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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.

The article deals with education as one of the key factors for better social integration and improvement of living conditions of the Roma population. The research is focused on the attitudes of parents of Roma and nonRoma children in order to find concrete solutions to overcome the problem of education of Roma children in the municipality of Ub. The research included 55 parents of non-Roma children, 50 parents of Roma children and three parents of Roma children with disabilities. The results show that Roma children need support in terms of education from an early age, that it is important to raise the awareness of Roma parents and children about the need for education, that parents must be involved in school events and the child's progress. Greater engagement of teaching staff is needed in order for everyone in the school environment to feel equal, to enable education that would qualify them for working with Roma children, and to adapt teaching materials to the needs of children. Children from the majority community need basic knowledge of Roma culture to help Roma peers integrate more easily.

The work of the Kruševac kindergarten in the period 1929-1935 is described based on statistical information which was sent to Ministry of education of Kingdom of Yugoslavia. It describes how the kindergarten was financed, how much it received funds from the local self-government and Kingdom itself. The structure of children by age, nationality and religion in that period is given. It also reports on children's illnesses, absences, the number of enrolled children in one school year. Data are also given about the entertainer (educator) who was in the kindergarten, her affiliation with various other organizations such as Red Cross. The structure of parents and their occupations are also given. For the school year 1931/32. there are no data.

Inclusion refers to the active participation of children with disabilities in their immediate and wider environment in accordance with their abilities. The paper focuses on the partnership of educators and parents in the context of real inclusive practice, through a strategy of support for children with disabilities. The theoretical basis is a systems approach, which implies the understanding that the studied system is part of a broader system and that the system itself consists of smaller subsystems that are mutually conditioned. A systematic approach to inclusion provides a conceptual framework for determining the combined impact on preschool children in a dynamic relationship with their environment. It can be concluded that inclusion requires partnership work and that one of the priority tasks of an inclusive preschool institution is to develop quality support programs and involve parents in children's activities.

Playing and socializing with others are basic needs of all young children with disabilities and these needs are adequately met in preschool context, where they can, through various social situations, adopt language and develop an ability to interact. The main aim of this paper is to show a way to improve access to inclusive physical education and supplement the curriculum by applying thematic modifications, visual aids and new content, depending on the disability. Thematic modifications of games, shaping exercises, movement patterns in children with disabilities imply changing and simplifying steps, giving specific tasks in the game, reducing the pace of work and the number of steps. The modification is also reflected in increasing the time available to complete tasks, adjusting the playing area and marking the position on the field. Using certain conditions, the goal of a given activity of children with disabilities in physical education is to make the content of play suitable to the children's interests, to enable children to overcome or alleviate the problems they have, through movement, to get to know themselves, their body and others in relation to themselves.This approach to the realization of activities in physical education is to combine the knowledge and experience of the child and the ability of the teacher to use new ideas and introduce creativity in work.

Ваја ́рство је уметност вајања, кипарство; ва ́јати значи длетом или сличном алатком уметнички

In this paper, the aggressiveness and delinquent behaviour of adolescents is placed in the context of developmental turbulence that can be temporary. In the case of a young person who violates legal norms, there may be potential for a healthy personality development, and antisocial behaviour can be greatly influenced by the developmental characteristics of adolescence: internal conflicts, reactivation of early developmental crises, intrapsychic difficulties related to separation from parents, identity crisis and forming the so-called negative identity. This paper explores the influence of the early child development on the formation of tendencies towards aggressive behaviour, as well as the influence of family factors on the occurrence of juvenile delinquency. Finally, the author concludes that in forming a healthy personality with prosocial values, the proper upbringing in the family is the most important. If the family has a healthy foundation for personality development, sources of socialization and other socialization agents can hardly disrupt the proper development of an adolescent, except when it comes to the inherent tendency towards the formation of psychopathic personality traits. Otherwise, the adolescent is very susceptible to accepting inadequate patterns and blindly following the peer group, where he tries to obtain the support and intimacy that he has not received in the family. The peer group can sometimes impose antisocial values and behaviours as desirable ones.

In a time of mass migration processes, a multitude of cultures, languages and peoples is rapidly striving for a community, which is why interculturalism becomes one of the guiding principles in education. It is inevitable to prepare schools and teachers for cultural, ethnic, linguistic and religious diversity based on the intercultural perspective of a democratic society. By creating interculturally sensitive schools, we can ensure the communication and interaction of the culturally different. The aim of this research was to identify the factors that determine the intercultural sensitivity of primary school teachers, and to identify statistically significant differences in the identified factors in relation to the socio-pedagogical characteristics of teachers. Using a scaler and a factor analysis procedure in a sample of 262 teachers, intercultural sensitivity factors were identified, and statistically significant differences were identified in relation to the socio-pedagogical characteristics of teachers with a small number of identified factors. The results of this empirical study represent a modest contribution to the constitution of new values of interculturalism, since the basic prerequisite for successful education and education of interculturally competent students is the engagement of a well-trained and culturally sensitive teacher.