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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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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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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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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 authors discuss the notions of knowledge about the EU and intercultural competence as important aspects of citizenship education in the context of modern language education. Exploring the integration potential between the Bulgarian language and the other languages studied at secondary school outlines some opportunities for students to learn about the EU and develop intercultural competence, which are presented in the paper. The theoretical analysis and practical solutions have been realized within the project “Promoting Excellence in Teaching and Research in EU Studies at Primary and Secondary School Level through Digital and Virtualisation Tools. An emphasis is laid on the teaching materials suitable for studying EU-related topics which are based on the integral links among the studied languages, on the selected teaching methods and techniques, as well as on the variety of envisaged activities.
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The article includes basic concepts of dissertation research in the field of social reflexive anthropology. They are given goal-setting characteristics of entrepreneurship as a key personal expertise in European reference framework for key competences and the European Qualifications Framework. Functions have been used is reflective picture of entrepreneurship as a tool for social inclusion of vulnerable ethnic communities and groups against the National Strategy for Educational Integration of Children and students from Ethnic Minorities (2016 – 2020 – Ministry of Education).
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The article examines documents related to children’s rights. It describes a pedagogical study performed at “Nezabravka” Branch, Tri Kladentsi village with the aim of acquainting Roma children with their rights and responsibilities. With the purpose of gaining knowledge and forming skills in legal education, situations consistent with the ethnical background were devised, whose main task was intercultural education and the building of a tolerant attitude towards differences being a part of diversity, as well as the affirmation of children’s rights in a general cultural perspective.
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Prevention of violence in school in the last few years is exceptionally current problem as well in Europe and in the whole world. The victimological prevention of violence in school is aimed at eliminating and neutralization of the causes and conditions which transform the student into a victim of violence or forcible offense.
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Marginalised, disadvantaged students find the habitus of western, higher education institutions most unwelcoming. Central to the difficulties, which they experience, is the deficit-based compensatory model of widening participation applied to non-traditional learners. This model is reflected in the “culture of poverty” hypothesis favoured by neo-liberal institutions as the means of “fixing” the problems experienced by learners from disadvantaged backgrounds. Culture of poverty suggests people from lower socio-economic backgrounds share a series of universally consistent values and behaviours and places responsibility for the difficulties, experiences by these individuals, with the individuals themselves and their communities rather than any systemic failings. Dealing with the problems experienced by those on the margins of society requires removing the deficit paradigm and replacing it with an asset-based structure, grounded in critical learning practices.
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This paper draws attention on how the involvement of stakeholders can enhance school effectiveness. The involvement of stakeholders is a process used to achieve the objectives or goals of the school through planning, organising, leading and controlling all resources such as people, raw materials and capital at the disposal of the school. For the purpose of this article the people being involved include parents, students and teachers because it is recognised that the cooperation of all interested parties in schooling is essential. This article will discuss the stakeholders in education at school level, their role and how the principal should involve them. The involvement of these stakeholders in education by the principal is a vital aspect for school effectiveness.
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Over the past several decades, there has been an extraordinary and a growing body of research that denotes the importance of school climate. This article will examine the concept of school climate. More specifically, this paper aims to shed light on the role that school climate may play in school life and inform leaders how to create a positive school climate in order to increase schools’ effectiveness.
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This article devoted to the issue of functional literacy studied within the context of the personality-orientated approach directs our attention to the overall development of the student’s personality in the course of the educational process.The interaction between the functional literacy and the personality-orientated approach is directly related to obtaining competences in reading, mathematical and natural science literacy covered by the term of “functional literacy”, and in the other school subjects, too. Furthermore, the link between the mentioned concepts is due to the skills developed by the small pupils in the course of education in dealing with various information, by applying it in practice, by mastering their communication skills, social and emotional competence, and critical thinking, and by developing competences for solving problems at school and in life.
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In reaction to the rapidly changing reality the childcare institutions and educators should respond in the most optimal and creative ways to the emerging demands of the society for pedagogical services - they must find and apply inventive new ways to interact with both the children and their parents. This article examines an effective model for overcoming problems and improving the pedagogic interactions between the family and the childcare institution.
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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 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 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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