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The changed socio cultural and educational realities and the new needs that have arisen in „speaking child” require once to glance at the elementary literacy held in the Bulgarian school. In light of this understanding, the focus is on: inclusivity in teaching basic literacy skills.
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The article shares an experience of the “School for reading” – non-formal education in first grade. The understanding that parents are important partners of the educational institution is fundamental in promoting children’s reading. In support of the latter a data from a survey of parents – participants in “School for reading”, is presented and analyzed. Reasoned conclusions are reached.
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Exercise is a major method in teaching Bulgarian. In this context, this article presents three groups of exercises with a view to form the language notions of noun, adjective and verb in the second-grade-students.
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Through analysis of questionnaire with respondents – primary school teachers, there are manifested deficits into the speech behavior of children of primary school age and methodological conclusions are drawn.
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Approbated interactive techniques for forming the unity of the technique for reading and understanding of what has been read in the multicultural classroom are presented.
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Preventing discriminatory practices in early childhood education and creating a favorable environment for effective dialogue between teachers, children and parents of different ethnic origin requires improvement of the skills of teachers to work in a multicultural environment. This article presents an innovative technology of professional pedagogical training as a form of pedagogical interaction in the process of continuing education for teaching subjects in preschool. The emphasis is on the promotion of socio-cultural competence of the teacher in the context of interpersonal intelligence in the general reflexive picture in pre-primary education.
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The process of formation of key social and civic competences according to the Common European Framework is long, so that the beginning is made in earlier school years, the sensitive period in a more specific context, namely through training in “Man and Society” in the 1st and 2nd grade. Within this study a new, more efficient technology to work in a school environment will be created and tested.
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This study was motivated by the fundamental objective of the National program information and communication technology (ICT) in education, developed by the Ministry of Education. A successful ICT modernization of education includes not only e-learning, but also suitable electronic content to provide quality education. A review of the theoretical analysis of the current status of the problem was conducted and followed by a proposal for web-based platform for teaching Bulgarian as a foreign language for the first two levels according to the Common European Framework. The motivation of teaching foreign language and attitudes of learners to use interactive media in the learning process of a foreign language was investigated and analyzed.
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A key priority in the Law of preschool and school education is the establishment of a Public Council at each educational institution. The established Public Council works alongside the Boards and does not encroach on their functions. Its members are elective with a mandate and have control and consulting functions. This allows the public’s participation in the strategy for development of the kindergarten and the school, of individual programs and policies, direct observation of stakeholders on the public funds expenditure. It is expected, when properly structured and legitimate acting Public Council, to allow the public support to the institution through direct participation in the organized activities and civil control of its management. This will meet the needs of the society and the policies and interests of the school/kindergarten.
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The article examines the transformation of the two most important factors for the child’s social interaction abilities in the pre-school sector – the educational institution (kindergarten) and the family. It also discusses alternatives for interaction between these two influencing factors to create a new environment with shared values and common goals where the child feels confident, composed and happy.
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The article analyzes the nature and the main features of the alternative education. The research of the problem requires critical approach that reveals the positive components and the contradictions in the alternative education system and methods.
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The success of the social inclusion of children of different ethnic and national origin requires teachers to upgrade their knowledge, skills and competencies to work in a dynamically changing environment in a kindergarten. This article presents a model for improving the implementation of intercultural education in pre-primary education.
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There are proposed three strategies for organizing classroom training as a response to questions and a survey conducted among teachers and experts working in the secondary education system. Highlighted is the idea for achieving high learning objectives with all students, based on the use of differentiation-based strategies. The strategies: “Different Skills”, “Partnership” and “More Practice and Support” are developed and presented. The presentation is structured as a lecture for students and teachers who are interested in working ideas for professional implementation of a differentiated approach in the training practice.
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The review of the idea of unconscious learning aims to give insights into learning processes by exploring the role of emotional unconscious processing of learning materials. Psychological literature shows that conscious intellectual integration does not happen continuously, nor does necessarily lead to optimal learning. Students of all ages and levels of experience can not always have a conscious desire, control and intent to learn, or quickly and continuously organize the processes of inner motivation. This topic proposes considering the role of unconscious learning in order to improve understanding of how students shape their attitudes and motivation for learning. Its understanding would help incorporation of unconscious messages and approaches as a means of facilitating and improving teaching and learning.
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The author discusses inclusive education in the Bulgarian context and introduces a relatively new inclusive teaching approach – the inclusive pedagogy. Further, she depicts inclusive education within the philosophical, social and educational frameworks, which are interrelated and mutually enriching each other.
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The article focuses on the speech hearing development in preschool age. Game variants are pointed out, aiming to help aural perception, aural attention and aural memory. An attempt to systemize all the specified methodological approaches has been made, so that they can be used both by teachers in kindergarten and parents at home.
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Starting from the necessity of enriching the forms of prevention applied to juvenile offenders, the article is an attempt to present a successful working model called Center for psychological – consultative activity, as a positive and implicit influence on the behavior of this category of offenders.In this analysis, the model is seen as an essential part of the work of the Local Commission for Combating Juvenile Delinquency, such as the reflection of public structures in support of child offenders, the protection of their rights and the opportunities for their continued development and education.The activity of the center is emphasized with the idea to present itself as a form of specialized work and support of minors in general and not just the offenders.
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The aim of the article is to determine the role of intercultural communication in the realization of multicultural education. The significance of the article lies in the qualitative research based on the method of analysis of the materials on intercultural communication and multicultural education. It is revealed that intercultural communication is a broader concept than interlingual communication and can be presented as communication of citizens of one country belonging to different ethnic groups of a multinational state. It is showed that the coexistence of various ethnic groups in one social and territorial space may lead to the rapid actualization of the problem of interethnic communication with the manifestations of ethnocentrism. It is proved that cross-cultural education of individuals and groups orients at overcoming ethnocentrism and is an important part of the concept of multicultural education as the formation of students’ skills of cross-cultural awareness. It is concluded that multicultural education can be considered as culture of interethnic communication fully corresponding to the principles of intercultural interaction.
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The article discusses briefly the relevance of the inclusion of children of roma origin in the educational environment and its theoretical setting. The methods and means used so far in practical work with children of Roma origin did not render sufficient results for various reasons. Challenged by this fact, kindergarten teachers turn to additional forms of pedagogical interaction such as festivities and entertainments. The educational process takes place in an environment of constant and active interaction between children and teachers, the latter being equally placed as participants in the activities. This shows that the model of work in the kindergarten has to change constantly in order to ensure consistency with the modern concept for pre-school education.
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The authors share their experience for a tested model in the Bulgarian Language and Literature educational field according the semiotic approach for stimulating the intellectual and creative potential of children for smart growth in 6-7 year olds. The child realizes itself in a system of signs and signals and learns to use them with a communicative function. Modeling is used as a main method for stimulating the figurative and schematic thinking of the child, and later at the level of theoretical thinking.
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