APA 6th Edition Koludrović, M. i Kolobarić, M. (2016). STJECANJE ŽIVOTNO‐PRAKTIČNIH VJEŠTINA U HRVATSKOM ŠKOLSTVU NEKAD I DANAS. Život i škola, LXII (3), 65-74. Preuzeto s https://hrcak.srce.hr/176558
MLA 8th Edition Koludrović, Morana i Marina Kolobarić. "STJECANJE ŽIVOTNO‐PRAKTIČNIH VJEŠTINA U HRVATSKOM ŠKOLSTVU NEKAD I DANAS." Život i škola, vol. LXII, br. 3, 2016, str. 65-74. https://hrcak.srce.hr/176558. Citirano 25.02.2020.
Chicago 17th Edition Koludrović, Morana i Marina Kolobarić. "STJECANJE ŽIVOTNO‐PRAKTIČNIH VJEŠTINA U HRVATSKOM ŠKOLSTVU NEKAD I DANAS." Život i škola LXII, br. 3 (2016): 65-74. https://hrcak.srce.hr/176558
Harvard Koludrović, M., i Kolobarić, M. (2016). 'STJECANJE ŽIVOTNO‐PRAKTIČNIH VJEŠTINA U HRVATSKOM ŠKOLSTVU NEKAD I DANAS', Život i škola, LXII(3), str. 65-74. Preuzeto s: https://hrcak.srce.hr/176558 (Datum pristupa: 25.02.2020.)
Vancouver Koludrović M, Kolobarić M. STJECANJE ŽIVOTNO‐PRAKTIČNIH VJEŠTINA U HRVATSKOM ŠKOLSTVU NEKAD I DANAS. Život i škola [Internet]. 2016 [pristupljeno 25.02.2020.];LXII(3):65-74. Dostupno na: https://hrcak.srce.hr/176558
IEEE M. Koludrović i M. Kolobarić, "STJECANJE ŽIVOTNO‐PRAKTIČNIH VJEŠTINA U HRVATSKOM ŠKOLSTVU NEKAD I DANAS", Život i škola, vol.LXII, br. 3, str. 65-74, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/176558. [Citirano: 25.02.2020.]
Sažetak The holistic development of personality is the presumption of every educational system. However, depending on social, political and economic needs of a certain period, a different significance is attributed to certain elements of personality development. Thus, in certain education reforms in Croatia in the last seventy years, significant emphasis was attached to individualization, in some to socialization, andin some reforms to the development of cognitive aspects of personality or the acquisition of life ‐ practical skills were greatly emphasized, while almost all the reforms resented the excessive intellectualism and the incoherence of the content taught in schools with real life. Given the fact that the development of life ‐ practical skills is one of the means of linking the theory and practice, the main aim of this research was to establish the representation of life‐practical contents and didactic‐methodical solutions of acquiring knowledge and skills from that area in the period from the end of World War II to now. By comparatively analysing the syllabi from 1944 to 2006, the representation and types of subject, activities and contents connected with acquiring life ‐ practical skills, over this seventy years period in the Croatian education system, were examined. Also, the didactic‐methodical solutions of the implementation of these syllabi were analysed. Viewed chronologically from the 1940s to 2006, the obtained results suggested a fall in the content, extra‐curricular activities and subjects in particular in the area of acquiring life‐practical skills (for example, course in home decoration, nutrition, home economics, handicraft, first aid, workshop, modelling and so on), while the new syllabi lack interesting didactic‐methodical solutions which today are attributable to the characteristics of work in reform pedagogies and have been a constituent part of syllabi in the second half of the 20th century.