .
2 , , /, , 1995, .7.
-
62
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-. . - ...
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3 , , 20- , -, , 2009, . 38.
-
63
...
! , . , - .
, , - . , , .
1. , , 20- -, , , 2009.
2. , , /, , 1995.
3. , , -, 1989.
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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.
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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.
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73
.
: -
- . , . . - , - , . , - , , , - . , - .
: , , - .
- . . - . -. --, -.
. - , -. , . . - . . .
-
74
. , . - - . , .
- . . : -. . .
, - . -, , . - .
: . , . - . -. , .
( ). : , , - . ( -). , .
- .
, , - , - . , . - , , . .
-
75
, - , -, . , , . , . -, - . , , - . , . , , -.1 , , -, ( ) - .
- . , .
, , - . - . - . -, . 1 , . , . (1977, 1991), , . (2008, 2010).
-
76
- . , - , - , .
. -. , , 15-16. -. - . . , . , , , -. , - , -. , , , . , , .
-, , . -, 30 - , - . ( , ), , . -, (-, 2008: 167, 2010: 86-87).
- , - . :
- , -
,
-
77
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, , , .
, - ( ) , , - . , , :
- , - - -
. , , --
, , , , . , -, . , - , . , , , , .
, - . - , , , .
, , , - , .
5. 8. - - . - ( ).
-- , , - ,
-
78
. . - - . - , , -, , - , .
, , . 15% (, 1974: 11), , , , , .
, - - , , , , - , , . , -, . , . , - , , - , - .
-
79
. - , - , . . , - , , -. , , - , - . , , - , - .
, , , - , . - , - , - . , , , , , .
. , - . : , -, - . (, 2001). - .
-
80
-- , , - . , , - - , . , -, , -, .
, , -, , - ( . 10-3), , - , . - - . (, 2010: 480)
- - - - . , - , , - -. - , - () ( , 2003: 8).
-
81
, , , , . - , -. , . , , , , , - . - ( -) .
, , . - -, . , -, , . , , , - , , , . - , , . - - . , , .
- , 2 - , , . - -
2 (. non-sensus) , , . , .
-
82
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1.
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-
83
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84
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) ; ) ; ) ) (, 1977: 55). , , -
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-
85
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-- , , . , - , , - . , , - , , -.
1. , . (1974). , -: .
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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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-
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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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-
92
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(Larousse), - .
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( ) - , .: 0 2 . (10) ; 3 5 . (150); 6 8 . (245); 6 . (70), 7 . (32), 8 . (97); 9 12 . (393); 9 . (231), 10 . (186), 11 2 (152) . , - - .
-, (2011), , 2010 Brijbasi Art ( , , - , , ). - 160 . : , , , , . . - , .
-
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.
11. . -, - , , 5-6, XLV, , 1998.
12. , -, (2003-2011), , . 1-5.
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3. -, : ,, .
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1. , , , , 2001. 2. , - , -
, , 1968, 3. - , ,
, , 2003. 4. , , ,
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
.
,
: , -
. 119 , 8 11 , . ( , , ) - , - o - .
- (62.0%) (38.0%), - , , . - , , . .
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, .
(Huey, 1908) - . (Gates, 1949) , , , , , . -. - , , , . - , -, , , , - .
-
125
- (Makotsi, 2005), , . - - -, - (Lewis and Ellis, 2006). , , , - , , . - .
, ( , 2011). . -. - - (Monson and Sebesta, 1991). . , . - . , , (Beach, 1993; Martinez and Roser, 1991).
, . , , (Broddason et al, 2010). - - . - , , , - , .
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-
126
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. - . - . , - : (1) ; (2) ; (3) . : -, , -, , , , - .
, , (, , , ), .
. .
. 119 (III IV ), 8 11 . - .
-
127
. 1.
1.
71 59.2
43 35.8
5 4.2
119 100.0
(59.2%), - (35.8%), - 4.2% .
2.
27 22 4 53
38,0% 51,2% 80,0% 44,5%
44 21 1 66
62,0% 48,8% 20,0% 55,5%
71 43 5 119
100,0% 100,0% 100,0% 100,0%
( 2), (62%), - -, .
, - (48.7%), (38.7%), 12.6%, -. -
-
128
, - , (58.0%).
, . 53.3% , 40.8% , 5% . 3.
3.
5 1 0 6
7,0% 2,3% ,0% 5,0%
23 23 3 49
32,4% 53,5% 60,0% 41,2%
43 19 2 64
60,6% 44,2% 40,0% 53,8%
71 43 5 119
100,0% 100,0% 100,0% 100,0%
, - , , 60.6% - . , - , .
-
129
4.
3 1 0 4
4,2% 2,3% ,0% 3,4%
22 24 3 49
31,0% 55,8% 60,0% 41,2%
46 18 2 66
64,8% 41,9% 40,0% 55,5%
71 43 5 119
100,0% 100,0% 100,0% 100,0%
. (53.3%) , (40.8%) (5.0%). - 4. , 64.8% - - .
-
130
5.
0 2 0 2
,0% 4,7% ,0% 1,7%
5 5 2 3 10
7,0% 4,7% 60,0% 8,4%
15 3 8 2 13
4,2% 18,6% 40,0% 10,9%
30 16 11 0 27
22,5% 25,6% ,0% 22,7%
1 36 16 0 52
50,7% 37,2% ,0% 43,7%
11 4 0 15
15,5% 9,3% ,0% 12,6%
71 43 5 119
100,0% 100,0% 100,0% 100,0%
5 . - , (50.7%) - . -, (37.0%).
- , .
-
131
6.
16 5 0 21
22,5% 11,6% ,0% 17,6%
14 4 1 19
19,7% 9,3% 20,0% 16,0%
15 11 1 27
21,1% 25,6% 20,0% 22,7%
13 15 2 30
18,3% 34,9% 40,0% 25,2%
13 8 1 22
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71 43 5 119
100,0% 100,0% 100,0% 100,0%
6 - 50.2% , 20.9% .
- , - .
-
132
7.
23 4 0 27
32,4% 9,3% ,0% 22,7%
37 17 1 55
52,1% 39,5% 20,0% 46,2%
4 19 2 25
5,6% 44,2% 40,0% 21,0%
7 3 2 12
9,9% 7,0% 40,0% 10,1%
71 43 5 119
100,0% 100,0% 100,0% 100,0%
( 7) - (32.4%) (52.1%) , . - ( 8). , .
8.
37 10 0 47
52,1% 23,3% ,0% 39,5%
22 17 0 39
31,0% 39,5% ,0% 32,8%
11 14 2 27
15,5% 32,6% 40,0% 22,7%
1 2 3 6
1,4% 4,7% 60,0% 5,0%
71 43 5 119
100,0% 100,0% 100,0% 100,0%
-
133
. - (77.5%), , (50.0%). - . 12.5% .
9 - . - .
9: ?
57 47.5 48 40.0 25 20.8 23 19.2 22 18.3 21 17.5 / 17 14.2 15 12.5 15 12.5 14 11.7
, .
10. 60.0% , - .
10. ?
74 61.7 6 5.0 27 22.5 2 1.7 0 0.0 2 1.7 6 5.0 117 100.0
-
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
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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.
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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
. - , . , - . - . , -, , - .
-
- , -, . -. , , , , . , , , , -, . , , , - . - , , , , , - , . - . - . , , , - .
-
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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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