The aim of this study is to create a course made of unstructured materials in nature for the physical activity of preschool children. A total of 62 children (32 girls and 30 boys) from the preschool program at the "Kolibri" PU "Radost" preschool institution in Vrnjačka Banja participated in this project. The process consisted of several phases: selecting a location for the course; acquiring unstructured materials for the activity; designing templates and planning the course layout; building the course; and opening the course, which included guiding the children through the unstructured material course and explaining the tasks; monitoring included assessing the children's interest in the course, and evaluation involved summarizing the results.

The objective of this paper is to explain the definition of conceptismo as a literary and social movement with its most relevant characteristics, illustrated in "The Visions" of Francisco de Quevedo, one of the key baroque authors of the Spanish literature, through analyzing the initial vision - The Last Judgment. This cycle was written between the years 1606 and 1623 in the Spanish monarchy, a country filled with contrasts and enormous social differences. In each of the five Visions, Quevedo criticizes the social situation and the prominent archetypes of the Spanish society. The piece was written implementing sharp language, enriched with metaphor, contrasts, hyperbole and caricatures wrapped in satire: expressed both in discrete and bold manners. These artistic choices give unique literary nuances to the literary text and help the reader easily imagine Quevedo's world. A world in which everything is possible, even the equal treatment of the rich and the poor, leastwise after death. Both an absolute conceptualist and a strong satirist, Francisco de Quevedo does not miss a single opportunity to highlight injustices and make fun of what he considers relevant in the social sphere, treating the physical as the most visible, while paying the greatest attention to the moral aspects. Through a comparative study of the corpus chosen for this paper, forming conclusions about the social status in the Kingdom of Spain is expected, as well as a better understanding of its illustration through the artistic and literary choices of the author. Due to the detailed descriptions of the human nature and behaviors, which can be seen as universal archetypes, Quevedo's "Visions" maintain their relevance to this day, as well as capture the attention of the contemporary reader.

The modern model of preschool education and upbringing "Years of Ascent" requires a holistic approach to working with children, which, among other things, methodologically implies an interactive approach to content, and organizationally a project-based method of work imbued with play and other work methods accessible to children. This paper will describe the situations of learning of length measurement and concepts of meter and centimeter in the preparatory preschool group on the elements of the basketball game and the field. This achieves the integration of initial mathematical concepts and physical education. The activities can be implemented through a wider multi-day project "Sports and Mathematics".

It is often argued, especially in polemics, that morality makes no sense if it is not grounded in faith. However, the question is whether religious beliefs and customs shape moral behavior? Is religion necessary for morality? The intersection of morals and religion involves the relationship between religious views and morals. It is common for religions to have value frameworks that aim to guide adherents in determining between right and wrong. The aim of this theoretical research is the presentation, ie the analysis of morals and religion. The need to choose the mentioned subject of research is imposed by its importance, insufficient research and the necessity of re-examination in the modern epoch of the crisis of the value system. Defining the similarities and differences between morals and religion, as well as their interpretation, is fundamental for understanding their relationship. Many scientific studies have failed to break down "morality" and "religion" into theoretically grounded elements. It is believed that the categories of "morality" and "religion" must be separated, in order to get a complete picture of complex interaction as a roadmap for future research into the relationship between morality and religion. Essentially, traditional moral values are based on spiritual values. That is why it is necessary to accept the universality of both the moral and the religious in every person, not only historically but also in the context of modernity and anticipated human future.

Considering the increasing moral hypocrisy of the modern era, it was necessary to focus on the examination of various influences on moral development. Lack of empathy is a phenomenon that is often mentioned when talking about various social deviations. Lack of tolerance, peer violence, various forms of aggressive behavior are sufficient reason to examine morality even at primary school age. This was the main motive for a more detailed investigation level of moral development of elementary school students in Banja Luka. The research was conducted on a sample of 220 eighth and ninth grade students. Based on a short questionnaire and a scale of moral development, the level of development of each student was determined, as well as the gender and type of pet they owned. The final school grades was chosen based on the theoretical analyzes of various psychologists, who specify that age as the end of moral development. In the first part, the paper deals with the theoretical reflection and analysis of previous research, while in the methodological part the hypotheses and the obtained results are analyzed in detail. After the statistical processing of the data, it was determined that there is no statistically significant connection in the level of moral development depending on whether the students have a pet or not. Regardless of the fact that the connection was not statistically significant, we cannot ignore the fact that students who have a rabbit as a pet, achieve the highest results on the scale of moral development, followed by students with a dog and a parrot, while those who have a cat or no pet achieve the lowest results. It is clear that there are still certain indications that would need to be checked on a larger sample in further research.

The presence of behavioral problems correlates with communication deficits in people with autism spectrum disorder (ASD), and if a person with ASD is taught functional communication, which has the same purpose for them as the manifestation of behavioral problems, there can be a reduction, and for this, the procedure called functional communication training (FCT) is most often used. This paper aims to determine the effectiveness of the application of FCT for each of the behavioral functions, as well as how FCT can be implemented for each function, by reviewing the literature. The papers were searched using the Google Scholar and ProQuest search engines, and the literature review included those papers in which FCT was applied to reduce various behavioral problems. By reviewing the literature, it can be seen that FCT can be implemented with respondents who have different diagnoses, as well as different degrees of functionality in the way they communicate. In addition, FCT can be successfully implemented with participants exhibiting behavioral problems in various functions. Bearing in mind that FCT looks different for each of the mentioned functions, the importance of determining the behavioral function is emphasized, since it is a necessary prerequisite for the successful implementation of FCT. In addition, bearing in mind the effectiveness of the application of FCT in reducing behavioral problems exhibited by children with ASD, it is emphasized that it is necessary to conduct training for special education teachers and parents, as well as all others who work with this population on the application of FCT.

Play represents a natural expression of a child's relationship with the world and, as such, forms the basis for the manifestation of all dimensions of children's well-being. However, global trends in scholarisation and the commercialization of play often lead to a reduction in opportunities for open play, particularly for play that is not saturated with materials that have predetermined meanings and purposes. This paper emerged from the research process on the significance of loose parts as play materials among teachers and second-year students in the "Preschool Teacher" program at the College of Applied Studies for Preschool Teachers and Business Informatics "Sirmium" in Sremska Mitrovica. The aim of the research is to explore, through autoethnographic notes, the experience of researching and creating loose parts playground within the educational process. The findings suggest that the experience of investigating the significance of unstructured play materials and creating loose parts playground in support of open play leads to insights about the implicit pedagogies of teachers and students regarding the child, play, and how it can be supported in the community. Thus, such research has a transformative character concerning approaches in the education of future preschool teachers.

Of all the human activities, the game gives a person the most pleasure. Whether it's sports, computer, social, educational or other games, people are happy to get involved in their implementation. As the game is one of the most important needs of children, it is also the most effective way to bring the teaching contents closer to the students. One learns through the game, because based on the rules, settings and own skills, existing and new concepts and relationships between them are defined. That is why learning through play is one of the most productive teaching methods, which encourages students' creativity, logical thinking, emotional expression and motivation for work and learning. Learning through play also affects the all-round development of the student's personality, as it encourages the child's cognitive, emotional, social and physical development. In this way, it comprehensively prepares him for his future life in the world of adults.