TY  - CONF
AU  - Ševa, Nada
AU  - Buđevac, Nevena
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/883
AB  - This study aims at defining the similarities and differences related to emergent literacy
policies and practices in European transparent orthographic systems. The sample
included data from 9 European countries: PISA 2018 Level 3: Estonia, Finland, Slovenia,
PISA 2018 Level 2 high score: Croatia, Hungary, Italy, PISA 2018 Level 2 lower
score: Greece, Romania, Serbia. ECEC systems were compared based on the following
variables: general ECEC framework; increasing participation, inclusion and equity; improving
quality of teaching; creating a literature environment. Regarding differences
between Level 2 and Level 3 countries, one of the key findings is that the percentage of
children participating in ECEC is higher in Level 3 countries, mainly due to the accessibility
of ECEC services and the low number of children per ECEC teacher. Estonia and
Finland have the most elaborate model of transition programmes between preschool
and schools. Speech therapy or another language/ communication support is available
more in Level 3 countries than Level 2 countries. ECEC teachers in Level 3 countries
have more hours invested in professional development than Level 2 countries. However,
several areas should be improved in Level 2 and Level 3 countries, especially for
Increasing participation, inclusion and equity. The main difference is observed at the
level of systemic support of the programmes for creating a literature environment at the
national level. In Level 3 countries, government plays a substantial role in creating a cultural
environment for emergent literacy development and continuous financial support.
PB  - Belgrade : Faculty of Philosophy, University of Belgrade
C3  - Dialogue, diversity and interdisciplinarity in the field of learning and instruction
T1  - Emergent literacy practices and policies in the systems with transparent orthography
EP  - 11
SP  - 11
UR  - https://hdl.handle.net/21.15107/rcub_ipir_883
ER  - 

@conference{
author = "Ševa, Nada and Buđevac, Nevena",
year = "2022",
abstract = "This study aims at defining the similarities and differences related to emergent literacy
policies and practices in European transparent orthographic systems. The sample
included data from 9 European countries: PISA 2018 Level 3: Estonia, Finland, Slovenia,
PISA 2018 Level 2 high score: Croatia, Hungary, Italy, PISA 2018 Level 2 lower
score: Greece, Romania, Serbia. ECEC systems were compared based on the following
variables: general ECEC framework; increasing participation, inclusion and equity; improving
quality of teaching; creating a literature environment. Regarding differences
between Level 2 and Level 3 countries, one of the key findings is that the percentage of
children participating in ECEC is higher in Level 3 countries, mainly due to the accessibility
of ECEC services and the low number of children per ECEC teacher. Estonia and
Finland have the most elaborate model of transition programmes between preschool
and schools. Speech therapy or another language/ communication support is available
more in Level 3 countries than Level 2 countries. ECEC teachers in Level 3 countries
have more hours invested in professional development than Level 2 countries. However,
several areas should be improved in Level 2 and Level 3 countries, especially for
Increasing participation, inclusion and equity. The main difference is observed at the
level of systemic support of the programmes for creating a literature environment at the
national level. In Level 3 countries, government plays a substantial role in creating a cultural
environment for emergent literacy development and continuous financial support.",
publisher = "Belgrade : Faculty of Philosophy, University of Belgrade",
journal = "Dialogue, diversity and interdisciplinarity in the field of learning and instruction",
title = "Emergent literacy practices and policies in the systems with transparent orthography",
pages = "11-11",
url = "https://hdl.handle.net/21.15107/rcub_ipir_883"
}

Ševa, N.,& Buđevac, N.. (2022). Emergent literacy practices and policies in the systems with transparent orthography. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction
Belgrade : Faculty of Philosophy, University of Belgrade., 11-11.
https://hdl.handle.net/21.15107/rcub_ipir_883

Ševa N, Buđevac N. Emergent literacy practices and policies in the systems with transparent orthography. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction. 2022;:11-11.
https://hdl.handle.net/21.15107/rcub_ipir_883 .

Ševa, Nada, Buđevac, Nevena, "Emergent literacy practices and policies in the systems with transparent orthography" in Dialogue, diversity and interdisciplinarity in the field of learning and instruction (2022):11-11,
https://hdl.handle.net/21.15107/rcub_ipir_883 .

TY  - JOUR
AU  - Jošić, Smiljana
AU  - Buđevac, Nevena
AU  - Baucal, Aleksandar
PY  - 2012
UR  - http://ipir.ipisr.org.rs/handle/123456789/188
AB  - The aim of this study was to investigate the changes in decision-making of ten-year old children under the influence of peer interaction. We tried to determine whether there were differences in the decision-making process when children made their decisions in a group, as opposed to the situation when they decided individually. In the first phase of the study (which included individual decision-making), 139 fourth-graders were tested. Based on their responses we formed 10 triads in the experimental group. The control group consisted of 31 children with the response structure equivalent to the initial response structure in the experimental group. In the second phase, children in the control group once again decided individually, while children in the experimental group made a group decision. We found that subjects in the control group retained their previous decisions, while children in the experimental group changed their initial decisions under the influence of peers, so that their decisions became less risky. This finding may be ascribed to the context in which the research was conducted (school), but also to the content of the task used. Qualitative analysis of social interaction enabled us to understand the dynamics of group decision-making. We found several mechanisms that explain how children change their initial decision in the triad (reference to the opinion of the authority, conversational passivity, majority rule, etc.), and how they retain their decision (conversational activity and argumentation).
AB  - Ovo istraživanje bilo je usmereno na ispitivanje promena u procesu donošenja odluka koje pod uticajem vršnjačke interakcije donose desetogodišnjaci. Pokušali smo da utvrdimo da li deca u grupi donose odluke drugačije nego kada iste odluke donose samostalno. U prvoj fazi istraživanja, koja je podrazumevala individualno donošenje odluka, testirano je 139 učenika četvrtog razreda. Na osnovu njihovih odgovora formirano je 10 trijada za eksperimentalnu grupu. Kontrolnu grupu činilo je 31 dete sa istom strukturom početnih odgovora kao u eksperimentalnoj grupi. U drugoj fazi su deca iz kontrolne grupe još jednom samostalno odlučivala, dok su deca u eksperimentalnoj grupi donosila grupne odluke. Nalazi su pokazali da su ispitanici iz kontrolne grupe zadržavali svoje prethodne odluke, dok su ih deca u eksperimentalnoj grupi menjala pod uticajem vršnjaka, tako da su u grupi donosili manje rizične odluke. Ovaj nalaz može biti posledica uticaja konteksta u kojem je vršeno istraživanje (škola), ali i sadržaja korišćenog zadatka. Kvalitativna analiza socijalne interakcije pomogla nam je da razumemo tok grupnog donošenja odluka. Pronašli smo nekoliko mehanizama koji govore o tome kako deca menjaju svoju prvobitnu odluku u trijadi (pozivanje na mišljenje autoriteta, konverzaciona pasivnost, pravilo većine itd.), kao i o tome kako uspevaju da zadrže svoju odluku (konverzaciona aktivnost i argumentacija).
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Peer interaction influence on decision-making in ten-year-old children
T1  - Uloga vršnjačke interakcije u donošenju odluka desetogodišnjaka
EP  - 207
IS  - 2
SP  - 185
VL  - 15
DO  - 10.5937/PsIstra1202185J
ER  - 

@article{
author = "Jošić, Smiljana and Buđevac, Nevena and Baucal, Aleksandar",
year = "2012",
abstract = "The aim of this study was to investigate the changes in decision-making of ten-year old children under the influence of peer interaction. We tried to determine whether there were differences in the decision-making process when children made their decisions in a group, as opposed to the situation when they decided individually. In the first phase of the study (which included individual decision-making), 139 fourth-graders were tested. Based on their responses we formed 10 triads in the experimental group. The control group consisted of 31 children with the response structure equivalent to the initial response structure in the experimental group. In the second phase, children in the control group once again decided individually, while children in the experimental group made a group decision. We found that subjects in the control group retained their previous decisions, while children in the experimental group changed their initial decisions under the influence of peers, so that their decisions became less risky. This finding may be ascribed to the context in which the research was conducted (school), but also to the content of the task used. Qualitative analysis of social interaction enabled us to understand the dynamics of group decision-making. We found several mechanisms that explain how children change their initial decision in the triad (reference to the opinion of the authority, conversational passivity, majority rule, etc.), and how they retain their decision (conversational activity and argumentation)., Ovo istraživanje bilo je usmereno na ispitivanje promena u procesu donošenja odluka koje pod uticajem vršnjačke interakcije donose desetogodišnjaci. Pokušali smo da utvrdimo da li deca u grupi donose odluke drugačije nego kada iste odluke donose samostalno. U prvoj fazi istraživanja, koja je podrazumevala individualno donošenje odluka, testirano je 139 učenika četvrtog razreda. Na osnovu njihovih odgovora formirano je 10 trijada za eksperimentalnu grupu. Kontrolnu grupu činilo je 31 dete sa istom strukturom početnih odgovora kao u eksperimentalnoj grupi. U drugoj fazi su deca iz kontrolne grupe još jednom samostalno odlučivala, dok su deca u eksperimentalnoj grupi donosila grupne odluke. Nalazi su pokazali da su ispitanici iz kontrolne grupe zadržavali svoje prethodne odluke, dok su ih deca u eksperimentalnoj grupi menjala pod uticajem vršnjaka, tako da su u grupi donosili manje rizične odluke. Ovaj nalaz može biti posledica uticaja konteksta u kojem je vršeno istraživanje (škola), ali i sadržaja korišćenog zadatka. Kvalitativna analiza socijalne interakcije pomogla nam je da razumemo tok grupnog donošenja odluka. Pronašli smo nekoliko mehanizama koji govore o tome kako deca menjaju svoju prvobitnu odluku u trijadi (pozivanje na mišljenje autoriteta, konverzaciona pasivnost, pravilo većine itd.), kao i o tome kako uspevaju da zadrže svoju odluku (konverzaciona aktivnost i argumentacija).",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Peer interaction influence on decision-making in ten-year-old children, Uloga vršnjačke interakcije u donošenju odluka desetogodišnjaka",
pages = "207-185",
number = "2",
volume = "15",
doi = "10.5937/PsIstra1202185J"
}

Jošić, S., Buđevac, N.,& Baucal, A.. (2012). Peer interaction influence on decision-making in ten-year-old children. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 15(2), 185-207.
https://doi.org/10.5937/PsIstra1202185J

Jošić S, Buđevac N, Baucal A. Peer interaction influence on decision-making in ten-year-old children. in Psihološka istraživanja. 2012;15(2):185-207.
doi:10.5937/PsIstra1202185J .

Jošić, Smiljana, Buđevac, Nevena, Baucal, Aleksandar, "Peer interaction influence on decision-making in ten-year-old children" in Psihološka istraživanja, 15, no. 2 (2012):185-207,
https://doi.org/10.5937/PsIstra1202185J . .