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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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Memory functions include identification of signals from the surrounding world, their accumulation as memory traces and their retrieving, i.e. remembering the past experience and accumulated knowledge. The term “memory” covers a variety of mental processes. All of this has adjustment significance, because a person starts to live in a familiar environment.
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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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Based on the examined literary sources, the article briefly reviews the development of research on teacher’s work motivation. The main contemporary research areas are highlighted. Three of these areas are analyzed in detail: the motivation for selecting the teacher profession by students in teacher education, the factors influencing the motivation of teachers and demotivational factors.
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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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This article examines the issue of self-cognitive abilities in students who participate in the “Domestic economics and skills” class. It includes a theory section, which covers concepts such as individual student work and cognitive abilities. In addition, it offers a brief analysis of the elementary grade curriculum in Bulgarian elementary schools and the opportunities for personal cognitive development.
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The author points out in this article that several models for integrated learning have to coexist in a country. They must be subject to the overall education policy and must meet the specific conditions.
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The article examines the theatrical activity as a mean for enriching the social experience of small students with SEN and the successful realization of the process of their socialization. The analysis points out the tasks, the rules, the criteria for researching the effectiveness of theatrical activity in this process. Results, by own empirical research, are presented.
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The article deals with the peculiarities of a heterogeneous educational environment including children of various cultures, nationalities, confessions, languages, and states of physical and mental health. The authors revealed theoretical grounds providing effective bachelor and master training for heterogeneous group work. They consider the potential of humanization, existentialism, hermeneutics, axiology, theories of help and support in formation of the preparedness to carry out professional activity in classes with heterogeneous composition of children at future teachers.
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The article concerns the human rights of children belonging to ethnic, linguistic and religious minority. The children from “Nezabravka” affiliate in Tri Kladentsi village form multi-ethnic group (Bulgarians and Roma). The beauty of the differences in language, religion and holidays might be felt if only there is a tolerance between the various ethnic groups. Traditions established in “Nezabravka” affiliate help educating the children in a multicultural environment. This is a place where children from various ethnic groups have the opportunity to discover and develop their potential and to live in friendly environment knowing their rights and protecting their own identity. In the article different traditions and customs, which help acquiring and understanding of moral values and virtues are described.
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The present text proceeds from the concept of creative personality, which is defined by the creative talent intrinsic to every child. It is not related to a particular (artistic) activity, but to the primal capacity of every person to re-create themselves. From a pedagogical standpoint, such an assumption accepts that the upbringing of a person as a goal of instruction is conditioned by the nurturing of the creative gifts of the child. In school, group work requiers a group-appropriate approach, as well as the appropriation of regulative mechanisms by the system. The article describes some of them as functioning forms of compulsion, which disable the child to unfold its creative potential and contradict basic assumptions about education, which have remained unchanged from Antiquity to this day.
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Student-centred education has come to the focus of attention in the Hungarian higher education as well. In the student-centred higher education online and offline components are combined. One is part of the other and they create a unit together. Following the synthesis of professional literature the experience of a personal teaching initiative is going to be introduced, the basis of which was offered by the teaching organization method called „Flipped Classroom Model”. The purpose of this case study is to support non-traditional students in active learning. The phases of the case study are preliminary online questionnaire about learning from each other – mapping, getting to know earlier experience. Satisfaction survey after involvement, testing, the results of which were completed by oral, group interviews. The case study verified that the more successful the students think the collaboration and the collective reflection are with other group members, the more satisfied they are with the content of the accomplished product. The knowledge sharing and learning support effect of learning from each other were strengthened.
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The authors accept the thesis that the conception of ‘museum of participation’ is well-grounded and perspective by the standards of the building of modern museums. The main arguments are sought in the direction of social change and its reflection on the modern museum and pedagogical theory. The ideas of N.Simon are extensively represented and the points of intersection between them and the general perspective they give have been sought. Arguments are advanced regarding the need for: Change in the roles of museum workers and the audience; Change in the conception of museum educational content and the ways of its creation; Change in the methods applied in the different programs; Change in the forms in which the programs are implemented; Change in the conception, creation, contents and implementation of museum educational programs; Change in the concept about the results from the study in a museum environment and its assessment. The described characteristics are taken as landmarks for the design of modern and effective museum educational programs. On this basis a concretization of the work of the National Museum of Military History has been extensively presented in terms of main directions of work as well as concrete programs.
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This study focuses on the need to analyze and rethink the educational resources оf sports training in sports clubs in our country. In the context of the new realities of life in contemporary Bulgarian society, priority is given to the preventive aspects of education. It promotes and stimulates the development of self-awareness, self-regulation and self-control of adolescents. The present work reaffirms the idea that preventive aspects of upbringing are the most important part of the overall system of prevention of destruction.The focus of the present study is on the theorizing of the specifics of the preventive aspects of the educational activities in the sports clubs. Also, on the support and stimulation of the active way of life of children and adolescents and their orientation towards systemic sports activities in leisure time. Sports educate personal qualities such as organization, autonomy, self-control, patience, determination, persistence, initiative, etc. These qualities help children successfully cope with their life tasks and overcome constructively the difficulties and personal problems in everyday life.
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The article is aimed at analyzing the capacity, potential and resources of the Bulgarian house for education and culture – traditional cultural and educational community centre, for additional education of children and adults, leisure activities and animation. The opportunities for strengthening its potential of a social mediator will be considered, as well as the necessity of building its capacity to meet local learning needs through innovative forms of education. The analysis is based on the capacity of the Bulgarian house for education and culture to: identify local educational needs; motivate for non-formal learning and education; carry out innovative educational forms for children and adults; provide facilities and appropriate training environment; build partnership networks; transform social into educational needs.
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The intercultural sensitivity of the teacher, as an affective component of intercultural competence, has an important role in the modern multicultural kindergarten. When the teacher understands, appreciates and accepts differences among cultures, then he will be able to support the creation of the child’s identity. From this point of view, in the article are reviewed two concepts of intercultural sensitivity and are presented items for its measure.
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The “invented” Muslim-migrants became contemporary “folk devils”. They are portrayed by the media – which play a crucial role in this process – as deviants, who pose a threat to the social order, national culture and values shared by all the Polish people. Thus, refugees, perceived en masse as Islamic fundamentalists, became an object of media symbolization. This mechanism allows for a mobilization against those who would like to welcome refugees to Poland – various traitors of the fatherland, lefties, liberals, post-communists or opposition politicians, who “collaborate” with the European Union and the Venice Commission. Paradoxically, the hunt for “Muslim witches” does not intend to eliminate them, but rather discursively construct them through moral panic. The Islamophobic rap demonstrates the relationship between the Polish and the followers of Islam through binary oppositions. The Muslims and the Polish are presented as two antagonistic civilizations, although the positive connotations of this notion are rather reserved for the Polish Catholics, the sole guardians of the Christian Europe. Within this narrative the category of “Muslim” (Islamist, Arab, refugee, etc.) is essentialized, as well as the category of the “true” Polish (patriot, Catholic, heterosexual man, etc.). Anti-Muslim rappers firmly announce that if Poland decided to accept any refugees, the Polish would become a minority in their own country, stripped of their culture and faith, possibly even persecuted. They seek evidence for such extraordinary claims in the alleged transformations that other European states underwent. These radical changes are the result of an array of criminal policies introduced by the European elites, who consciously unleashed an ideological war, instrumentally utilizing Muslims as a weapon.
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