Синергија когнитивног развоја и образовно-васпитних вредности у настави српског језика
Synergy of cognitive development and educational values in Serbian language teaching

Summary/Abstract: This paper looks at teaching as a psychologically-pedagogical process through which numerous educational and pedagogical value of students develop. The main task in this paper is to discuss, apart from the above mentioned, the cognitive development of students in primary education, in order to establish more efficient teaching methods in teaching Serbian, especially those related to learning the grammar of language on literature, language templates. One of the basic values, for teaching Serbian language and literature, is to develop love for their mother tongue (Serbian) and functional application of acquired knowledge in order to promote cultural expression. Higher quality of interaction and communication competence of all participants in the school should be a model for developing the general cultural communication in society. Hence, the author presents examples of similar work that achieves a more humane attitude in the process of learning through individualisation and differentiation in teaching, all thanks to the knowledge of students' cognitive development. Seeing the details of cognitive development may be used to have a more realistic to insight into the opportunities for developing students' competence, their intelligence, especially the development of educational values and student's initiative and independence in the choice of topics and ways of working during additional classes, which can be best achieved in practice, though not enough present. The overall objective of this study was to investigate the cognitive processes of students that every teacher should find useful when selecting a curriculum teaching model of certain linguistic and grammatical areas that should encourage, develop and highlight the value of linguistic competence in the entire educational process, especially to encourage the development of educational value for students. However, when the teaching should not be understood that as its own goal, but as a link with life practices and concrete situations.

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