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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 subject matter in this article is the question of painting in the Middle Ages, discussed on the basis of written sources. The study was done on the basis of a few preserved specialized written texts as Bologna manuscript, Treatise of Jean le Beg, Treatise of Eraklius. The basics of painting have been derived in the article, implicitly or explicitly expressed in the various manuscripts, and in particular – in the work of Theophilus and Erminia Dionisie. Conclusions about painting and its understanding in medieval treatises have been formulated along with the relationship of the paints and the images and the different stages in their development.
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The article introduces the main applications in bio and neurofeedback methods and methods of non-invasive brain stimulation for a broader understanding of the potential of the neurotechnology as a tool for personal development and creativity stimulation. It explores options for therapy and rehabilitation through EEG biofeedback for people with special educational needs. We have presented four cases of application of EEG biofeedback in children with special educational needs – autistic spectrum disorders, attention deficit, intellectual disability and difficulties in social adaptation. We have described the improvements after treatment in relation to social skills, self-regulation, control of attention, neuro-muscular coordination.
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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 article makes an active reading of the updated curricula for the initial stage. A new trend to intensify the learning process through problem and the situational constructed educational content is provided. The analytical reading is associated with the idea that the success of the curriculum is directly proportional to the pedagogical competencies of teachers, such as – organizational research skills, tracking, study and summary.
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The article examines the knowledge of European integration in the context of active citizenship and active learning. Nowadays the European dimension in education is becoming more complex, dynamic and multi-layered. Learning European Union at school as an essential element of the European dimension in education becomes a necessary condition for the preparation of active European citizens, ready to participate in the European public and political life. The article analyses the place of the European dimension in education on the political agenda of the European Union. In difficult times of growing Euroscepticism, nationalism and extreme populist movements, aggression, violence and xenophobia, serious social problems arising from the economic and financial crisis, the European institutions insist on promoting the European dimension in education in the spirit of European values. However the practical implementation at national level is difficult, mainly due to some resistance by some Member States of the European Union. The article summarizes the most characteristic features and difficulties in teaching European issues at schools in the Member States. The results of a survey among 259 teachers from primary and secondary schools in Bulgaria are presented. The article assesses the main difficulties and problems in teaching European issues at Bulgarian schools.
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The paper analyses Bulgarian schools’ readiness to respond to the recent information society’s challenges. It is based on the data from a survey of teachers who participated in seminars under the project ‘’Promoting Excellence in Teaching and Research in EU Studies at Primary and Secondary School Level through Digital and Virtualisation Tools (EU PETR)”. The respondents were asked to answer questions related to: (1) the frequency of using electronic resources; (2) the most frequently used instructional e-resources, and (3) the most frequently applied e-resources by them. The analysis is based on the assumption that the ICT situation of the schools in the country has a key significance for Bulgarian development in the era of mass mobile communications and services, increasing e-business and cloud-based applications, the Internet of Things (IoT) and the Internet for All. Today it is not enough to have access to a computer and internet; the most important thing is to be information literate and acculturated (to have knowledge of computer systems, cyberspace, to work with information resources, to observe the rules of conduct in the virtual environment, etc.). In a world where information is the key resource for development, and people/consumers create virtual communities (which are characterized with a purposeful use of ICT), the lack of information culture guarantees “digital slavery”. It is prognosticated that the tendency for connectivity among information technologies, artificial and natural systems, people and man-made parallel virtual words will be reinforced in the near future. At the same time, analysis results show evidence of a digital gap in our educational system. Bulgarian schools seem digitally disadvantaged for the ICT world challenges and are apparently unable to meet the real practical needs. As a result, there is a significant contradiction between public expectations and Bulgarian schools’ ability to respond to the new ICT tasks with state-of-the-art instruments.
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In the paper, different possibilities are presented to inform primary school pupils about basic symbols of the European Union, initial knowledge of its beginning and development, notions in the context of the geographic-based personal identity. The specificity of the formation of attitudes to the European identity is commented accordingly the age peculiarities. Internet learning tools that could be used from the primary school teachers in their work directed to the formation of European identity are presented.
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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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This inquiry aims at assisting parents, kindergarten teachers and resource teachers who have doubts that their own child or another child, with whom they work has special educational needs. Despite the numerous articles, books, awareness courses and campaigns, many parents and colleagues still do not understand what exactly the term “SEN children” is, what their development characteristics, their opportunities are, especially when faced with a child with “problems” what could they do and to what professionals to turn up to for help.
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The relevance of the research is determined by the fact that implementation of inclusive education in Ukraine has been gaining paramount importance with the aim of ensuring equal opportunities for all children for quality education and development of an inclusive society. Considerable progress has been made in implementing inclusive education in Ukraine as evidenced by the introduced amendments to the law of Ukraine on peculiarities of education accessibility for people with special educational needs (SEN) and issuing other legal and regulatory instruments. Nevertheless, it is obvious that putting all these into action is quite a highly complicated task. The purpose of this research is to reveal challenges which stand in the way of successful implementation of inclusion in Ukraine. To reach the set goal, along with theoretical methods, empirical (questionnaires designed by the authors and individual interviews) and statistical ones (for quantitative and qualitative processing and graphical representation of the received data) were used. Based on the carried out investigation, it was revealed that there are the following obstacles on the way of inclusive education implementation in Ukraine: skills of teachers; attitudes towards inclusion and disability among teachers, trainee teachers, parents, and peers; self-perception of children with SEN; school environment including difficulties in physical access; and expenses involved.
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