Work program of preschool institution "DEČIJE CARSTVO"

Educational work in the DEČIJE CARSTVO Preschool is organized with the application of a project approach to educational work, in accordance with the new Rulebook on the general foundations of the preschool program.



Bilingualism is most often defined as the ability of a person to use two languages ​​without a visible difference in the ability to communicate.


Bilingual or bilingual children are common in environments where from the first days they listen to communication in two languages ​​- whether the parents speak different languages, or whether, as in the case of immigrants, one language is spoken in the family and another language is spoken in the environment. Scientists find such children very interesting for studying the impact of bilingualism on brain development and psyche. Many studies have been conducted with bilingual children and the results show that learning two languages ​​at an early age really brings benefits:

Figure 2

Bilingualism benefits for children:

  • Bilingual children have a higher IQ than children who are surrounded by only one language. The reason for this is better networking of the brain, thanks to the creation of a greater number of synapses - connections between nerve cells in the brain that transmit impulses.
  • Thanks to better networked brains, bilingual children think faster, are better at multitasking and are more flexible. For the same reason, their cognitive abilities remain preserved longer in old age.
  • Bilingual children learn new words much faster and have a built-in ability not to confuse the words of one language with the words of another. They generalize newly learned words much faster and can use them in new situations.
  • They are better speakers, manipulate words more easily and communicate more easily with peers and the wider environment (teachers, neighbors, relatives...).
  • Bilingual children concentrate more easily when working, because they are better able to isolate sounds and images from the environment. Thanks to the ability to direct attention to opposing mental processes, which requires the use of two languages, they are better at solving mathematical problems.
  • They learn faster and easier because they are constantly in a situation of switching from one language to another, thus developing more cognitive processes and mechanisms such as inhibition (the ability to stop the words of the language they are not using at a given moment in order to activate the language they need for current situation), verbal memory (the ability to manipulate linguistic material) and selective attention (the ability to quickly switch from one language to another). This constantly puts the brain in front of new challenges.
Figure 3


Bilingualism as a family environment, however, is not the privilege of the average child. Learning a second language in an organized way, within foreign language schools, can give just as good results.

The condition is that the child learns in a way that will be as motivating and natural as is the case with spontaneous learning in a bilingual environment. Thats why we decided to create a bilingual environment in a familiar, safe and pleasant environment for children, in kindergarten.

In addition to the functional importance of using two languages, and the benefits for the intellectual development of children, we also want to nurture the native Serbian language.

Figure 4

That is why the educational work will not be fully realized in a foreign language, but we will create an environment modeled on a bilingual family. Where in daily communication and work with children, one teacher will speak Serbian and the other exclusively a foreign (English) language. Therefore, the children will be motivated to master the second language as well as possible, in order to achieve two-way communication with the other teacher. In this way, children will develop tolerance towards diversity, acceptance of diversity among people, and as the ultimate goal, we will reach the spontaneous acquisition of a second language.

Finally, what makes learning a foreign language especially easy for children is music. Music provides numerous advantages when learning foreign languages. Listening to music allows us to better acquire syntax and expand our vocabulary, because music activates the same centers in the brain as speech. It's easier to remember with music. Singing helps to learn new words quickly, since music stimulates the memory. Singing is an activity that motivates, because it brings enjoyment. That's why the whole learning process feels less like work if the music is on. The language that children are introduced to through music is a source of positive associations for them, because they associate it with play and fun activities.


The implementation of the program of educational work and care for children of nursery age is realized in accordance with the Basics of the program of educational work with children up to 3 years of age.

The main task is to create a favorable educational environment that, through its organization, provides optimal conditions for the children's psycho-physical development.

children up to 3 years old

The main goals of working with children of this age are:

  • favorable influence on the general development of the organism
  • mastery of motor skills
  • fostering openness to experiences
  • providing assistance in gaining independence and developing health and hygiene habits
  • help in creating an image of yourself, gaining confidence in your abilities
  • encouraging the solving of small problems of sensorimotor intelligence
  • encouraging and nurturing the childs natural curiosity in relation to the world around him
  • encouraging and enriching children's speech as a means of communication and acquiring knowledge

At this age, the most common forms of work are:

  • games of motor activities
  • artistic activities
  • musical rhythmic activities
  • dramatization activities
  • research activities

All these activities presented through play aim to encourage the intellectual development of the child, his communicative abilities, imagination, as well as other aspects of physical sensory, emotional and cognitive development.


work program

Educational goals in working with children of this age are:

  • acquiring a positive self-image
  • developing confidence in oneself and others
  • encouraging independence and individual responsibility
  • development of intellectual capacities
  • development of social and moral values
  • fostering a relationship of nonviolent communication and tolerance
  • development of motor skills and dexterity
  • encouraging the child's creative expression
  • developing the importance of protecting and preserving the natural and social environment
  • strengthening socio-emotional competence

The educational program is planned, implemented and monitored at the group level, at the team level (multiple groups), at the kindergarten level in cooperation with the pedagogue, psychologist and speech therapist, so that in accordance with the specific characteristics, the kindergarten would be an authentic place of living, learning, and playing. , growth and development of the child.

Through a system of games and activities (perceptual, motor, discovery, health-hygiene...) the child is supported to get to know himself, develop an image of himself and the world around him. What makes this program special is the approach to the realization of the foundations of educational work provided by law, the flexibility in applying a certain type of work and smaller groups with which it is easier to achieve the set goal. At the age before the child starts the preparatory preschool program, special emphasis in educational work will be on:

  • encouraging exploratory games and logical reasoning
  • development of environmental awareness in children
  • speech development
  • initial familiarization with basic mathematical concepts from the childs everyday environment
  • familiarization with natural and social phenomena from the immediate environment


A child of preschool age gets to know and sees the world around him as a whole. It is not aware of particulars, it does not break down the whole into finer details. He adopts concepts, "absorbs" them in a wider context, connects them and builds his structure of thinking. The way to solve problems is
directly through the game. Special attention is directed towards socialization, establishment and expansion of social contacts with children and adults in the immediate environment. In addition to individuality and the establishment of positive child-adult-child partnership communication, we develop initiative, emotional stability and creativity. We develop the natural need for constant discovery by providing adequate incentives for the child to discover and learn something new, the tendency to search for the unknown, which contributes to the child's creative development. Emphasis is also placed on activities that provide the opportunity for children to actively and directly get to know the world around them.

General preparation for school is carried out through the entire activity of the kindergarten and refers to all aspects of the child's personality. It has a primary role in relation to special preparation for school, which refers to contents and activities concerning:

Pipreme for reading and writing

Pipreme for reading and writing

Including the development of graphomotor skills, auditory attention and memory

Developing an attitude

Developing an attitude

Motivation to learn (developing a positive attitude towards learning)

work program

Plan and program

The plan and program provide for numerous and methodical contents, suitable for the modern needs of preschool children. This means that the work will insist on:

  • Satisfying children's primary (biological) needs
  • Establishing feelings of security and acceptance in the child
  • Providing the child with the opportunity to create a positive image of himself and his capabilities
  • Enabling the child to learn to observe, analyze, compare
  • Developing concentration as a basis for future school learning
  • Developing fine motor skills
  • Establishing appropriate work habits
  • Training the child to accept future obligations
  • Openness to accept information

In order to realize these tasks as completely as possible, we take special care of:

  • On the speech expression of a child of preschool age
  • The degree of developed logical thinking and reasoning
  • Acquiring the concept of time as well as differentiating the concepts of opposites
  • The degree of development of fine motor skills and graphomotor skills
children at the table