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GivenThe transition from preschool to school is an important topic that requires a systematic approach. The key competences for lifelong learning, defined by the genderEuropean Union, are implemented in current preschool and numberschool education in Serbia. One of nouns are adopted for the firstkey timecompetences is Learning to learn, as it enables developing efficiency in thelearning, secondcontinuous gradeimprovement, ofgaining elementary school, the subject of this research is the way of processing these grammatical categories at the age when concepts of noun gender and number are introduced and when basic linguistic rules are established. To examine the current solutions, we analysed eleven approved textbooks for the second grade of elementary school. We considered the starting texts, the provided examples, linguistic accuracy, and methodological gradualness,self-confidence, as well as success in various life contexts. This research aims to discover students’ previous experiences regarding their school or out-of-school learning. A mixed-methods research procedure was used, including pilot interview protocol. During the possibilitiesinterview, the students created their own Learning Poster. The responses of 36 second-grade students indicated that the learning of two basic school subjects (Serbian language and Mathematics) and desirable prosocial behavior were perceived as the most important things they have learned so far in school.
Two thirds of students prefer learning in cooperation with other students, while the majority of students have an intrinsic motivation for improvinglearning. grammarCooperative teaching.learning Theis perceived as the usual way of doing schoolwork and as useful for everyday life. In addition, students recognize the use of a research resultsapproach showin that:school.
1)In theregeneral, arethe differentmentioned wayspoints to the existence of introducingcontinuity thebetween conceptpreschool and primary school levels of gendereducation. andA numbercertain lack of nounscontinuity tocan students;be 2) the introduction of grammatical genderobserved through the conceptstudents’ ofclaims naturalthat genderlearning dominatesthrough play is quite rarely represented. How to systematically regulate the educational transition in the second-grade textbooks; 3) there are numerous places that cause linguistic confusion or represent a kind of methodological trap. We believe that all theseaspects inaccuracies can result in numerous difficulties in the higher grades of elementary school. In the conclusion of the paper, concrete steps are proposedimportant for the introductionchild ofand the concept of genderfamily and numberhow ofto nounsmaintain students’ intrinsic motivation for learning in theolder secondgrades, graderemain ofopen elementary school.
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