Savremena poezija za decu kao podsticaj za dečje jezičko stvaralaštvo
Contemporary poetry for children as an incentive for children's linguistic creativity

Summary/Abstract: Poetry collections by contemporary poets are slowly finding their way into the educational process. Aditionally, in terms of their methodological potential, the focus is on understanding and interpreting verses, whereas there are only sporadic mentions of the possibilities for the development of children’s language skills offered by contemporary poetry. Therefore, the poetic work for children by Dragana Mladenović, a well-established contemporary poet, becomes the subject of research in this paper. The aim of research is to determine which aspects of the textual composition may function as the incentive for the development of children’s language skills. The corpus, which includes all four books of poetry for children by Dragana Mladenović, undergoes a qualitative thematic analysis which results in identifying the four key themes: 1)lexeme cataloguing 2)word-formation models 3) syntactic models and 4) graphic and conceptual design of the text. The insights acquired at these levels influence the following proposals as to what could become the incentive for children’s linguistic development when they encounter poetry by Mladenović:1)the encouragement of the lexical development through the acquisition and thematic networking of lexemes 2) the encouragement of the lexical development through the acquisition and generalization of word-formation models,3)the encouragement of the syntactic development through the acquisition of models and defamiliarization of syntactic links and 4) the encouragement of early literacy through establishing and fostering a critical attitude towards the text. The analysis and its related methodological implications point to the fact that contemporary poetry for children can provide inspiration for fostering the referential, imaginative and expressive functions of speech, taking into consideration the value of dialogue, games and project-based approach in working with children. Consequently, this paper can be viewed as a call for further research in this field

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