Annual of Sofia University “St. Kliment Ohridski” Faculty of Educational Studies and the Arts - Book of Educational Studies
Университетско издателство "Св. Климент Охридски"
DEVELOPMENT OF MEDIA LITERACY AS AN EFFECTIVE TOOL IN THE EDUCATIONAL PROCESS
This study represents a literature review of the significant role of media education, specifically focusing on media literacy in the contemporary digital world. A central theme explored is the emergence and development of media literacy as a tool for dealing with disinformation and its function as an essential instrument in the educational process. The paper also explores how experts in the field of pedagogy view the interaction between students from different age groups, digital technologies and media literacy as a mediator of positive effects. It reviews annual data on the development of media literacy at international level along with recommendations from the European Commission for combating disinformation. In addition, the review mentions authors addressing the topic of key competencies in the new generation, lifelong learning, and the role of media literacy in supporting the aforementioned educational goals. The paper also includes studies on good practices that integrate media literacy into the educational process - from preschool age to courses in university in various countries.
media literacy, digital technologies, media pedagogy, communication, disinformation, critical thinking
Copyright (c) 2025 Elisaveta Kozhuharova, DSc Danail Danov
NARRATIVES AS A THERAPEUTIC APPROACH FOR CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER
Specific language impairments (terminologically replaced by Developmental Language Disorder) are a common communicative pathology that is associated with peculiarities in the development of cognitive and executive functions and has an impact on the formation of learning skills (especially over the acquisition of reading and writing). Speech therapy in early and preschool age aims to bring the level of development of children with specific language impairments closer to that of their peers and to allow timely entry in school. Over time, the specificity of the disorder gives way to more general and often hidden to non-specialists’ specifics of listening and/or reading and comprehension skills, telling and retelling stories. The persistent nature of specific language impairments is associated precisely with sustainable difficulties in narrative skills. Among the most widely applied therapeutic approaches in upper preschool and primary school age is the narrativebased intervention, aimed at solving both language and cognitive and executive tasks. The purpose of the study is to determine whether 6-year old children with specific language impairments experience difficulties in organizing the macro level of narrative (narrative structure, succession of episodes and causality), as well as to verify whether targeted speech and language therapy focused on conscious structuring of the macro-level will lead to an improvement of the micro-level aspects of the narrative (lexical selection, construction of adequate morphological and extended syntactic structures).
specific language impairment, developmental language disorder, speech and language therapy, narratives
Copyright (c) 2025 Elena Boyadzhieva-Deleva
OPPORTUNITIES FOR IMPROVING THE PRACTICAL TRAINING OF SOCIAL EDUCATORS
The practical training of students of pedagogical specialties is one of the most essential stages in their education. The main task of practical training is to provide space and opportunity for students to integrate theory, acquire practical skills and attitudes for social pedagogical work. Therefore, the organization and conduct of practical training is a responsible task for all parties involved in it – supervisors, students, specialists. The present paper discusses the organizational dimensions of practical training of students of the Bachelor’s degree program “Social Pedagogy” in the Sofia University “St. Kliment Ohridski”, as well as the results of a research based on which the main challenges and directions for the development of practical training of future specialists are highlighted. Keywords: social pedagogy, social work, practice, practicum, training
social pedagogy, social work, practice, practicum, training
META-SCIENTIFIC DIMENSIONS OF PAUL NATORP’S SOCIAL PEDAGOGY
The study examines the philosophical grounding of Paul Natorp's concept of social pedagogy from the perspective of understanding this social pedagogy as a possible meta-science, in other words, as a priori knowledge in the principles of Immanuel Kant's critical philosophy.
Paul Natorp, social pedagogy, meta-science, Immanuel Kant, critical philosophy
SCIENCE MISCONCEPTIONS OF PRIMARY GRADES STUDENTS – METHODS FOR OVERCOMING THEM
Students’ achievements, the knowledge they acquire during schooling, remain among the most frequently researched topics today. The other side of the coin consists of students’ misconceptions, which can contribute to a better understanding of the learning process and outcomes. This paper focuses on an overview of insights into the process of forming Science misconceptions, which are based on constructivist learning theories, the common mechanisms for creating scientifically accurate knowledge and misconceptions, the identification of typical Science misconceptions, and possible teaching strategies for overcoming them. Science misconceptions are not necessarily bad; they enable researchers and teachers to better understand the learning process and outcomes, as well as to plan effective teaching strategies. Essentially, the way scientists overcome previous insufficient or incorrect knowledge is the same as the process through which students can overcome their own misconceptions. One of the specific teaching strategies that has proven to be effective and aligned with the described theoretical principles is the predict-observe-explain method. Using examples related to the states of matter and the magnetic properties of materials, this paper illustrates how primary grades students can be guided through confronting their own misconceptions and overcoming them.
misconceptions, Science, experiential knowledge, teaching strategies, conceptual changes
Graphomotor skills screening of primary school students for identifying evelopmental coordination disorder signs
This publication aims to present an author’s tool for graphomotor skills assessment of primary school students (second to fourth grade) for differentiating children with problems in the development of these skills and indications for developmental coordination disorder. Assessments like so are accomplished with different methods and approaches, and are in their beginning in Bulgaria. Hundred and seven students took part in the following study, based on the evaluating of handwriting speed and legibility, graphic models and figures copying, buttoning and tying shoelaces task, and emotions self-evaluating of daily life activities performance. Writing grasps and sitting posture during the writing process were defined additionally. Standard statistic methods were applied for data analysis. The results show dependency between the development of fine motoric in activities of daily life and the level of graphomotor skills, handwriting velocity, and legibility. 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Washington, DC; London, England: American Psychiatric Publishing. Barnett, A. L., Henderson, S. E., Scheib, B., & Schulz, J. (2009). Development and standardization of a new handwriting speed test: The Detailed Assessment of Speed of Handwriting. British Journal o f Educational Psychology, 2(6), 137-157. Barnett, A. L., Henderson, S. E., Scheib, B., & Schulz, J. (2011). Handwriting Difficulties and Their Assessment in Young Adults with DCD: Extension of the DASH for 17-to 25-Year-Olds. Journal o f Adult Development, 18(3), 114-121. Benbow, M. (2009). Neurokinesthetic Approach to Hand Function and Handwriting. Fairacres, NM: Clinicion’s view. Bergmann, K. P. (1990). Incidence of Atypical Pencil Grasps Among Nondysfunctional Adults. American Journal o f Occupational Therapy, 44(8), 736-740. Blank, R., Barnett, A. L., Cairney, J., Green, D., Kirby, A., Polatajko, H., ... Vingon, S. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine & Child Neurology, 61(3), 242-285. Boyle, C. M. (2007). An analysis of the efficacy of a motor skills training programme for young people with Moderate Learning Difficulties. International Journal o f Special Education, 22(1), 11-24. Cornhill, H., & Case-Smith, J. (1996). Factors That Relate to Good and Poor Handwriting. American Journal o f Occupational Therapy, 50(9), 732-739. Daly, C. J., Kelley, G. T., & Krauss, A. (2003). Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study. American Journal o f Occupational Therapy, 57(4), 459-462. Dehghan, L., Mirzakhani, N., Rezaee, M., & Tabatabaee, M. (2018). The Relationship Between Fine Motor Skills and Social Development and Maturation. Iranian Rehabilitation Journal, 15(4), 407-414. Flatters, I., Mushtaq, F., Hill, L. J. B., Holt, R. J., Wilkie, R. M., & Mon-Williams, M. (2014). The relationship between a child’s postural stability and manual dexterity. Experimental Brain Research, 232, 2907-2917. Gerth, S., Klassert, A., Dolk, T., Fliesser, M., Fischer, M. H., Nottbusch, G., & Festman, J. (2016). Is handwriting performance affected by the writing surface? Comparing preschoolers’, second graders’, and adults’ writing performance on a tablet vs. paper. Frontiers in Psychology, 7(SEP), 1-18. Graham, S., Berninger, V., Weintraub, N., & Schafer, W. (1998). Graham Handwriting speed 1998.pdf. The Journal o f Educational Research, 92(1), 42. Gutwinski, S., Loscher, A., Mahler, L., Kalbitzer, J., Heinz, A., & Bermpohl, F. (2011). Understanding left-handedness. Deutsches Arzteblatt International, 108(50), 849-853. Hartingsveldt, M. J. V., Vries, L. De, Cup, E. H., Groot, I. J. De, & Sanden, M. W. N. Van Der. (2014). 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Handwriting speed in children with Developmental Coordination Disorder: Are they really slower? Research in Developmental Disabilities, 34(9), 2927-2936. Rosenblum, S. (2008). Development, reliability, and validity of the handwriting proficiency screening questionnaire (HPSQ). American Journal o f Occupational Therapy, 62(3), 298-307. Rosenblum, S., Weiss, P. L., & Parush, S. (2004). Handwriting evaluation for developmental dysgraphia: Process versus product. Reading and Writing, 17(5), 433-458. Schwellnus, H. D. (2012). Pencil Grasp Pattern: How Critical is it to Functional Handwriting? Pencil Grasp Pattern: How Critical is it to Functional Handwriting?. Toronto: University of Toronto. Schwellnus, H., Carnahan, H., Kushki, A., Polatajko, H. J., Missiuna, C., & Chau, T. (2013). Writing Forces Associated With Four Pencil Grasp Patterns in Grade 4 Children. The American Journal of Occupational Therapy, 67(2), 218-227. Selin, A.-S. (2003). 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Copyright (c) 2025 Annual of Sofia University “St. Kliment Ohridski” Faculty of Educational Studies and the Arts - Book Pedagogical Sciences
Influence of parenting styles onattachment style in childhood in the context of cultural peculiarities
The study examines specific parenting upbringing patterns and parenting styles as determinants of childhood attachment style formation. Variations in parenting behavior, the degree of responsiveness and control, sensitive or insensitive care across different parenting styles, and their relationship to secure, ambivalent, avoidant, and disorganized attachment are analyzed. Some of the dimensions of culture have been identified as defining the patterns of behavior and cognitive perception of parents, upbringing practices and parenting styles in Bulgaria. In conclusion, the reciprocal influence of parenting style and infant temperament is established, ie. the parent-child interaction defines both the parenting style and the attachment style. The interdependence between cultural characteristics and parenting style, as well as between cultural features and attachment style in childhood is established. References: Isaev , D. N., & Kagan, V E. (1986). Psihogigiena pola u detey. L: Meditsina. 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Mothers' and fathers' workingmodels of childhood attachment relationships, parenting styles, and child behavior. Development and Psychopathology, 4(3), 417-431. Retrieved April, 2, 2020 from https://doi.org/10.1017/S0954579400000870 Erikson, E. (1950). Childhood and Society. Harmondsworth: Pelican 1965. Eman, M., Fadel, A. & Abdel, A. M. (2017). The Relation between Parenting Styles and Attachment among Preschool Children in the Gaza strip. Glob J Intellect Dev Disabil. 2017: 555619. Retrieved April, 2, 2020 from https://juniperpublishers.com/gjidd/pdf/GJIDD.MS.ID.555619.pdf Feldman, R. S. (2008). Development across the life span. (5th ed.). Upper Saddle River, NJ: Prentice Hall. Fox, N. A. (1989). Infant temperament and security of attachment: a new look. International Society for Behavioral Development. Jyviiskylii, Finland. Gould, J. W., & Martindale, D. A. (2007). The art and science of child custody evaluations. Guilford Press. Hofstede, G. (1980). Culture’s Consequences: International Differences in Work Related Values. Beverly Hills, CA: Sage. Hofstede Insights. (2020). Compare countries. Retrieved February, 2, 2020 from https://www.hofstede-insights.com/product/compare-countries/ Hwang, C. F. & Broberg, A. G. (1991). Social Inhibition - Development and Implications, In Behavioral Biology, Neuroendocrine Axis. (eds.). T. Archer, and S. Hansen, 191­198. New Jersey: Lawrence Erlbaum Associates. Jacobsen, T., & Hofmann, V (1997). Children's attachment representations: Longitudinal relations to school behavior and academic competency in middle childhood and adolescence. Developmental Psychology, 33(4), 703-710. Retrieved April, 2, 2020 from https://doi.org/10.1037/0012-1649.33.4.703 Kagan, J., Reznick, J. S., Clarke, C., Snidman, N. & Garcia-Coll, C. (1984). Behavioral inhibition to the unfamiliar. Child Development, 55(6), 2212-2225. Retrieved April, 10, 2020 from https://doi.org/10.2307/1129793 Klein, M. (1952) On Observing the Behaviour of Young Infants. In: Envy and Gratitude and Other Works 1946-1963. London: Hogarth Press, 1975. Kobak, R. R., Cole, H. E., Ferenz-Gillies, R., Fleming, W. S., & Gamble, W. (1993). Attachment and emotion regulation during mother-teen problem solving: A control theory analysis. Child Development, 64(1), 231-245. Retrieved April, 10, 2020 from https://doi.org/10.2307/1131448 Kochanska, G. (1997). Mutually responsive orientation between mothers and their young children: Implications for early socialization. Child Development, 68(1), 94-112. Retrieved June, 4, 2016 from https://doi.org/10.2307/1131928 Lamb, M. E., Hwang, C.-P., Frodi, A. M. & Frodi, M. (1982). Security of mother- and father-infant attachment and its relation to sociability with strangers in traditional and nontraditional Swedish families. Infant Behavior & Development, 5(4), 355-367. Retrieved April, 2, 2020 from https://doi.org/10.1016/S0163-6383(82)80046-5 Larose, S., & Bernier, A. (2001). Social support processes: Mediators of attachment state of mind and adjustment in later late adolescence. Attachment and Human Development, 3(1):96-120. RetrievedApril, 15,2020from https://doi.org/10.1080/14616730010024762 Main, M., & Cassidy, J. (1988). Categories of response to reunion with the parent at age 6: Predictable from infant attachment classifications and stable over a 1-month period. Developmental Psychology, 24(3), 415-426. Retrieved April, 15, 2020 from https://doi.org/10.1037/0012-1649.24.3.415 Main, M., & Solomon, J. (1986). Discovery of an insecure-disorganized/disoriented attachment pattern. In: T. B. Brazelton & M. W. Yogman. (Eds.). Affective development in infancy (pp. 95-124). Norwood, NJ: Ablex. Maccoby, E. (1980). Social development-psycho-logical growth and the parent-child relationship. New York: Harcourt Brace Jovanovich. McNally, S., Eisenberg, N. & Harris, J. D. (1991). Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parentchild interaction. Handbook of Child Psychology: Vol. 4. Socialization, personality, and social development (4th ed., pp. 1-101). New York: Wiley. Retrieved May, 5, 2018 from https://ucl.rl.talis.com/items/36C9F7D9-9E36-3721-1144-3867002B248B.html Nair, H., & Murray, A., (2005). Predictors of attachment security in preschool children from intact and divorced families. J Genet Psychol 166(33): 245-263. Retrieved April, 12, 2020 from https://doi.org/10.3200/GNTP.166.3.245-263 Rollins, B. C. & Thomas, D. L. (1979) Parental support, power and control techniques in the socialization of children. In: W. R. Burr, R. Hill, F. I. Nye & I. L. Reiss (Eds.). Contemporary theories about family. Vol. 1. New York: The Free Press. Pourtois, J.P.,Desmet, H. (1989). L’Education familiale. Revue française de pédagogie, 86, 69-101. Rutter, M. (1981). Stress, coping and development: Some issues and some questions. Child Psychology & Psychiatry & Allied Disciplines, 22(4), 323-356. Retrieved November, 19, 2019 from https://doi.org/10.1111/j.1469-7610.1981.tb00560.x Solomon J., & George C. (2011). The Disorganised Attachment-Caregiving System In Solomon Judith & George Carol. (Eds.). Disorganized attachment & caregiving (pp. 25-51), NY: Guilford Press. Retrieved October, 19, 2019 from https://www.guilford.com/excerpts/solomon2.pdf?t Soenens, B., & Beyers, W. (2012). The cross-cultural significance of control and autonomy in parent-adolescent relationships. Journal o f Adolescence, 35(2), 243-248. Retrieved April, 6, 2020 from https://doi.org/10.1016Zj.adolescence.2012.02.007 Stevenson-Hinde, J., & Verschueren, K. (2002). Attachment in childhood. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbooks of developmental psychology. Blackwell handbook of childhood social development (p. 182-204). Blackwell Publishing. Retrieved November, 19, 2019 from https://psycnet.apa.org/record/2003-04408-010 Winnicott, D. (1965). The Maturational Processes and the Facilitating Environment. London: Hogarth Press. Zhang, W., & Fuligni, A., (2006). Authority, autonomy and family relationships among adolescents in urban and rural China. Journal of Research on Adolescents 16(4): 527­537. Retrieved April, 2, 2020 from https://doi.org/10.1111/j.1532-7795.2006.00506.x
Features of pre-school preparation of hearing impaired children
The experience in integration of hearing impaired children in kindergarten and pre-school are poorer than in schools. Many cases of integrated children with this disorder in school have been described, their difficulties, the specifics of their education and the approaches with which it is carried out, but the topic of readiness of children with hearing impairments is a more specific problem. This study was conducted in the context of a day care center for hearing impaired children, in which the education of children was carried out through general education materials, but in conjunction with the specifics required in the education of hearing impaired children - use of sign language, additional training in special textbooks for the development of speech used in the school for hearing impaired children. The end result of this type of activity is described in the study and aims to reach the level of hearing peers, which will ensure their unimpeded inclusion in the general education class. References: Pre-school and School Education Act. Promulgated, State Gazette No. 79/13.10.2015, Effective 1.08.2016. Retrieved January 12, 2020, from https://www.mon.bg Ordinance No5 for pre-school and school education. Promulgated, State Gazette No. 46/ 17.06.2016, Effective 1.08.2016, Retrieved January 10, 2020, from https://www.mon.bg/bg/ Balkanska, N. & Trosheva, A. (2016). Priobshtavane na deteto s uvreden sluh v obshtoobrazovatelna sreda. Sofia: Fenomen. Delcheva, T. (2017). Klyuchovi kompetentsii na detsata ot podgotvitelnata grupa. Retrieved February 9, 2020, from http://delfinite.bg/files/doklad-TD.pdf Veleva, A. (2013). Nasoki za formirane na obshta psihologicheska gotovnost za uchilishte. Pedagogicheski novosti, No 1, 2013. Retrieved February 10, 2020, from http://pedagogicnews.uni-ruse.bg/ Gyurov, D. (2006). Pedagogichesko vzaimodeystvie. Inovatsionen model za izgrazhdane na edinna sotsialno-pedagogicheska sistema „Detska gradina - uchilishte“. Sofia: University press “St. Kliment Ohridski“. Evgenieva, E. (2017). Vliyanie na kulturnite formi varhu novatorskite politiki pri integriraneto na detsa sas spetsialni obrazovatelni potrebnosti. Annual of Sofia university “St.Kliment Ohridski”, 2017, 109, 105-120, Sofia: University press “St. Kliment Ohridski”. Zamfirov, M. (2007). Zhestov ezik, oralen metod i kohlearna implantatsiya v sveta na gluhite. Spetsialna pedagogika, 2007, 8. Ivanova, B. (1997). Podgotovka i gotovnost na detsata za uchilishte. Plovdiv: University press “Paisiy Hilendarski”. Kyurkchiyska, V (2017). Sistemata ot kompetentnosti v 1-4 klas i spetsialnoto obrazovanie. Balgarsko spisanie za obrazovanie, 1, 2017. Retrieved January 10, 2020, from https://www.elbook.eu/images/3-V.Kurkchiiska-1-2017.pdf Popzlateva, Ts. (2007). Choveshkata gluhota - sotsio-kulturna identichnost i profili na lichnostta. Sofia: Print. Rainer, J., Altshuser & Kallmann, F. (1967). Family mental health problems in a deaf population /2nd edition/., Springfield, IL : Charles C. Thomas. Saeva, Sv. (2009). Gluhotata v semeystvoto. Sofia: Aeropres BG. Shosheva, V, Derijan, I., Benkova, Kr., Dinchiiska, Sv., Maslarova, Em. &Valchev, G. (2013). Integrirane na detsata sas spetsialni obrazovatelni potrebnosti v usloviyata na detskata gradina. ISBN: 978-954-577-688-5. Sofia: Ministerstvo na obrazovanieto, mladezhta i naukata. Proekt No BG051P0001-3.1.03-0001 Kvalifikatsiya na pedagogicheskite spetsialisti. Johnson, DeConde. & Sass-Lehrer, М.(2016). Inclusive Practices for Children who are Deaf and Hard of Hearing in Early Childhood Education Programs. Retrieved October 8, 2016, from https: ehdi-ebook/2018_ebook/16%20Chapter16EarlyIntervention2018.pdf Musyoka, M. (2018). Play and preschool children who are deaf: A review of the literature. Retrieved January 10, 2020, from: https://www.researchgate.net/publication/327508044_Play_a Wallis, Musselman & MacKay (2004). Hearing mothers and their deaf children: the relationship between early, ongoing mode match and subsequent mental health functioning in adolescence. Journal o f deaf studies and deaf education, 9(1), 2-14. Retrieved March 5, 2014, from https://www.ncbi.nlm.nih.gov/pubmed/15304398
Expanding social experience in the process of inclusive education trough creativity and active development
This study analyzed the attitude towards young people with special needs, and their self-reflection, starting from childhood with an emphasis on creativity to the self-esteem of students with disabilities. Finding insufficient attention to students with diseases and disabilities, we gave them a special/particular look by analyzing and empirically measuring their attitudes, difficulties and self-reflection. This study has a perspective to create a reflexive model of interaction with stakeholders as a part of the process with a sustainable trend towards adaptation, socialization and fulfilling way of life of children/adults with special educational needs. References: Constitution of the Republic of Bulgaria. Retrieved 13. 03. 2020, from https://lex.bg/laws/ldoc/521957377 Ordinance on inclusive education, State Gazette No. 86/ 27.10.2017, Effective 18.12.2018]. Retrieved 13. 02. 2020, from www.mon.bg.upload National Insurance Institute. Retrieved 26.07.2018, from https://www.noi.bg/ National Statistical Institute. Retrieved 16.08.2018, from http://www.nsi.bg/ The Salamanca Statement and Framework for Action on Special Needs Education World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 1994 Retrieved 23. 03. 2020, from https://unesdoc.unesco.org/ark:/48223/pf0000098427 World Health Organization. Retrieved 23.10.2019, from <a href="https://annual.uni-sofia.bg/index.php/ps/workflow/index/1817/Constitution%20of%20the%20Republic%20of%20Bulgaria.%20Retrieved%2013.%2003.%202020,%20from%20https:/lex.bg/laws/ldoc/521957377%20Ordinance%20on%20inclusive%20education,%20State%20Gazette%20No.%2086/%2027.10.2017,%20Effective%2018.12.2018%5d.%20Retrieved%2013.%2002.%202020,%20from%20www.mon.bg.upload%20National%20Insurance%20Institute.%20Retrieved%2026.07.2018,%20from%20https:/www.noi.bg/%20National%20Statistical%20Institute.%20Retrieved%2016.08.2018,%20from%20http:/www.nsi.bg/%20The%20Salamanca%20Statement%20and%20Framework%20for%20Action%20on%20Special%20Needs%20Education%20World%20Conference%20on%20Special%20Needs%20Education:%20Access%20and%20Quality,%20Salamanca,%20Spain,%201994%20Retrieved%2023.%2003.%202020,%20from%20https:/unesdoc.unesco.org/ark:/48223/pf0000098427%20%20World%20Health%20Organization.%20Retrieved%2023.10.2019,%20from%20http:/www.who.int/en">http://www.who.int/en Angelova, Sv. (2019). Zdraveto na deteto v obrazovatelen diskurs (konceptualen model).Ruse: Avangard print EOOD. Angelova, Iv. (2019): Intercultural Communication of Foreign Students As a part of Pedagogical Communicational the University. E-journal Pedagogical Forum. Innovative Practice in Current Educational Reality. Stara Zagora: Trakya University. Angelova, Sv. (2020). Savremenni rakursi v prirodonauchnoto obrazovanie v nachalnoto uchilishte: pogled kam vrazkata “dete - obshtestvo - priroda”. Ruse: Avangard print EOOD. Boiyanova, V., M. Stankova. (2004). Hiperaktivnost i deficit na vnimanie. Sofia: Heron pres. Velcheva, K. (2019). Pedagogicheskata komunikaciya na subektite v obrazovatelniya process. In: Boneva, M. (Ed.). Sbornik dokladi “Savremenni aspekti na pedagogicheskata komunikaciya”. Shumen: University Press “Episkop Konstantin Preslavski”, 138-150. Voinohovska, V. (2012). Informacionnite tehnologii i multimediata kato faktori za povishavane motivaciata na obuchaemite i efektivnostta na uchebniya process. Ruse: Primax. Debriune, N. (2016). Ozemlqvaneto na bejancite ot Mala Azia v Emona (1924 - 1928). In: Nazarska J. & Shapkalova Sv. (Ed.). Sbornik s dokladi ot nauchna konferencia ‘Harmonia v razlichiata’, 1. Sofia: UniBit, 246-257. Dineva, V. (2018). Osnovni metodologichni principi i podhodi v terapevtichnata rabota sas semeistva. In: Berchev, D. & Georgieva, Iv. (Ed.). Sbornik dokladi ot godishna universitetska nauchna konferencia. Veliko Tarnovo: NVU “Vasil Levski”. Dobreva, Sn. (2017). Roliata na kompiutarno-oposredstvenata komunikaciya za postigane na celite na rodnoezikovoto obuchenie. In: Ivanova, D., Ivanova, I., & Tihova, A. (Ed.) Godishnik na Shumenskia universitet ‘Episkop Konstantin Preslavski’. Fakultet po humanitarni nauki. Tom. XX-VIII А. Shumen: University Press “Episkop Konstantin Preslavski”, 156-176. Doncheva, J. (2014). Konsolidirashtite funkcii na balgarskite detski folklorni igri v preduchilishtna vazrast. Ruse: Mediateh, Pechatna baza na RU “Angel Kanchev”. Engels-Kritidis, R. (2015). Roliata na individualizaciyata i diferenciaciyata za razshiriyavane na vazmovnostite za obrazovatelen napredak pri deca ot parva grupa v detskata gradina. In: Nauchni trudove na Rusenskia universitet, 2015, Tom. 54, Seria 6.2. Retrieved 17.12. 2019 from http://conf.uni-ruse.bg/bg/?cmd=d-Page&pid=proc15-6.2 . Ivanova, A., G. Ivanova & K. Deneva. (2015). Roliyata na informacionnite tehnologii v integriraneto na deca sas specialni obrazovatelni potrebnosti i specifichni obuchitelni trudnosti. In: Socialnite prava na balgarskite gravdani - problemi i perspektivi. Ruse: Rusenski univesrsitet “Angel Kanchev”. Ivanova, E. (2019). Formirane na socialni umeniya i kompetencii chrez sadarjanieto po “Okolen sviat” za vtori klas. In: Berchev, D. & Georgieva, Iv. (Ed.). Sbornik dokladi ot godishna universitetska nauchna konferencia. Veliko Tarnovo: NVU “Vasil Levski”. Jordanov, V. (2015). Opredeliyane na eksperimentalni i kontrolni grupi za izsledvane fizicheskata deesposobnost na momcheta ot 5, 6 i 7 klas. In: Nauchni trudove na Rusenskia universitet, 2015, tom 54, seria 8.2. Retrieved 17.12.2019 from http://conf.uni-ruse.bg/bg/?cmd=d-Page&pid=proc15-8.2 . Kacarska, V. (2015). Specialno obrazovanie. Nauchen statut na specialnata pedagogika. St. Zagora: Lagen. Karaivanova, P. (2016). Mobilnost i interaktivnost pri vazpitavane na socialna kompetentnost v preduchilishtnoto detstvo. In: Pedagogycal Almanac. Veliko Tarnovo: University press “St. st. Kiril i Metodii”, kn. 1, 21­30. Retrieved 17.12.2019 from http://journals.uni-vt.bg/almanac/bul/vol24/iss1/ Kolarova, Ts. (2004). Pravata na deteto (Socialno-pedagogicheski izmerenia). Sofia: University press “St. Kliment Ohridski”. Koleva, I. (1996). Socializaciya, refleksiya, situacii. Praktichesko rakovodstvo za detski uchiteli. Sofia: Oko. Kiurkchiiska, V. (2017). Priobshtavashtoto obrazovanie - predizvikatelstvo za nachalniya uchitel. Shumen: University press “Episkop Konstantin Preslavski”. Liuckanova, E., (2014). Socialna kompetentnost na deteto v nachalna uchilishtna vazrast. Shumen: University press “St. Kliment Ohridski”. ersitetsko izdatelstvo “Eposkop Konstantin Preslavski”. Neminska, R. (2018). Refleksivna tehnologiaya za razvitie na pedagogicheski kompetentnosti v interkulturna obrazovatelna sreda. Online journal Educational forum, 4, 2018. Retrieved 17.12.2019 from http://www.dipku-sz.net/izdanie/590/refleksivna-tehnologiya-za Nikolova, Sn. (2019). Principi na rabota pri deca sas specialni obrazovatelni potrebnosti. In: Ilieva, V, & Iankova, G. (Ed.) Sbornik nauchni trudove ot patuvash seminar Istanbul - Kushdasa - Izmir “Inovacii v obrazovanieto”, Shumenski universitet “Ep. K. Preslavski”. V. Tarnovo: Faber. Petkova, Il. (2012). Podgotovka i kvalifikaciya na balgarskiya uchitel. Sofia: University press “St. Kl. Ohridski”. Piriova, B. (2008). Nevrobiologichni osnovi na detskoto razvitie. Sofia: New Bulgarian University. Polihronov, D. (2017). Satrudnichestvo mejdu uchenici - uchiteli - roditeli chrez izvanklasnite formi na rabota - klubove po interesi. In: Godishno nauchno-metodichesko spisanie Obrazovanie i tehnologii (Education and Technologies), 2017, 8. Sotirov, Ch. (2017). Vzaimodeistvieto mejdu detska gradina i semejstvo na deca nujdaeshti se ot priobshtavashto obrazovanie. In: Iankova, G., & Ilieva, V., (Ed.) Annual of the University of Shumen, T. XXID. Retrieved 17.12.2019 from http ://shu.bg/sites/default/files/izdaniq/God_na_PF_2017.pdf. Stoyanova, I. (2019). Savremenni metodi na obuchenie v preduchilishtna vazrast. In: Iankova, G., & Ilieva, V., (Ed.). Sbornik nauchni trudove ot Nauchno-prakticheska konferenciya “Predizvikatelstvata na savremieto i kachestvoto na obrazovanieto”. Shumen: University press “Episkop Konstantin Preslavski”. Stoiyanova, M., (2011). Modeli za priobshtavasht igrov trening za deca i roditeli. Preduchilishtno vazpitanie, 2011, 6. Terziiska, P. (2018). Optimizirane na obrazovatelniya process v konteksta na priobshtavashtoto obrazovanie. Strategies for Policy in Science and Education, 2018: 6, 567-578. Retrieved 17.12.2019 from https://strategies.azbuki.bg/staregies/sonparticles2016-3/2018-5/. Topolska, E. (2019). Interakciya i interkulturna komunikaciya v priobshtavashtoto obrazovanie. In: Nazarska J. & Garvalova, Sv. (Ed.) Sbornik s dokladi ot nauchna konferencia “Harmonia v razlichiata”, UniBit, Sofia: Akademichno izdatelstvo “Za bukvite - O pismeneh”. Alexandrache, C. (2014). Differentiated Education in the Service of Preventing/Reducing the School Conflict. Procedia - Social and Behavioral Sciences, 159 (23), 433-436. Retrieved 27.12. 2019, from https://www.researchgate.net/publication/272380070_ Cotman, SW. & N. Berchtold. (2002). Exercise: a behavioral intervention to enhance brain health and plasticity. TRENDS in Neurosciences, 25. Fatima Raheem Al-Mosawi, Inas Kamal Yaseen. (2019). (PDF) The Effect of Using Index Card Games on Iraqi EFL Performance in Conversation. Sci. Int. (Lahore), 31 (1) B, 87-91, 2019; CODEN: SINTE 8 87 January-February. Retrieved 17.12. 2019, Available from https://www.researchgate.net/publication/331198772_THE_EFFECT https://www.researchgate.net/publication/340223479_Mental_Health_-_Therapy Ivanova, V., & Mileva, E. (2019). Teachers’ satisfaction with their professional activities in physical education and sport. In P. Hajek, & O. Vit (Ed.), CBU International Conference Proceedings. 7, pp. 453-458. Prague: CBU Research Institute. doi:10.12955/cbup. V7.1400. Knudsen, E. (2004). Sensitive Periods in the Development of the Brain and Behavior. Journal of Cognitive Neuroscience. Volume 16, Issue 8, October 2004 p.1412-1425, Retrieved 07. 02. 2019, from https://www.mitpressjournals.org/doi/abs/10.1162/0898929042304796 Liqaa Habeb Al-Obaydi. (2019). Cultural Diversity, Awareness and Teaching: A Study in an EFL Context. THE JOURNAL OF ASIA TEFL Vol. 16, No. 3, Fall 2019, 987-995 Retrieved 27. 05. 2019, from http://dx.doi.org/10.18823/asiatefl. 2019.16.3.15.987. Slaviyanova, L. (2017). Politeness and Indirectness: Speech Stereotypes for Making Requests in Modern English and Bulgarian. Penza, Russia: Resaerch Centre “Socios-phare”, 129-142. Tahira, Shazia. (2020). Mental Health - Therapy. Retrieved 27.03. 2020, Available from: https://www.researchgate.net/publication/340223479_Mental_Health_-_Therapy
developing educational and creative environment
Comparative methodological analysis of literacy coursebooks for children from first to fourth grade (first print runs in 2016 - 2019)
The paper presents a comparative methodological analysis of the structure and content of all twenty-seven sets of literacy coursebooks for teaching Bulgarian language and literature in Grades 1 to 4. All of them are approved by the Ministry of Education and Science in Bulgaria and subject to critical analysis. Emphasis is placed on highlighting texts in various literary genres, the presence of folklore works by both Bulgarian and foreign authors. The contents of all literacy coursebooks for the same grade are presented in tables so that they can be compared and contrasted. The educational content of all examined literacy coursebooks corresponds to the Bulgarian language and literature curriculum for each grade. References: Preschool and School Education Act. Promulgated, State Gazette No. 79/13.10.2015, Effective 1.08.2016. Retrieved 20.07.2019, from https://lex.bg/bg/laws/ldoc/2136641509 Ordinance No. 10 (2017): Ordinance No. 10 of 2017 on cognitive books, textbooks and teaching aids. Promulgated - State Gazzette, issue 102 of 22.12.2017, Amended, Issue 26 of 29.03.2019. Retrieved 10.04.2020, from http://www.mon.bg/bg/59 Uchebna programa za obuchenie po bulgarski ezik i literatura za 1. klas (obstoobrazovatelna podgotovka). (2015). Approved by the Order NoRD 09-1857/17.12.2015. Retrieved 10.04.2020, from http://mon.bg/bg/1699. Uchebna programa za obuchenie po bulgarski ezik I literatura za 2. klas (obstoobrazovatelna podgotovka). (2016). Approved by the Order NoRD 09-300/17.03.2016. Retrieved 10.04.2020, from http://mon.bg/bg/1699 Uchebna programa za obuchenie po bulgarski ezik I literatura za 3. klas (obstoobrazovatelna podgotovka). (2017). Approved by the Order NoRD 09-1093/25.01.2017. Retrieved 10.04.2020, from http://mon.bg/bg/1699 Uchebna programa za obuchenie po bulgarski ezik i literatura za 4. klas (obstoobrazovatelna podgotovka). (2017). Approved by the Order NoRD 09-5778/22.11.2017]. Retrieved 10.04.2020, from http://mon.bg/bg/1699 Borisova, T, Dimitrova, N. & Bencheva, S. (2017a). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Borisova, T, Dimitrova, N. & Bencheva, S. (2017b). Chitanka za 2. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Borisova, T, Dimitrova, N. & Bencheva, S. (2018). Chitanka za 3. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Borisova, T, Dimitrova, N. & Bencheva, S. (2019a). Chitanka za 4. klas. (pechatno izdanie s elektronen variant). Chast 1. Sofia: Klett-Bulgaria. Borisova, T, Dimitrova, N. & Bencheva, S. (2019b). Chitanka za 4. klas. (pechatno izdanie s elektronen variant). Chast 2. Sofia: Klett-Bulgaria. Georgieva, A. (2012). Obuchenieto po izvanklasno chetene v nachalnite klasove. Sofia: University press “St. Kliment Ohridski”. Georgieva, A. (2020). Savremenni proektsii na obuchenieto po bulgarski ezik i literatura v nachalnite klasove. Sofia: University press “St. Kliment Ohridski”. Gerdjikova, A., Valkova, St., Vasileva, D. & Sengalevich, A. (2017a). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Gerdjikova, A., Valkova, St., Vasileva, D. & Sengalevich, A. (2017b). Chitanka za 2. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Gerdjikova, A., Valkova, St., Vasileva, D. & Sengalevich, A. (2018). Chitanka za 3. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Gerdjikova, A., Valkova, St., Vasileva, D. & Sengalevich, A. (2019). Chitanka za 4. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Dimitrova, P., Boncheva, M. & Petrova, N. (2017a). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-plus. Dimitrova, P, Krasteva, D. & Todorova, M. (2017b). Chitanka za 2. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-plus. Dimitrova, P., Boncheva, M. & Petrova, N (2018). Chitanka za 3. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-plus. Dimitrova, P, Krasteva, D. & Todorova, M. (2019). Chitanka za 4. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-plus. Zdravkova, St., Vlaseva, T., Stoianova, T. & Flamburari, V (2017a). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Zdravkova, St., Vlaseva, T., Stoianova, T.& Slavova, V (2017b). Chitanka za 2. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Zdravkova, St., Vlaseva, T., Spiridonova, Y. & Slavova. V. (2018). Chitanka za 3. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Zdravkova, St., Vlaseva, T., Spiridonova, Y., Tamamdjieva, E. & Slavova, V (2019). Chitanka za 4. klas. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Ivanova, N., Jekova, A. & Neshkova, R. (2017а). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Riva. Ivanova, N., Neshkova, R. & Jekova, A. (2017b). Chitanka za 2. klas. (pechatno izdanie s elektronen variant). Sofia: Riva. Ivanova, N., Neshkova, R. & Jekova, A. (2018). Chitanka za 3. klas. (pechatno izdanie s elektronen variant). Sofia: Riva. Ivanova, N., Neshkova, R. & Jekova, A. (2019). Chitanka za 4. klas. (pechatno izdanie s elektronen variant). Sofia: Riva. Ognianova, N. (2017a). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Daniela Ubenova-Bilanska-ET. Ognianova, N. (2017b). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Daniela Ubenova-Bilanska-ET. Tankova, R. (2017). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-Sofia. Tankova, R. & Lalev, Ts. (2017). Chitanka za 2. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-Sofia. Tankova, R. & Lalev, Ts. (2018). Chitanka za 3. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-Sofia. Tankova, R. & Samuilov, V (2019). Chitanka za 4. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-Sofia. Tsanev, Iv., Popov, Vl. & Georgiev, G. (2017). Chitanka za 1. klas. (pechatno izdanie s elektronen variant). Sofia: Prosveta-Azbuki.
A competent oriented pedagogical approach during the class time in primary education
This article reviews the content and main methodological directions for organizing and conducting of competencybased approach for work in the class time. Different definitions of competency, its content and characteristics are systemized and analyzed. Further, the competence methods in scientific literature and European educational policy are analyzed. Described and structured in a systems of components in the class time. Those are organized in pedagogical model. This model includes a system of 112 expected results, 40 groups of pedagogical topics, tasks and activities in the main aspects of interdisciplinary complex of civic, health, environmental and intercultural education. It integrates the main subject areas in the class time. Characteristics of this model, delivered from eight years of work on its implementation in the Bulgarian educational system, are presented. The basic approaches, methods, techniques, tasks and activities for forming competences and on all compulsory topics during the class are described. References: European Union. The European Qualifications Framework for lifelong learning (EQF). Luxembourg: Publications Office of the European Union European Council. Council conclusions of 22 May 2008 on a European approach to media literacy in the digital environment. Official Journal of the European Union. C 140/08 from 6.6.2008. European Commission /EACEA/ Eurydice, 2017. Citizenship Education at School in Europe - 2017. Eurydice Report. Luxembourg: Publications Office of the European Union European Commission /EACEA/ Eurydice, 2016. Developing Key Competences at School in Europe Challenges and Opportunities for Policy. Eurydice Report. Luxembourg: Publications Office of the European Union. European Commission /EACEA/ Eurydice, 2016. Entrepreneurship Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union European Commission. Communication from the commission to the european parliament, the council, the european economic and social committee and the committee of the regions. Commission Work Programme 2020. Brussels, 29.1.2020 COM(2020) 37 final. European Council. Directive (EU) 2017/541 of the European Parliament and of the Council of 15 March 2017 on combating terrorism and replacing Council Framework Decision 2002/475/JHA and amending Council Decision 2005/671/JHA. OJ L 88, 31.3.2017. European court of auditors. Review No 02/2019. Challenges to effective EU cybersecurity policy. Luxembourg]. European Transport Safety Council. (2019), The Status of Traffic Safety and Mobility Education in Europe. Pre-school and School Education Act. Promulgated, State Gazette No. 79/13.10.2015, Effective 1.08.2016 Retrieved 20.07.2019 Mechanism for counteracting bullying and violence in institutions in the system of pre-school and school education. (2017). Sofia: MES. Ordinance No. 13 for civil, health, environmental and intercultural education. State Gazette No. 80 of 11.10.2016, Еffective 11.10/2016. Ordinance No. 5 for general education preparation. State Gazette No. 95/08.12.2015, Effective 08.12.2015. Ordinance to amend and supplement Ordinance No. 13 of 2016 on civil, health, environmental and intercultural education. State Gazette No. 80/28.09.2018, Effective 28.09.2018. National Cyber Security Strategy "Cyber Sustainable Bulgaria 2020". (2016) Sofia: Council of Ministers. Council Recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union. C 189/1 Road safety curriculum for 1 grade students. (2018a). Sofia: Ministry of Education and Science. Road safety curriculum for 2 grade students. (2018b). Sofia: Ministry of Education and Science. Road safety curriculum for 3 grade students. (2018c). Sofia: Ministry of Education and Science. Road safety curriculum for 4 grade students. (2018d). Sofia: Ministry of Education and Science. Council of Europe (2016.) Competences for democratic culture Living together as equals in culturally diverse democratic societies. Council of Europe Publishing. Strasbourg Cedex. Instructions for training in disaster, accident and catastrophe, fires, and first aid. (2002). Sofia: Ministry of Education and Science. https://dictionary.cambridge.org/dictionary/english/competence Battaglia, А. (2012). European Strategy to Prevent and Tackle School Bullying English version. Istituto Don Milani. https://iamnotscared.pixelonline.org/files/reports_transnational/ Buzan, T. (2010). The Mind Map Book. Sofía: Soft Press. De Bono, E. (2009). How to Have Creative Ideas. Sofia: Locus. De Bono, E. (2010). Six Thinking Hats. Sofia: Kibea. Vitanov, L. (2019a). Spazvam pravilata za 1 kl. Kniga za uchitelya. Sofia: Riva. Vitanov, L. (2019b). Spazvam pravilata za 2 kl. Kniga za uchitelya. Sofia: Riva. Vitanov, L. (2019c). Spazvam pravilata za 3 kl. Kniga za uchitelya. Sofia: Riva. Vitanov, L. (2019d). Spazvam pravilata za 4 kl. Kniga za uchitelya. Sofia: Riva. Vitanov, L. et al. (2015). Metodi i tekhniki za aktivno uchene. Sofia: University Press „St. Kl. Okhridski“. Valchev, R. (2006). Interaktivni metodi i grupova rabota v savremennoto obrazovanie. Sofia: Otvoreno obrazovanie Valcev, R. еt al. (2003). Obrazovanie za demokratichno grazhdanstvo. Kniga za uchitelya. Nachalen kurs. Sofia: Otvoreno obrazovanie. Goleman, D. (2011). Emotional intelligence. Sofia: Iztok-Zapad. Gyurova, V., Bozhilova, V., Valkanova, V & Dermendzhieva, G. (2006). Interaktivnostta v uchebniya protses. Sofia: Europress. Kashlev, S. (2004). Interaktivnie methodi obucheniya pedagogike. Minsk: Visheishaya shkola. Kolarova, Ts. (2014). Grazhdansko obrazovanie v universiteta. Sofia: Avangard-Prima. Merdzhanova, Ya. (2014). Bazovi metodicheski podkhodi za transversalni kompetentnosti. Sofia: University press “St. Kliment Ohridski”. Nelsen, J., Lott, L., Glenn, H. (2001). Positive Discipline in the Classroom, Revised and Expanded. Sofia: Infodar. Plackrose, H. (1992). School - a place for children. Sofia: MTSOI. Radev, Pl. (2006). Obshta uchilishtna didaktika. Plovdiv: University press „Paisii Hilendarski“. Savcheva, M. & Moinova, M. (2008). Interaktivni metodi na obuchenie po izobrazitelno izkustvo. Sofia: Prosveta. Seligman, M. (2017). Flourish. Sofia: Hermes. Tsvetanska, S. & Vasileva, R. (2010). Da badesh grazhdanin - kniga za uchitelya. Nachalen etap. Sofia: Prosveta. D‘Anna, C., Forte, P. & Gomez, F. (2019). Physical education status in European school’s curriculum, extension of educational offer and planning. Journal of Human Sport and Exercise, 14 (4proc). Downes P., Cefai, C. How to Prevent and Tackle Bullying and School Violence: Evidence and Practices for Strategies for Inclusive and Safe Schools, NESET II report, Luxembourg: Publications Office of the European Union, 2016. doi: 10.2766/0799 Hanisch, A., Rank, A, Seeber, G. How Green are European Curricula? A Comparative Analysis of Primary School Syllabi in Five European Countries. European Educational Research Journal, Volume 13 Number 6 2014. Issues and Trends in Education for Sustainable Development. (2018). A. Leicht, J. Heiss and W. J. Byun (eds). Paris: UNESCO. Kickbusch, I., Pelikan, J., Franklin Apfel, F., Tsouros, A. (Ed). (2013). Health literacy. The solid facts. World Health Organization, Paris: Regional Office for Europe of the World Health Organization. McClelland, D. C. (1973). Testing for competence rather than for „intelligence.“ American Psychologist, 28(1), Raven, J. & Stephenson, J. (Eds.). (2001). Competence in the Learning Society. New York: Peter Lang. World Health Organization. Physical activity strategy for the WHO European Region 2016 - 2025. (2016). World Health Organization Regional Office for Europe UN City, Copenhagen.
class, training for key competences in class
The European media coach| initiative as а tool to promote media literacy development in Bulgaria.
This study, part of an international project aimed at enhancing the overall level of media literacy formation in a few countries of Europe discusses the Bulgarian experience related to the design of a model for sustainable development in the field. The research includes analysis of some key parameters, such as media landscape, social and demographic characteristics and education, needed for the design and implementation of а training program capable of supporting the effective application of such a model. References: Danov, D. (2017). Digitalizacia i socialni transformacii. In Chujdoezikovo obuchenie, 1, 2017, D. Veselinov (Hd.). Sofia: University press “St. Kliment Ohridski”. Danov, D. (2018). Socializacia i medijna kultura. In Danov. D. & N. Tsanev (Eds.) Smesenoto obuchenie: modernizirane na obrazovanieto cher tehnologiite. Sofia: Junior Achievemnets Ltd. Danov. D. (2019). Planirane na savremennoto obuchenie, In D. Veselinov. (Ed.). Pedagogika na dobrite vazmozhnosti. Sofia: University press “St. Kliment Ohridski”. Danov, D. A Model for Application of Media Literacy Education, in CEECOM Conference Reports, approved for publication by University press “St. Kliment Ohridski”, Sofia, Bulgaria, accepted for publishing, due in 2020. Danov, D. (2020). Medijnata gramotnost: preosmisliane na opita. Sofia: University press “St. Kliment Ohridski”. Kanchev, P. (2018): Kanchev, P. (2016). Detsata na Bulgaria-online. Bulgaria, Sofia: Safe Net White Paper on Freedom of Speech in Bulgaria. Retrieved on 30.10.2019 from https://clubz.bg/62731bqla_kniga_za_svobodata_na_mediite_v_bylgaria Bulgarian Institute of Statistics Databook . Retrieved on 30.10.2019 from http://www.nsi.bg/
Methodological aspects of the new textbooks of mathematics for second grade
The mathematical knowledge of students in the first and second grades is basic for the formation of their mathematical competence. Since 2017 in Bulgaria, the second grade mathematics education has been completed with new nine educational sets of different publishing houses. From a methodological point of view, it is of scientific interest to analyze and compare these variant textbooks. The present study includes a comparative content analysis of the current nine second-grade mathematics textbooks in several important methodological aspects: the development of topics for natural numbers from 21 to 100 themes, for the addition and subtraction of numbers to 100, for multiplication and division of number to 100, for finding unknown component, for geometric content and for text tasks. At the end of the development conclusions are formulated. References: Alexieva, L., Kirilova, M. (2017). Matematika za vtori klas. Sofia: RIVA. Angelova, V, Doichinova, S. (2017). Matematika za vtori klas. Sofia: Prosveta Plus. Bogdanova, M., Temnikova, M., Ivanova, V. (2017). Matematika za vtori klas. Sofia: BULVEST 2000. Vitanov, L. (2015). Metodi I texniki za aktivno uchene. Sofia: University press “St. Kliment Ohridski”. Vitanov, T., Kirova, G., Sharkova, Z., Pushkarova, I., Parusheva, D. (2017). Matematika za vtori klas. Sofia: Anubis. Valkova, T., Ruxova, M., Stoyanova, D., Dimitrova, D., Dimitrova, I., Damaskova, V., Lazarova, V. (2017). Matematika za vtori klas. Varna: Bit i texnika. Garcheva, J., Manova, A., (2017). Matematika za vtori klas. Sofia: Prosveta. Mincheva, I., Dimitrova, M., Gernat, M. (2017). Matematika za vtori klas. Sofia: Pitagor I Zlatnoto pate. Paskaleva, Z., Alashka, M., Paskalev, P., Alashka, R. (2017). Matematika za vtori klas. Sofia: Arhimed. Petrova, R., Stoyanova, R., Daskova, P. (2017). Matematika za vtori klas. Sofia: Skorpio. Hristova, G. (2019). Prilojennie na obuchavashti kompjutarni prezentacii po geometría za student-pedagozi. Scientific papers: Knowledge - Capital of the future, Knowledge International Journal, V 32.1, Scopie Tsanev, N. (2018). Tsifrovata kompetentnost - vajen factor I uslovie za smesenoto obuchenie v universitetskoto obrazovanie. In: Smesenoto obuchenie - modernizirane na obrazovanieto chrez texnologiite. Sofia: Buvest Print AD. First Class Mathematics Curriculum (2015), effective from the 2016/2017 academic year. Retrieved 10/04/2020 from http://www.mon.bg/?go=page&pageId=1&subpageId=1699. Secondary Mathematics Curriculum, effective from the 2017/2018 academic year, approved by Order No. RD09-300 of 17 March 2016. Retrieved 04/13/2020 from https://www.mon.bg/en/1997.
Empathy and personal profile of specialists in helping professions
Some theoretical aspects of the empathy as professional personal feature necessary for realizing the helping process, especially for the social-pedagogical work, counseling and consulting, are viewed. There is special stress on results of humanistic psychology and pedagogy and particularly client-centered approach of C. Rogers about the place and role of empathy in counseling and therapeutic process. On the empirical level the results of survey of students in helping professions and practicing project social workers are commented. They are compared with diagnostic personal profile and attitudes necessary and compulsory for effective counseling. References: Aleksandrova, N., Boyadjieva, N. Sapundjieva K. & Kolarova, Ts. (2004). Socionnikata v socialnata sfera. Sofia: University press “St. Kliment Ohridski”. Ahryarmkina, T. A. (2003). Formirovanie empatii studentov v processe obucenya v pedagogiceskom vuze. Dissertacia kandidata pedagogiceskih nauk. Samara. Bondarenko, A. F. (2000). Psihologiceskaya pomost: teoriya i praktika. Moskva: Nezavisimaya firma “Klass”. Boyadjieva, N. (2004). Izsledvane na licnostniya profil na socialnia rabotnik s metodikata na psihologiceskite tipove na D. Keirsey. In: Aleksandrova, N., Boiadjieva, N. Sapundjieva K., & Kolarova, C. (2004). Socionikata v socialnata sfera. Sofia: University press “St. Kliment Ohridski”, 37-70. Boyadjieva, N. (2011). Empatiyata v socialno-pedagogiceskoto konsultirane I savetvane. In: Boyadjieva, N. (Ed.). Pedagogoceska entelehia. Artes Liberales. Sofia, Es Print, 5-23. Vedenova, L. V. (2001). Stanovlenie empatii budustih ucitelei v usloviiyah gumanizacii ucebno-vospitatelnogo processa. Dissertacia kandidata pedagogiceskih nauk. Volgograd. Desev, L. (2010): Recnik po psihologia. Sofia: Bulgarika. Dimitrova, G. (2009). Vazpitatelni vzaimodeistviya s decata na XXI vek. Veliko Tarnovo: Izdatelstvo “Ivis”. Eivari, B. (2000). Pricipi of psychotherapy. Sofia: Lakov Pres. Eliseev, O. P. (1999). Samoocenka empaticeskih sposobnostei. In: Prktikum po psihologii lichnosti, 222-224. Sankt Peterburg: Piter. Encyclopedia of Psychology. (1998). R. L. Corsini (Ed.). Sofia: Nauka i izkustvo, 290-291. Gardner, H. (2014). Multiple Inteligences. New Horizons in theory and practice. Sofia: Izdatelstvo “Iztok-Zapad”. Georgieva, R. R. & Bavro, N. (2008). “Empaticna laboratoria” - vazmojnosti za profesionalna refleksia I sebeizsledvane. Balgarsko spisanie po psihologia, 1-4, 750-757. Golman, D. (2000). Emotional Intelligence. Sofia: Izdatelstvo “Iztok-Zapad”. Golman, D. (2010). Novata socialna inteligentnost. Sofia: Izdatelstvo “Iztok-Zapad”. Ichalovskaya, E. A. (1999). Razvitie empaticeskih sposobnostei pedagogov, rabotaiustih s odarennami detmi. Dissertacia kandidata psihologiceskih nauk. Rostov na Don. Ilieva, G., Atanasova, I. & Geraskov, E. (2000). Vavedenie v profesionalnoto konsultirane. Metodicesko rakovodstvo. Sofia: MON. Issledovanie urovnya epmaticeskih tendencii. (2000). In: Bolshaya Encyclopedia psihologicskih testov. Moskva: Exmo, 278-289. Ivanov, St. (2004). Profesinalno-pedagogicesko obstuvane. Shumen: University press “Ep. K. Preslavski”. Jekova, St. & Penceva, E. (1989). Saprezivyavaneto (empatya i pedagogiceska praktika). Sofia: SU “St. Kliment Ohridski”, Karagyaurova, D. (2010). Prosocialnoto povedenie kato mezdulicnostno otnochenie. Varna: Steno. Klimov, E.A. (2004). Psihologiya proffesinalnogo samoopredeleniya. Moskva: Akademia. Kochunas, R. (1999). Osnovai psihologiceskogo konsultirovaniya. Moskva: Akademicesuii proekt. Merdjanova, Y. (2005). Licnosten profil i integrirane v profesionalnata sfera. BiznesSekretar, 2, 3-9. Mihalchenko, G. F. (1989). Formirovanie empatii u starsheklassnikov orientirovannie na pedagogiceskuyu professiyu. Dissertacia kandidata psihologiceskih nauk. Grodno. Mislavski, Iu. (1992). Psihoterapevt ili pastir (kam prblema za teologicnata i humanisticnata paradigm v podpomaganeto na lunostta. Pedagogika, 1992, 1. Mozgovaiya, N.A. (1999). Formorovanie pedagogiceskoi ustanovki ucitelya na emptiyu vo vzaimodeistvii s uchastimisiya. Dissertacia kandidata pedagogiceskih nauk. Moskva. Nelson-Djouns, R. (2000). Teoriya i praktika konsultirovaniya. Sankt Peterburg: Piter. Orlov, A.B. (1993). Fenomenai empatii I kongruentnosti/ A.B. Orlov, M.A. Hazanova. Voprosai psihologii, 6, 68-73. Piryov, G. (1993). Za psihologicheskata konsultaciya. Pedagogika, 3, 12-18. Psihologia. (1999). Biobiliograficeskii slovar/Pev.s angliiskogo. St. Peterburg: Piter. Psihologiceskii slovar (1983). Davidov, V. V., Zaporojec, A. V., Lomov. B. F. (Eds.). Moskva: Pedagogika. Radev. N. & Budeva, S. (2005). Socialni umeniya. Veliko Tarnovo: Faber. Raigorodskii, D. Y. (Ed.) (2001). Prakticeskaya psihodiagnostika. Metodai I testai. Samara, 486-490. Recnik po psihologiya (1989). Prevod ot 4to nemsko izdanie Worterbuch der Psychologie. Herausgegeben von Gunter Klaus. Sofia: Nauka i izkustvo, 132. Rodjars, C. (2015). Nachin da badesh. Sofia: Izdatelstvo “Iztok-Zapad”. Romanova, T. V. (1999). Pedagogiceskie uslovia formorovaniya empaticeskoi kulturai studentov pedagogicheskogo vuza. Dissertacia kandidata pedagogiceskih nauk. Magnitogrsk. Salaikova, S. V. (1999). Pedagogiceskie uslovia razvitiya empatii kak professionalno znachimogo kacestva pedagoggov doscholno-obrazovatelkah ucrejdenii v processe povaisheniya kvalifikacii. Dissertacia kandidata pedagogiceskih nauk. Moskva. Shulman, L. (1999). Izkustvoto da se pomaga na individi, semeistva i grupi. Sofia: Fondaciya “Nevronauki i povedenie”. Silami, N. (1996). Recnik po psihologiya. Pleven: EA-Evraziya Abagar. Steinmetc, A. E. (1998). Psihologiceskii couching k pedagoggiceskoi deyatelnosti. Dissertacia doktora psihologiceskih nauk. Sankt Peterburg. Stoeva, T. (2003). Emociyata i kogniciyata v psihologiceskata terapiya i konsultsciya. Sofia: Propeler. Stotlland, E. (1998). In: Encyclopedia of Psychology, R. L. Corsini (Ed.). Sofia: Nauka i izkustvo, 290-291. Todorova, E. (1999). Realnata pomost. Sofia: Albatros. Uilks, F. (2003). Inteligentnite emocii: Nova psihologiya na chuvstvata. Sofia: Kragozor. Tzvetkova, O. M. (1997). Empatiya kak professinalnaya harakteristika v deyatelnosti psihologa doscholnogo ucrejdeniya. Tver. Chavdarova-Kostova, S. (2012). Altruizm i vaspitanie. Sofia: Obrazovanie. Yusopov, I. M. (1995). Psihologiya empatii. Dissertacia doktora psihologiceskih nauk. Sankt Peterburg. Bottcher, H. R. (1989). Empatiya. In: Rechnik po psihologiya (1989). Prevod ot 4to nemsko izdanie Worterbuch der Psychologie. Herausgegeben von Gunter Klaus. Sofia: DI “Nauka i izkustvo”, 132. Caruso, D.R. (1999). Multi-factor Emotional Intelligence. Connecticut. Dunnet, M. D. (1976). (Ed.). Handbook of Industrial and Organizationnal Psychology. Chicago: Rand-McNally. Dymond, R. (1949). A scale for measurement of empathetic ability. Journal o f Consulting Psychology, 14, 127-133. Feshbach, S. (1989). 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The study presents a theoretical and empirical research of the precursors of written language disorders encountered in pre-school age. The theoretical part traces the theories of the origin of dyslexia, each of which also reveals signs of its timely prognosis - 12 predictors with different prognostic value. The purpose of the author's own research is to study 30 students with specific dyslexia and 30 students without disorders, all in 4th grade, the state of four basic predictors: phonological knowledge, phonemic gnosis, visual gnosis, oral language. The intensity of their manifestations demonstrates the possibility of using them as predictors of dyslexia. The results show that in terms of informativeness, the predictors are arranged in the following order: 1. phonological knowledge; 2. oral language; 3. phonemic gnosis. Visual gnosis has not a predictive value. References: Asenova, I. (2009). Nevropsihologiya. Blagoevgrad: Iranik-M. Kornev, A. (2009). Klyuchovi vaprosi na disleksiata. Spetsialna pedagogika, 4, 4 - 17. Mavlov, L. (2005). Aleksii i agrafii. Sofia: Romel. Matanova, V. (1999). Nevropshologichni defitsiti pri detsata sas spetsifichni obuchitelni trudnosti. Spetsialna pedagogika, 4, 17-24. Matanova, V (2001). Disleksiya. Sofia: Sofi R. Matanova, V (2003). Psihologiya na anomalnoto razvitie. Sofia: Sofi R. Shtereva, K. (2011). Fonologichnoto osaznavane I barzoto naxovavane kato prediktori za usvoyavane na protsesa chetene. In Gercheva-Nestorova, G. (Ed.). Prilozhnata psihologiya v Balgariya: vazmozhnosti i perspektivi, 397-410. Varna: Varnenski svoboden universitet. Todorova, E. (2007). Disleksiya. Sofia: Nov balgarski universitet. Tsvetkova, S. (2006). Aspekti v obuchenieto na detsata sas spetsifichni narusheniya na ucheneto. Sofia: Infofarma. Tsvetkova, S. (2011). Za detsata sas spetsifichni narusheniya na ucheneto. ]. In GerchevaNestorova, G. (Ed.). Prilozhnata psihologiya v Balgariya: vazmozhnosti i perspektivi, 473-483. Varna: Varnenski svoboden universitet. Berninger, V. & J. Busse, J. (1999). Learning disabilities in reading, writing and arithmetic. Paper presented at the Annual Meeting of the American Psychological Association (Boston, August, 1999). Retrieved April 10, 2020 from http://www.newswise.com/articles/1999/. Bishop, D. V. M., Bishop, S. J., Bright, P., James, C., Delaney, T. & Tallal, P. (1999). Different origin of auditory and phonological processing problems in children with language impairment: evidence from a twin study. Journal o f Speech, Language and Hearing Research, 42, 155-168. Bishop, D. V. M. & Snowling, M. J. (2004). Developmental Dyslexia and Specific Language Impairment: Same or Different? Psychological Bulletin, 130 (6), 858-866. Bowers, P. G. & Swanson, L. B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal o f Experimental Child Psychology, 51, 195-219. Denckla, M. (1972). Clinical syndromes in learning disabilities. Journal o f Learning Disabilities, 5, 401-406. Denckla, M. B. & Rudel, R. G. (1976). Rapid „automazed“ naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychology, 14, 471-479. Estienne, F. Dislexie. (1985). Dans: Mardaga, P. (Ed.). Troubles de language (diagnostique et rééducation). Bruxelles: PIF, 397-431. Fawcett, A. J. & Nicolson, R. I. (2004). Dyslexia: the role of the cerebellum. Electronic Journal of Research and Educational Psychology, 2 (2), 35-58. Retrieved April 12, 2020, from https://www.unirsm.sm/media/documenti/unirsm_1992.pdf Galaburda, A. M., Sherman, J. F., Rosen, G. D., Aboitiz., F. & Gescgwind, N. (1985). Developmental dyslexia: four consecutive patients with cortical anomalies. Annals of Neurology, 18 (2), 222-233. Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppanen, P., Lohvansuu, K. ... Schulte-Korne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry 54:6, 686-694. Retrieved April 10, 2020, from https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.12029 Landerl, K. & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100 (1), 150-161. Retrieved April 10, 2019, from https://doi.org/10.1037/0022-0663.100.L150 Levinson, I. N. (1994). A Scientific Watergate, Dislexia. Like Success. NY: Stone-Bridge. McArthur, G. M. & Hogben, J. H. (2001). Auditory backword recognition masking in children with a specific language impairment and children with a specific reading disability. Journal of Acoustical Society of America, 109, 1092-1100. Pugh, K., Mencl, W., Jenner, A., Katz, L., Frost, S., Ren Lee, J., Shaywitz, S. & Shaywitz, B. (2000). Functional neuro-imaging studies of reading and reading disability (developmental dyslexia). Mental Retardation and Developmental Disabilities Research Reviews, 6, 297-213. Ramus, F., Rosen, S., Dakin, B., Day, J., Castellote, J., White, S. & Frith, U. (2003). Theories of developmental dyslexia: insight from a multiple case study of dyslexic adults. Brain, 126, 841-865. Shaywitz, S. E. (1996). Dyslexia. Scientific America, 5, 2-8. Snowling, M. J. (2001). From Language to Reading and Dyslexia. Dyslexia, 7 (1), 37-46. Stein, J., Talcott, J. & Witton, C. (2001). The sensorimotor basis of developmental dyslexia. In: Fawcett, A. (Ed.), Dyslexia, Theory and Good Practice. London: Whurr. Tallal, P. (1980). Auditory temporal perception, phonics and reading disability in children. Brain and Language, 9, 182-198. Tallal, P., Miller, S. & Fitch, R. H. (1995). Neurobiological basis of speech: A case for the preeminence of temporal processing. Irish Journal o f Psychology, 16 (3), 194-219. Thompson, P. A., Hulme, C., Nash, H. M., Hayiou-Thomas, E. & Snowling, M. J. Developmental dyslexia: predicting individual risk. Journal o f Child Psychology and Psychiatry, Volume 56, Issue 9. Retrieved April 12, 2020, from https://onlinelibrary. wiley.com/doi/iull/10.1111/jcpp.12412 Wilsenach, C. (2006). Syntactic Processing in Developmental Dyslexia and in Speech Language Impairment /SLI/ - Doctoral dissertation. Utrecht University (Netherlands). Retrieved April, 12, 2020, from https://www.lotpublications.nl/Documents/128_fulltext.pdf
Hypnosis-based model facilitating adaptation to “weightlessness”
The authors suggest a model, focused on the implementation of hypnosis as a way of shortening the period of adaptation to changes in the physical environment and / or the related experience or fears, defined as a state of weightlessness - real or subjectively perceived. The general framework is schematically outlined and it is meant to be personalized according to the individual features and the situation, always designated to "empower" the participants in the programme and provide them with an instrument for self-control and self-regulation of perceptions, experiences and behaviors. Possible target groups are individuals with fear of flying and pilots and astronauts due to the specificity of their adaptation in professional setting. References: Getsov, P. (2002). Kosmos, ekologiya, sigurnost. Sofia: NBU. Grimak, L. P. (1978). Modelirovanie sostoyanii cheloveka v hipnose. M.: Nauka. Lazarev, A., Kovalenok, V. & A. Avakyan. (1987). Issledovanie Zemli s milotiruemih kosmicheskih korablei. Leningrad: Gidrometeoizdat. Mardirosyan, G. (2012). Vavedenie v kosmonavtikata. Sofia: Akad. izdat. “Marin Drinov”. Mardirosyan, G. (2002). Prirodni ekokatastrofi i tyahnoto distantsionno aerokosmichesko izuchavane. Sofia: Akad. izdat. “Marin Drinov”. Nancheva, R. (2000). Analis na riska ot uvrejdane na sartseto po vreme na +Gz- stress. In Iubileina nauchna sesiya “30 godini organizirani kosmicheski izsledvaniya v Bulgaria. Sofia: Institut za kosmicheski izsledvaniya, BAN. Nikolov, M. (2001). Hipnoznata regresiya vav vazrastta I izpolzvaneto I v hipnoterapiyata. Balgarsko spisanie po psihologiya, 2001, 1-2, 108-118. Popov, V., Getsov, P., Dimitrov, I., Hubenova, Z., Andodnov, A., Metodiev, K., Zamfirov, M. & P. Panova. (2006). Mentalni modeli I informatsionen, znanien I smislovv processing na choveka kato upravlyavasta sistema v usloviyata na mikrogravitatsiya. Second Scientific Conference with International Participation “Space, Ecology, Nanotechnology, Safety”. 14-16 June 2006, Bulgaria, Varna: Space Research Institute, BAS. Spahieva, M., Draganova, A. & L. Alexiev. (2000). Vestibulo-vegetativna ustoichivost pri lettsi normotonitsi i hipertonitsi. In Yubileina nauchna sesiya “30 godini organizirani kosmicheski izsledvaniya v Bulgaria”. Sofia: Institut za kosmicheski izsledvaniya, BAN. Ushakov, I. B., Bednenko, V. S., Lapaev, E. V. (Red.). (2001). Istoriya otechestvennoi kosmicheskoi meditsinoi. M., Voronezh: Voronezhskii gosudartvenoi universitet. Hachaturyants, L. S., Grimak, L. P. & Hrunov, E. V. (1976). Eksperimentalnaya psihologiya v kosmicheskih issledovaniyah. M.: Nauka Hrunov, E. V, Hachaturiyan, L. S., Popov, V A., Ivanov, E. A. (Red.). (1974). Chelovek-operator v kosmicheskom polete. Moskva: Mashinostroene. Ajinkya, S. A. (2015). Cognitive hypnotherapy for panic disorder with aquaphobia. Sleep and Hypnosi, 17, 11-13. Bakal, P. A. (1990). A reframing approach for flight phobia. In D. C. Hammond, (Ed.). Handbook of hypnotic suggestions and metaphors (pp. 175-177). New York, NY: The American Society of Clinical Hypnosis. Baker, E. L., & Nash, M. R. (2008). Psychoanalytic approaches to clinical hypnosis. In M. R. Nash & A. J. Barnier (Eds.). The Oxford handbook of hypnosis: Theory, research, and practice (p. 439-456). Oxford University Press. Barrett, D. (2010). Hypnosis and hypnotherapy. Santa Barbara, CA: ABC-CLIO. Braddock, Martin & Observatory, Sherwood & Society, Sutton & Mansfield,. (2017). Ergonomic challenges for astronauts during space travel and the need for space medicine. Journal o f Ergonomics, 7(6), DOI: 10.4172/2165-7556.1000221. Bryant, R. A. (2008). Hypnosis and anxiety: Early interventions. In M. Nash & A. Barnier (Eds.). The Oxford handbook of hypnosis: Theory, research, and practice. (pp. 535-548). New York, NY: Oxford University Press. Cardena, E., Lynn, S. J. & Krippner, S. (Eds.). (2000). Varieties of anomalous experience: Examining the scientific evidence. Washington, DC: American Psychological Association. Choy, Y., Fyer, A. & Lipsitz, J. D. (2007). Treatment of specific phobia in adults. Clinical Psychology Review, 27, 266-286. Cox, R.H. (1994). Sport psychology: Concepts and implications. Dubuque, IA: Brown and Benchmark. Cowen, L. (2016). Literature Review into the Effectiveness of Hypnotherapy. ACR Journal, 10 (1), 1-55. Crampton, M. (1969). The use of mental imagery in psychosynthesis. Journal o f Humanistic Psychology (9), 139-153. De Vos, H. M. & Louw, D. A. (2006). The Effect of Hypnotic Training Programs on the Academic Performance of Students, American Journal o f Clinical Hypnosis, 49(2), 101­112, DOI: 10.1080/00029157.2006.10401562. Dominguez-Ortega, L., & Rodriguez-Mucoz, S. (2010). The Effectiveness of Clinical Hypnosis in the Digestive Endoscopy: A Multiple Case Report. American Journal of Clinical Hypnosis, 53(2), 101-107. DOI: 10.1080/00029157.2010.10404332. Fromm, E. (1967) “Dissociative and integrative processes in hypnoanalysis. American Journal o f Clinical Hypnosis, (10), 1967, 174-177. Gibbons, D. E. (1990). Hypnosis with phobic reactions. In D. C. Hammond, (Ed.). Handbook of hypnotic suggestions and metaphors (pp. 175-177), New York, NY: The American Society of Clinical Hypnosis. Gruzelier, J. H., Levy, J., Williams, J. D., & Henderson, D. (2001). Effect of self-hypnosis with specific versus non-specific imagery: Immune function, mood, health and exam stress. Contemporary Hypnosis, 18, 97-110 H.M. De Vos & D. A. Louw (2006). The Effect of Hypnotic Training Programs on the Academic Performance of Students, American Journal o f Clinical Hypnosis, 49(2), 101­112, DOI: 10.1080/00029157.2006.10401562. Hammer, E. F. (1954). Post-Hypnotic Suggestion and Test Performance. International Journal o f Clinical and Experimental Hypnosis. 2(3), 178-185. Hayes, S. C., Strosahl, K. D. & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford Press. Hirsch, J. (2012). Virtual Reality Exposure Therapy and Hypnosis for Flying Phobia in a Treatment-Resistant Patient: A Case Report. The American journal of clinical hypnosis, 55, 168-73. DOI: 10.1080/00029157.2011.639587. Holdevici, I. & Craciun, B. (2013). Hypnosis in the Treatment of Patients with Anxiety Disorders. Procedia - Social and Behavioral Sciences, 78, 471-475. Isotani, T., Lehmann, D., Pascual-Marqui, R. D., Kochi, K., Wackermann, J., Saito, N., et al. (2001). EEG source localization and global dimensional complexity in high- and lowhypnotizable subjects: A pilot study. Neuropsychobiology, 44, 192-198. James, T., Flores, L. & Schober, J. (2001). Hypnosis: A comprehensive guide. Carmarthen, United Kingdom: Crown House. Kim, S., Palin, F., Anderson, P., Edwards, S., & Lindner, G. (2008). Use of skills learned in CBT for fear of flying: Managing flying anxiety after September 11th. Journal of Anxiety Disorders, 22, 301-309. Kirsch, I., Montgomery, G., & Sapirstein, G. (1995). Hypnosis as an adjunct to cognitivebehavioral psychotherapy: a meta-analysis. Journal o f Consulting and Clinical Psychology, 63(2), 214-20. Kraft, D. (2016). The place of hypnosis in psychiatry part 6: treatment of specific phobias - natural environment type, blood-injection-injury type, and other types. The Australian journal o f clinical hypnotherapy / Australian Society o f Clinical Hypnotherapists, 41, 1-15. Kraft, T. (1967). Alcoholism treated by desensitization: a case report. Behavioral Research and Therapy, 5, 69-70. Laughlin, M., Burns, J. and M. Parnell. (1982). Regional distribution of cardiac output in unanesthezied baboons during +Gz stress with and without an anti-G suits. Aviat. Space Environ. Med. Lynn, S. J. & Cardeсa, E. (2007). Hypnosis and the treatment of posttraumatic conditions: An evidence-based approach. International Journal o f Clinical and Experimental Hypnosis, 55(2), 167-188. McIntosh, I. (2007). Brief selective hypnotherapy in the treatment of flying phobia. Vertex, 18, 268-271. Meyerson, J. (2014). The Myth of Hypnosis: The Need for Remythification, International Journal of Clinical and Experimental Hypnosis, 62(3), 378-393, DOI:10.1080/00207144.2014.901090. Naish, P. (2011). Hypnosis: The theory behind the therapy. In L. Brann, J. Owens, & A. Williamson (Eds.). The handbook of contemporary clinical hypnosis (pp. 1-18). Oxford, United Kingdom: John Wiley & Sons. Nash, M. R. (2008). Foundations of clinical hypnosis. In M. R. Nash & A. J. Barnier (Eds.), The Oxford handbook of hypnosis: Theory, research, and practice (pp. 487-502). New York, NY: Oxford University Press. Nash, M. R. & Barnier, A. J. (2008). The Oxford handbook of hypnosis. Oxford, United Kingdom: Oxford University Press. Nel, P. W. (1993). Hypnosis for success in studies and examinations. Hypnos SA, 3(1), 1-9. Oakes, M. & Bor, R. (2010a). The psychology of fear of flying (part I): A critical evaluation of current perspectives on the nature, prevalence and etiology of fear of flying. Travel Medicine and Infectious Disease, 8, 327-338. Oakes, M. & Bor, R. (2010b). The psychology of fear of flying (part II): A critical evaluation of current perspectives on approaches to treatment. Travel Medicine and Infectious Disease 8, 339-363. Orlick, T. & McCaffrey, N. (1991). Mental training with children for sport and life. Sport Psychologist, 5(4), 322-334. Pates, J. & Maynard, I. (2000). Effects of hypnosis on flow states and golf performance. Perceptual and Motor Skills, 91, 1057-1075. Patrick, T. & Hrycaiko, D.W. (1998). Effects of a mental package on an endurance performance. Sport Psychologist, 12(3), 283-299. Peterson, D., Bishop, V, and H. Erikson (1977). Anti-G-suit effect on cardiovascular dynamic changes due to +Gz stress. J. appl. Physiol. Respirat. Environ, 43, 765-769. Pintar, J. & Lynn, S. J. (2008). Hypnosis: A brief history. Maiden, MA: Wiley-Blackwell. Plat-Robain, Marielle. (2018). Human Resource Recovery: Does Hypnosis Help Manage Fatigue When Workload is Increased? DOI: 10.13140/RG.2.2.24730.29126. Richardson, J., Smith, J. E., McCall, G., Richardson, A., Pilkington, K., & Kirsch, I. (2007). Hypnosis for nausea and vomiting in cancer chemotherapy: a systematic review of the research evidence. [Meta--Analysis Review]. European Journal o f Cancer Care, 16(5), 402-412. Sacerdote, P. Therapeutic use of induced dreams. American Journal o f Clinical Hypnosis, (10), 1967, 1-9. Spiegel, D. & Spiegel, H. (1990). Paradigm for flying phobia. In D. C. Hammond, (Ed.), Handbook of hypnotic suggestions and metaphors (p. 175), New York, NY: R. The American Society of Clinical Hypnosis. Spiegel, H., & Spiegel, D. (2004). Trance and treatment: Clinical uses of hypnosis. Arlington, VA: American Psychiatric. Torem, M. S. (2007). Mind-body hypnotic imagery in the treatment of auto-immune disorders. American Journal o f Clinical Hypnosis, 50(2), 157-170. Vaitl, Dieter & Birbaumer, Niels & Gruzelier, John & Jamieson, Graham & Kotchoubey, Boris & Kübler, Andrea & Lehmann, D. & Miltner, Wolfgang & Ott, Ulrich & Pütz, Peter & Sammer, Gebhard & Strauch, Inge & Strehl, Ute & Wackermann, Jiri & Weiss, Thomas. (2005). Psychobiology of Altered States of Consciousness. Psychological Bulletin, 131, 98-127. D0I:10.1037/0033-2909.131.1.98. Van Gerwen, L. J., Diekstra, R. F. W., Jones, D. R. (2000). Fear of flying treatment programs for passengers: An international review. Aviation, Space, And Environmental Medicine, 71(4), 430-440. Volpe, Erin & Nash, Michael. (2012). The Use of Hypnosis for Airplane Phobia With an Obsessive Character: A Case Study. Clinical Case Studies, 11, 89-103. 10.1177/1534650112440167. Wark, D. M. (1996). Teaching college students better learning skills using self-hypnosis. American Journal of Clinical Hypnosis, 38(4), 277-286. Wolpe, J. (1968). Psychotherapy by Reciprocal Inhibition, Stanford University Press. Stanford, California. Yapko, M. D. (2012). Trancework: An introduction to the practice of clinical hypnosis (4th ed.). New York, NY: Routledge.
The heterogeneous symptoms in children with developmental language disorder
The study offers a theoretical analysis of the creation of concepts in the field of primary language pathology both chronologically and conceptually. The proposed detailed review was made from the point of view of the analysis of the manifestations of heterogeneity among the general population of children with language disorders of primary origin. For the purposes of the study, a research was conducted among 170 preschool children. References: Boyadzhieva-Deleva, E. (2020). Ezikovi narusheniya na razvitieto: zashto lipsata na verbalna komunikatsiya ne vinagi e priznak na razstroĭ stvo ot autistichniya spektŭr. In: Sbornik s dokladi i dobri praktiki ot Natsionalna konferentsiya “Resursnite uchiteli i sŭvmestnoto prepodavane v priobshtavashtoto obrazovanie”, 122–133. Sofiya. Vasileva, N. (2008). Istoricheski pregled na problema za narusheniyata v detskoto ezikovo razvitie. Spetsialna pedagogika, Vol. 4, 27–36. Kornev, A. N. (2005). Osnovi logopatologii detskogo vozrasta: klinicheskie I psihologicheskie aspekti. Rech, Sankt Peterburg, MKB-11. Retrieved Fabruary, 19, 2021 from https://icd.who.int/en Tsenova, Ts. (2009). Logopediya. Opisanie, diagnostika i terapiya na komunikativnite narusheniya. Sofia: Radar Print. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).Washington, DC: Author. Bishop, D.V.M., Snowling, M.J., Thompson, P.A., Greenhalgh, T., & CATALISE consortium (2016). In: CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLoS ONE 11(7): e0158753. Retrieved Fabruary 19, 2021 from https://doi.org/10.1371/journal.pone.0158753 Bishop, D.V.M., Snowling, M.J., Thompson, P.A., Greenhalgh, T., & The CATALISE Consortium. (2017). Phase 2 of CATALISE: Multinational and Multidisciplinary Delphi Consensus Study of Problems with Language Development: Terminology. Journal of Child Psychology & Psychiatry. doi:10.1371/journal.pone.0158753doi: 10.1044/lle15.3.101. Bloom, L., & Lahey, M. (1978). Language Development and Language Disorders. New York: John Wiley and Sons. Leonard, B. L. (2014). Children with Specific Language Impairment. Second Edition. A Bradford Book. The MIT Press. Cambridge, Massachusetts. London, England. MKB-11. Mezhdunarodna klasifi katsiya na bolestite, 11 reviziya. https://icd.who.int/en [МКБ-11.Международна класификация на болестите, 11 ревизия https://icd.who.int/en. Rice, M. L. (2016). Specific Language Impairment, Nonverbal IQ, Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, Cochlear Implants, Bilingualism, and Dialectal Variants: Defining the Boundaries, Clarifying Clinical Conditions, and Sorting Out Causes, J Speech Lang Hear Res. Feb; 59(1): 122–132. doi: 10.1044/2015_JSLHR-L-15-0255. PMCID: PMC4867925.
Applaying of mediation in work with children and youngsters
Disputes and conflicts are inherent in the work with children and young people at school and social services, which is why the conflict resolution competencies are important for teachers, social workers, educators. One established method for resolving disputes and conflicts is mediation and in this study I will focus on some specifics in its applying in educational environment. The peculiarities of the school environment and social services for children and youngsters suggest a different context in the understanding and application of mediation, which features will be the subject of analysis, based on literature, as well as practical experience. One of the main goals is to outline some key mediation competencies for which purpose a survey was conducted among teachers and social educators. References: Mediation Law, State Gazette No. 110/17.12.2004]. Retrieved 12.2020, from https://lex.bg/laws/ldoc/2135496713 Preschool and School Education Act. Promulgated, State Gazette No. 79/13.10.2015]. Retrieved 12.2020, from https://www.mon.bg/bg/57 Belinskaia, A. (2019). Teoreticheskiye i metodicheskiye osnovy deyatel’nosti klassnogo rukovoditelya, Pedagogicheskaya konfl iktologiya. Moskva: Yurayt. Retrieved 12.2020, from https://static.my-shop.ru/product/pdf/365/3649544.pdf Dronzina, T. (2015). Mediatzia. Astana. Dronzina, T. (2016). Upravlenie I razreshavane na konfl iktni situatzii v uchilishte. Sliven. Eloncheimo, H., & Flink, A, (2018). Mediatzia jertva-izvurshitel (MJI) vuv Finlandia. In: Praktichesko rukovodstvo: Prilagane na vuzstanovitelno pravosudie pri detza. International Juvenile Justice Observatory, 81–110. Retrieved 12.2020, from https://sapibg.org/download/1542370408-bulg-web.pdf Kolarova, D., Minkovski, R., Chankova, D., Stankova, V., Wegertseder, B., & Michael, K. (2020). Kniga na mediatora. Sofi a. Partniori-Bulgaria. Retrieved 12.2020, from https://partnersbg.org/wp-content/uploads/2020/08/Kniga_na_Mediatora_web.pdf Kurochkina, I., & Shahmatova, O. (2013). Pedagogicheskaya konfl iktologiya. Yekaterinburg: RGPPU. Retrieved 12.2020, from https://elar.rsvpu.ru/bitstream/123456789/1307/1/978-5-8050-0524-5.pdf Milkov, L. (2014). Konfl iktologia. Sofi a: Juni Express. Retrieved 12.2020, from http://mitko.villaverde-bansko.com/Konfl itologiq.pdf Nikolov, T. (2020). Spraviane s predizvikatelnoto povedenie pri rabota s detza v uchilishtna I izvunuchilishtna sreda. Pedagogika, 11/2. Paly, B., & Vanfrakehm, I. (2018). Mediatzia jertva-izvurshitel v sistemata na mladejkoto pravosudie v Belgia. In: Pracitcehsko rukovodstvo: Prilagane na vuzstanovitelno pravosudie pri detza. International Juvenile Justice Observatory, 40–59. Retrieved 12.2020, from https://sapibg.org/download/1542370408-bulg-web.pdf. Ranev, A. (2020). Prilojenie na mediatsiata v sotzialnite uslugi za pulnoletni. In: Stoikova, J., Lavrentzova, E., & Delchev, M. Mejdukulturni, nauchni I obrazovatelni dialozi, pp. 228–242. Stara Zagora: Trakijski universitet. Shcherbakova, O. (2008). Problema razvitiya konfl iktologicheskoy kul’tury lichnosti v obrazovanii. The Emissia. Offl ine Letters. In: Elektronnoye nauchnoye izdaniye (elektronnyy nauchno-pedagogicheskiy zhurnal). September. Retrieved 12.2020, from http://www.emissia.org/offl ine/2008/1274.htm Adigüzel, I. B. (2015). Peer mediation in schools. Procedia – Social and Behavioral Sciences, 174, 826–829. Retrieved 12.2020, from https://doi.org/10.1016/j.sbspro.2015.01.674 Albarracín, A., & Baena, J. (2019). Beyond conflict resolution: socio-emotional learning in student mediators. In: Electronic Journal of Research in Educational Psychology, 17 (2), 335–358. Retrieved 12.2020, from https://core.ac.uk/download/pdf/286590454.pdf Barry, B., Bouchier, M., Coakley, A., Curran, D., & Dillon, J. (2016). Shaping the Agenda 1: Exploring the Competencies, Skills and Behaviours of Effective Workplace Mediators. Kennedy Institute Workplace Mediation Research Group (KIWMRG). Retrieved 12.2020, from https://www.themii.ie/ckeditor_uploads/fi les/KIWMRG-Shaping-the-Agenda-Report-1.pdf Budeva, S. (2019). Mediation and social work. Retrieved 12.2020, from https://fssconference.ro/wp-content/uploads/2019/04/4.-Mediation-and-social-work.pdf. Carrasco, M. (2016). Mediation and the Social Work profession: particularly in the community context. In: Cuadernos de Trabajo Social. Vol. 29–2 (2016) 275–283. Retrieved 01.2021, from https://core.ac.uk/download/pdf/45655272.pdf CMFM (2002). Mediation Experiment at the Edouard Vaillant Secondary School in Gennevilliers. Best Practices of Non-Violent Conflict Resolution in and out-of-school. In: UNESCO. January. 2002, 53:57. Retrieved 12.2020, from https://unesdoc.unesco.org/ark:/48223/pf0000126679 Cremin, H. (2007). Peer Mediation. Open University Press. Eisenkraft, K. (2015). Intervening in School-Based Youth Confl ict: Violence Reduction, Positive Youth Development, Peer Mediation, and Conflict. Massachusetts Offi ce of Public Collaboration, University of Massachusetts Boston November 11 Resolution Education. Retrieved 12.2020, from https://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1014&context=mopc_pubs Galtung, J. (1958). Theories of conflict. Definitions, Dimensions, Negations, Formations. New York: Dept of Sociology. Columbia University. Retrieved 12.2020, from https://www.transcend.org/fi les/Galtung_Book_Theories_Of_Conflict_single.pdf Herrman, M., Hollett, N., Eaker, D., Gale, J., & Foster, M. (2002). Supporting Accountability in the Field of Mediation. Negotiation Journal, January, pp. 29–48. Retrieved 12.2020, from https://www.academia.edu/31457941/Supporting_Accountability Hoffman, A. (1992). Intensive Therapeutic Mediation: Impasse-directed Mediation as a Family Court Service and an Attempt to Develop an Intensive Therapeutic Mediation Program for the Family Court System in Santa Cruz County. Executive Summary. Retrieved 12.2020, from https://www.courts.ca.gov/documents/theram.pdf Howard, D. (1987). Mediation and social work: a study of form, fi t and future. University of Pennsylvania, ProQuest Dissertations Publishing, 1987. 8715318. Retrieved 12.2020, from https://www.proquest.com/docview/303609598 Kelly, D. (2014). Social work mediation/conflict resolution: the benefits, challenges, and practitioner improvements associated with the use of mediation/conflict resolution in social work practice. Masters of Science in social work. The University of Texas at Arlington. Retrieved 12.2020, from https://rc.library.uta.edu/utair/bitstream/handle/10106 Meyer, B. (2012). The Dynamics of Conflict. A Gide to Engagement and Intervention. Jossey Bass. Retrieved 12.2020, from https://books.google.bg/books?id=6RtHAAAAQBAJ&pg=PA16&dq Moore, C. (2014). The Mediation process. Practical Strategies for Resolving Conflict. Fourth edition. Jossey-Bass. Murray, А. (2003). Examining School Based Mediation: A Literature Review. American Psychological Association (APA) Publication Manual (5th ed.). 5/2003. Retrieved 12.2020, from https://core.ac.uk/download/pdf/5066369.pdf Swanström, N., & Weissmann, M. (2005). Conflict, Conflict Prevention and Conflict Management and beyond: a conceptual exploration. Central Asia-Caucasus Institute and Silk Road Studies Program. Sweden. Retrieved 12.2020, from http://www.mikaelweissmann.com/wp-content/uploads/Confl ict_Confl ict_Prevention_and_Conflic.pdf Zalazar, I., Codutti, T., & Zampa, D. (2002). Experiments in confl ict management and school mediation (Chaco province of Argentina). In: Best Practices of Non-Violent Confl ict Resolution in and out-of-school. UNESCO. January, 2002, p. 11–15. Retrieved 12.2020, from https://unesdoc.unesco.org/ark:/48223/pf0000126679
The article examines the learning content for extracurricular reading instruction in primary education in Bulgaria. An analysis of the number and type of literary texts included in the section for extracurricular reading in literacy books is presented. Tables show the titles of all literary works for Grade 1–4 that support extracurricular reading classes. The number and type of works is presented, its genre affiliation, the nationality of author (Bulgarian or foreign work), the presence or absence of folktales, folklore, fairy tales, etc. The comparative analysis of the learning content in literacy textbooks for extracurricular reading instruction allows teachers to make informed choices and select works tailored to the specific educational needs of their students. Conclusions are formulated based on the analysis of literary works. References: Borisova, T., Dimitrova, N., & Bencheva, S. (2017a). Chitanka za 1. klas (pechatno izdanie s elektronen variant. Sofia: Klett-Bulgaria. Borisova, T., Dimitrova, N., & Bencheva, S. (2017b). Chitanka za 2. klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Borisova, T., Dimitrova, N., & Bencheva, S. (2018). Chitanka za 3. klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Borisova, T., Dimitrova, N., & Bencheva, S. (2019a). Chitanka za 4. klas. Chast 1. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Borisova, T., Dimitrova, N., & Bencheva, S. (2019b). Chitanka za 4. klas. Chast 2. (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Gerdzhikova, A., Valkova, St., Vasileva, D., & Sengalevich, A. (2017a). Chitanka za 1. Klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Gerdzhikova, A., Valkova, St., Vasileva, D., & Sengalevich, A. (2017b). Chitanka za 2. klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Gerdzhikova, A., Valkova, St., Vasileva, D., & Sengalevich, A. (2018). Chitanka za 3. Klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Gerdzhikova, A., Valkova, St., Vasileva, D., & Sengalevich, A. (2019). Chitanka za 4. Klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Dimitrova, P., Boncheva, M., & Petrova, N. (2017a). Chitanka za 1. klas (pechatno izdanie s elektronen variant). Sofia: Prosveta-plus. Dimitrova, P, Krasteva, D., & Todorova, M. (2017b). Chitanka za 2. klas (pechatno izdanie s elektronen variant). Sofia: Prosveta-plus. Dimitrova, P., Boncheva, M., & Petrova, N (2018). Chitanka za 3. klas (pechatno izdanie s elektronen variant). Sofia: Prosveta-plus. Dimitrova, P., Krasteva, D., & Todorova, M. (2019). Chitanka za 4. klas (pechatno izdanie s elektronen variant). Sofi a: Prosveta-plus. Zdravkova, St., Vlaseva, T., Stoyanova, T., & Flamburari, V. (2017a). Chitanka za 1. Klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Zdravkova, St., Vlaseva, T., Stoyanova, T., & Slavova, V. (2017b). Chitanka za 2. Klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Zdravkova, St., Vlaseva, T., Spiridonova, Y., & Slavova. V. (2018). Chitanka za 3. Klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Zdravkova, St., Vlaseva, T., Spiridonova, Y., Tamamdzhieva, E., & Slavova, V. (2019). Chitanka za 4. klas (pechatno izdanie s elektronen variant). Sofia: Klett-Bulgaria. Ivanova, N., Zhekova, A., & Neshkova, R. (2017а). Chitanka za 1. klas (pechatno izdanie s elektronen variant). Sofia: Riva. Ivanova, N., Neshkova, R., & Zhekova, A. (2017b). Chitanka za 2. klas (pechatno izdanie s elektronen variant). Sofia: Riva. Ivanova, N., Neshkova, R., & Zhekova, A. (2018). Chitanka za 3. klas (pechatno izdanie s elektronen variant). Sofia: Riva. Ivanova, N., Neshkova, R., & Zhekova, A. (2019). Chitanka za 4. klas (pechatno izdanie s elektronen variant). Sofia: Riva. Ognyanova, N. (2017a). Chitanka za 1. klas (pechatno izdanie s elektronen variant). Sofia:Daniela Ubenova-Bilanska-ET. Ognyanova, N. (2017b). Chitanka za 2. klas (pechatno izdanie s elektronen variant). Sofia: Daniela Ubenova-Bilanska-ET. Tankova, R. (2017). Chitanka za 1. klas (pechatno izdanie s elektronen variant). Sofi a: Prosveta-Sofia. Tankova, R., & Lalev, Ts. (2017). Chitanka za 2. klas (pechatno izdanie s elektronen variant). Sofia: Prosveta-Sofia. Tankova, R., & Lalev, Ts. (2018). Chitanka za 3. klas (pechatno izdanie s elektronen variant). Sofi a: Prosveta-Sofia. Tankova, R., & Samuilov, V. (2019). Chitanka za 4. klas (pechatno izdanie s elektronen variant). Sofia: Prosveta-Sofi a. Tsanev, Iv., Popov, Vl., & Georgiev, G. (2017). Chitanka za 1. klas (pechatno izdanie s elektronen variant). Sofia: Prosveta-Azbuki.
the learning content in literacy textbooks for extracurricular reading instruction
Methods and techniques of teaching in the class time
Thе studies examine the main groups of teaching methods and techniques in the class time. They are structured in a model of four groups: direct teaching methods, indirect teaching methods, interaction methods and assessment as well as reflection methods. Emphasis is placed on some contemporary dimensions of teaching methods and techniques and their consistent application in the classroom. Methods such as research, problem solving, case studies, project work, active questioning, team training, simulation and business games have been developed. Approaches to stimulate student participation and self-organisation, inclusion in socially useful activities in the community, “flipped” classroom, reflective practice of students, etc. are also considered in this study. The main characteristics of a system of teaching methods and techniques are analysed and systematised. Variants for their application in the daily pedagogical work during the class time are indicated. References: Andreev, M. (2001). The learning process: Didactics. Sofia: UI “Sv. Kliment Ohridski”. Bizhkov, G. (2003). Pedagogo-psychologicheska diagnostika. Part II. Methodi. Sofia: UI “St. Kliment Ohridski”. Buzan, T. (2010). Tvoyat um moje vsichko. Mislovni karti. Sofia: Soft Press. Vasilev, V. (2006). Refl eksiyata v poznanieto, samopoznanieto i praktikata. Plovdiv: Macros. Vitanov, L., et al. (2015). Metodi I tehniki za aktivno uchene. Sofia: UI “St. Kliment Ohridski”. Valchev, R. (2006). Interaktivni metodi I grupova rabota v suvremennoto obrazovanie. Sofia: Otvoreno obrazovanie. Dewey, J. (1941). Opitut kato osnova na obrazovanieto. Sofia: Stoyan Georgiev. Dewey, J. (2002). Kak mislim. Sofia: Stoyan Georgiev. Dewey, J. (2006). Moeto pedagogichesko kredo. Kultura, No 31 (2690). European Council. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Offi cial Journal of the European Union. C 189/01.2018. Kirova, G. (2020). Rabota po proekti v obuchenieto po matematika v nachalnite klasove. Sofia: Avangard Prima. Mirtschewa, I. (2013). Otvoreno obuchenie. Diferenciaciya v obuchenieto v nachalnoto uchiliste. Sofia: Veda Slovena – JG. Petrov, P. (2016). Savremenna didaktika. Sofi : Avangard Prima. Radev. P. (2005). Obsta uchilistna didaktika. Plovdiv: UI “Paisii Hilendarski”. Rodari, J. (2015). Gramatika na fantaziyata. Sofia: Ciela. Slavin, R. (2005). Pedagogicheska psihologiya. Sofia: Nauka i izkustvo. Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3–13: International Journal of Primary, Elementary and Early Years Education, 43 (1). Sternberg, R., & Wi lliams, W. (2014). Pedagogicheska psihologiya. Sofia: Iztok-Zapad. Tsanev, N. (2019). Didaktichni osnovi na tehnologichnoto obuchenie v nachаlnoto uchiliste. Sofia: Veda Slovena – JG. Chavdarova-Kostova, S., Delibaltova, V., & Gospodinov, B. (2018). Pedagogika. Sofia: UI “St. Kliment Ohridski”. Active Learning and Teaching Methods for Key Stage 1&2. (2007). Belfast: A PMB Publicaton. Borich, G. (2017). Effective Teaching Methods: Research-Based Practice (9th Edition), London: Pearson. Caponnetto, I., Earp, J., & Ott, M. (2013). Aspects of the Integration of Games into Educational Processes. International Journal of Knowledge Society Research, 4 (3), 11–21. Carson, J. (2007). A problem with problem solving: Teaching thinking without teaching knowledge. The mathematics educator, 17 (2), 11–21. Condliffe, B., Visher, M. G., Bangser, M. R., Drohojowska, S., & Saco, L. (2016). Projectbased learning: A literature review, New York, Ny: Mdrc. Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN. Techtrends tech trends 57, 14–27. Eyler, J. (2002). Reflection: Linking Service and Learning – Linking Students and Communities. Journal of Social Issues, 58 (3), 517–534. Fusco, E. (2012). Effective Questioning Strategies in the Classroom: A Step-by-step Approach to Engaged Thinking and Learning. NY: Teachers College Press. Gilbert, J., Reiner, M., & Nakhleh, M. (Eds.). (2007). Visualization: Theory and practice in science education (Vol. 3). Springer Science & Business Media. Gleave, J., & Cole-Hamilton I. (2012). A literature review on the effects of a lack of play on children’s lives. BTHA. www.playengland.org.uk. Guilford, J. (1950). Creativity. American Psychologist, 5 (9), 444–454. Jay, J., & Knaus, M. (2018). Embedding Play-Based Learning into Junior Primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43 (1), 112–126. Johnson, D., & Johnson, F. (2013). Joining together: group theory and group skills. London: Pearson. Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19 (3), 267–277. Landøy, A., Popa, D., & Repanovici A. (2020). Teaching Learning Methods. In: Collaboration in Designing a Pedagogical Approach in Information Literacy. Springer Texts in Education. Springer, Cham. Levkoe, C., Friendly, A., & Daniere, A. (2020). Community Service-Learning in Graduate Planning Education, Journal of Planning Education and Research, 40, (1), 92–103. Maier, H. (1989). Role playing: Structures and educational objectives. The Journal of Child and Youth Care, Vol. 4, Nо. 3. Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31:1, 71 – 83. Marzano, R., Pickering., D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. McSharry, G., & Jones, S. (2000). Role-play in science teaching and learning. School Science Review, 82 (298), 73 – 82. November, A., & Mull, B. (2012). Flipped Learning: A Response to fi ve Common Criticisms. November Learning. Retrieved Fabruary 19, 2021 from http://novemberlearning.com. OECD. (2013). PISA 2012. Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris: OECD Publishing. Orlich, D., Harder, R., Callahan, R., Trevisan, M., & Brown, A. (2010). Teaching strategies: A guide to effective instruction. Boston: Wadsworth Cengage Learning. Osborn, A. (1979). Applied imagination: Principles and procedures of creative problem-solving. New York: Charles Scribner’s. Priemer, B., Eilerts, K., Filler, A., Pinkwart, N., Rösken – Winter, B., Tiemann, R., & Zu Belzen, A. (2020). A framework to foster problem-solving in STEM and computing education. Research in Science & Technological Education, 38 (1). Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: The Autodesk Foundation.
Application of inovative methods in the school education
The study presents the current state of the problem of the application of innovative methods in school education in Bulgaria. The results of a survey conducted among Bulgarian teachers from different types of settlements, types of schools and stages of education are analyzed. Their attitude to innovative methods, ideas and views about them and sharing whether they apply them in their work at school are tracked. As a result of the analysis, a profile of the modern Bulgarian teacher as a pedagogical innovator emerges. It includes their idea of innovative methods – what they know, how often they apply them in their practice, what motivates them for this activity and what are the results. The teachers share which kind of innovative forms, methods and tools they use, how they help them in the teaching process to improve the quality of learning, how much they increase or support the acquisition of learning content and develop the cognitive activity of students and more. The role of education and qualification for knowledge and development of innovative methods, the conditions for introduction of innovations and support for motivating teachers in this process are also monitored References: Boyadjieva, N. (2002). Alternativni tendentsii v chastnoto uchilishtno obrazovanie. Sofia: BACHU. Boyadjieva, N. (2017a). (Sastavitel I nauchen redactor) Izkustvo, obrazovanie, inovatsii. Plovdiv: PU “P. Hilendarski”. Boyadjieva, N. (2017b). Inovativni pedagogicheski tehnologii za lichnostno razvitie chrez hudozhestvenotvorcheski deinosti. Forum Nauka 2017. Plovdiv: PU “P. Hilendarski”. Boyadjieva, N. (2018a). Novite pedagogicheski paradigm I vzaimodeistvieto s detsa I roditeli v obrazovanieto. Pedagogika, 1, 121–128. Boyadjieva, N. (2018b). Traditsii, alternativni tendentsii I predizvikatelstva pred chastnoto uchilishtno obravovanie. In: ALMANAH 2017 na Balgarskata asotsiatsia na chastnite uchilishta. Sofia: BACHU, 18–25. Vasileva, E. (2008). Savremennoto nachalno uchilishte. Uchenikat, obrazovatelnoto prostranstvo, uchebnikat. Teoretichni aktsenti. Sofia: Fondatsia Prosveta. Veselinov, D. (2017). Novi obrazovatelni horizonti. Chuzhd oezikovo obuchenie, T. 44, No 1, 7–8. Valchev, R. (2006). Interaktivni metodi i grupova rabota v savremennoto obrazovanie. Sofia: Tsentar Otvoreno obrazovanie. Georgieva, G. (2007). Interaktivnostta v predstavite na uchitelite. Pedagogika, 12, 34–40. Ivanov, Iv. (2012). Pedagogicheskata interaktivnost. //Inovatsii i interaktivni tehnologii v obrazovanieto. Sofia. Nikolova. J. (2020). Inovatsiite v uchilishtnoto obrаzovanie prez pogleda na student i uchiteli. Education and Technologies, 2020, vol. 11, issue 1,71–73. Radev, P. (2018). Inovatsii v uchilishtnoto obrazovanie. Plovdiv. Day, C., & Sachs, J. (2014). International Handbook of the Continuing Professional Development in Education, 3. Manuel d’Olso. (2005). 3-ed edition, OECD/EUROPEAN COMMUNITIES.
The story of Pauli and Jung is one of the many examples in search of an integrative explanatory model of the phenomena and principles of universe and man functioning. The differences in the conceptual apparatus, the research approaches and the methods in natural science and humanties have one goal and the integrativeness against the opposition reveals a different direction, which can be effective in the dynamics of the context today. Identity in the concept of lifelong development, the constant change in economic and social conditions, are a challenge that requires a new attitude of critical thinking and at the same time holistic perception to build the necessary resilience and adaptability. Part of the tasks of education is to support this process and the inclusion of topics in this direction can have a positive role. References: Bushev, М. (2009). Nepoznatiat V. Pauli. World of Physics, No. 3: 312–327. Bushev, М. (2014). М. Chetivo s prodaljenie, „137: Jung, Pauli I gonitbata podir edna nauchna idea fi x”. Сhast 1. World of Physics, No. 1: 104–123. Bushev, М. (2014). Chetivo s prodaljenie, “137: Jung, Pauli I gonitbata podir edna nauchna idea fi x”. Сhast 2. World of Physics, No. 2: 225–247. Kozhuharova, G., Slavchev, A., & Slavova, M. (2010). Integrirane na uchebnoto sadarjanie po matematika I prirodni nauki v peti klas. (pp. 177–185). In: Mejdunarodna konferencia, posvetena na 60 g. na prof. Sava Grozdev “Sirnergetika I refl exia v obuchenieto po matematika”. Bachinovo, 177–185. Tzanova, N., Tomova, Sn., Gaydarova, M., Kirova, M., Boyadzhieva, El., Gospodinov, Vl., Raycheva, N., Petkova, Il., & Dzhalev, L. (2013). Pomagalo za pedagogicheski specialist za usvojavane na znania, formirane na umenia i kompetentnosti za oceniavane na uchenicite. Sofi a, University Press. Atmanspacher, Harald (2012). Dual-aspect monism à la Pauli and Jung. Journal of Consciousness Studies 19:9 (2012), 96–120 Jung, C.G., and Pauli, W. (1952): Naturerklärung und Psyche, Zurich: Rascher. Atmanspacher, Harald. (2018). Dual-Aspect Monism According to the Pauli-Jung Conjecture. Simbio-Logias: Revista Eletrônica de Educação, Filosofi a e Nutrição, 60-79. 10.32905/19833253.2018.10.14p.60. Atmanspacher, H. (2020). The Pauli–Jung Conjecture and Its Relatives: A Formally Augmented Outline. Open Philosophy, 3, 527–549; DOI: Retrieved Fabruary 19, 2021 from https://doi.org/10.1515/opphil-2020-0138 Black, M. (2002). Book review: Atom and Archetype: the Pauli/Jung Letters 1932–1958. Ed C.A. Meier. Preface by Beverley Zabriskie. Trs. David Roscoe. London: Routledge (2001). рp 250 International Journal of Psycho-Analysis, 83: 4. Boeree, G. (2015). Theories of personality, Bulgarian version Retrieved Fabruary 19, 2021 from https://moradabg.com/jung_bg.htm Busemeyer, J. R., & Wang, Z. (2015). What is quantum cognition, and how is it applied to psychology? Current Directions in Psychological Science, 24(3), 163–169. Retrieved Fabruary 19, 2021 from https://doi.org/10.1177/0963721414568663 Gustafson, J. R. (2004). Wolfgang Pauli 1900 to 1930: His Early Physics in Jungian Perspective. A Dissertation Submitted to the Faculty of the Graduate School of the University of Minnesota. Retrieved Fabruary 19, 2021 from https://arxiv.org/ftp/arxiv/papers/1003/1003.3223.pdf Hirsh, J. B., Mar, R. A., & Peterson. J. B. (2012). Psychological entropy: a framework for understanding uncertainty-related anxiety. Psychol Rev., 2012 Apr; 119(2):304–20. doi: 10.1037/a0026767. Epub 2012 Jan 16. PMID: 22250757. Jung, C.G. (1946). Psychological Types. London: Kegan Paul, Trench, Trubner and Co. Jung, C. (1960). The collected works of C.G. Jung, Vol. 8, London: Routledge and Kegan Paul. Maraldi, E., & Fernandes, M. (2018). Carl Jung (Biography). Retrieved Fabruary 19, 2021 from https://www.researchgate.net/publication/330026069_Carl_Jung_Biography. Meier, S. A. (Ed.) (2001). ATOM AND ARCHETYPE. The Pauli/Jung Letters, 1932–1958. Princeton University Press online publication. doi: 10.1037/a0026767 Snyder, D. M. (1994). On complementarity and William James. American Psychologist, 49(10), 891–892. Retrieved Fabruary 19, 2021 from https://doi.org/10.1037/0003-066X.49.10.891 Stephenson, W. (1986). William James, Niels Bohr, and Complementarity: I Concepts. Psychol Rec 36, 519–527. Retrieved Fabruary 19, 2021 from https://doi.org/10.1007/BF03394970 Wang Z., & Busemeyer J. (2015.) Reintroducing the Concept of Complementarity into Psychology. Front. Psychol. 6:1822. doi: 10.3389/fpsyg.2015.01822. Zabriskie, B. (1995). Jung and Pauli: A Subtle Asymmetry,“ The Journal of Analytical Psychology, 40, 531–53
Life-educational orientations of the modern family
In the terminological substantiation of the issue there are author’s defiitions of the terms “family socialization and upbringing”, “model of parental behavior” and “formation of the ability for effective communication in the family”. On this basis, the study presents results, analytical characteristics and conclusions from a study of the orientations of parents of preschool children about the ideal and real projects for children’s development, the characteristics of children’s social behavior, life priorities of children and parents. References: Bowlby, J. (2003). Privyazanost. Moscow: Ozon ru. Dobson, J. (1994). Smelostta da vaspitavash. Sofi a: Nov Chovek. Drakers, R., & Zolts, V. (2011). Manifest scastlivogo detstva: Osnovnie idei razumnogo vospitaniya. Yekaterinburg, Rama Publishing Ginot, H. (1988). Decata i Nie. Sofi a: Nauka i Iskustvo. Gippenreiter, Yu. (2007). Kak da obshtuvame s deteto. Sofi a: Colibri. Nelson, J., Aruin, Ch., & Dafi , R. (2001). Positivno vaspitanie za decata v preduchilichna vasrast. Sofi a: IK Info Dar. Torokhtiy, V. (2018). Psihologiya socialnoj rabote s semje. Moscow: Yurayt. Schneider L. (2000). Psihologiya semejnih otnoshenij. Moscow: Eksmo-Press. Ainsworth, M. D., Blehar, M., Waters, E., & Waal, S. (1979). Patterns of attachment. Hillsdale, NJ: Erlbaum. Preschool and School Education Act. Promulgated, State Gazette No. 79/13.10.2015, Effective 1.08.2016] Retrieved January 12, 2020, from https://www.mon.bg Ordinance No 5 for pre-school and school education. Promulgated, State Gazette No. 46/ 17.06.2016, Effective 1.08.2016], Retrieved January 10, 2020, from https://www.mon.bg/bg/ Recommendation of the Committee of Ministers of the Member States of the European Union on the Policy to Promote Positive Family Upbringing. Extraordinary report. (2006) RU_Rec_Positive_parenting. Recommendation of the European Union and of the Council. (2006)] RU_Rec_Positive_parenting. https://ec.europa.eu/ploteus/sites/eac-eqf/fi les/broch_bg.pdf Recommendation of the European Parliament and of the council on the Establishment of the European Qualifi cations Framework for Lifelong Learning. (2008) RU_Rec_Positive_parenting. Retrieved January 10, 2020, from https://ec.europa.eu/ploteus/sites/eac-eqf/fi les/journal_bg.pdf.
life-educational orientations of the parents
Factors contributing to the “joy to learn” in japanese elementary schools
Positive psychology has come to point out the effectiveness of positive emotions. The joy of learning is an important positive emotion that encourages children to continue learning. Therefore, in the fi rst study, we investigated the joy of learning from the child’s perspective and examined the factors that influenced it through quantitative analysis. In the early grades, classroom atmosphere and approval and subjective academic ability, had facilitating effects on the joy of learning. In the upper grades, in addition to the factors mentioned above, social skills and motivation had facilitating effects. Furthermore, it was found out that the joy of learning decreases as the grade steps up. Therefore, in the second study, we extracted the responses of the sixth graders, who still fi nd joy in learning and did a qualitative analysis. The result showed that they found fun in cooperative learning in Maths. It was discussed from the viewpoints of meta-cognitive development, classroom atmosphere, cooperative learning in various subjects, and the experiences from the intergroup competition. References: Dozois, D. (2000). Sociotropic Personality and Information Processing Following Imaginal Priming: A Test of the Congruency Hypothesis. Canadian Journal of Behavioural Science, 32(2), 117–126. Inoue, M., & Hashimoto, I. (2018). Some of the Problems that Appear from the “Away from Science” and “Hate Math” of Students. [Jidouseito/gakusei no Rikabanare, Suugakugirai kara Mietekuru Kadai (3)]. Annual Report of the Research Center for Teaching Curriculum and Practice Support, Kobe Shinwa Women’s University, 1, 3–15. Ishikawa, I. (2017). 2020nen karano Kyousi Mondai. [Teacher Issues Since 2020]. KK Best Sellers. Kaaufman, S. E. R., Baroody, A. E., Larsen, R. A. A., & Curby, T. W. (2015). To what extent do teacher – student interaction quality and student gender contribute to fi fth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170–185. Kashiwagi, T., & Iwanaga, S. (2014). An Empirical Research on Children’s Motivation to Learn: Focused on some factors determining it. [Kodomo no Gakushu Iyoku nikansuru Jisshouteki Kenkyu: Sono Kiteiyouin ni Chakumokusite]. Annual Report of Japan Association for the Study of Learning Society, 10, 66–76. Kawamura, S. (2013). Gakkou/Gakkyuuseikatu no Manzokudo wo: Q-U Chousahou wo Mochiite. [Satisfaction with School and Classroom Life: Using the Q-U Survey Method]. Japan Education, 423, 10–13. Li, Y., & Sakai, Y. (2011). Relationship among Stress-event, Stress-coping and Social Skills -Referring to Interpersonal Relation of Students. [Sutoresu Ibento/Sutoresu Koupingu/ Shakaiteki Sukiru no Kanren nituiteno Kenkyuu]. The Seisen Review, 18, 53–65. Makino, T. (2020). 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The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the Covid-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The ultimate objective is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority/immigrant origin and low socioeconomic status. This article focuses on possible roles of parents in education and aims at answering two questions: (1) What types of parental involvement can be discerned? and (2) What are the effects of parental activities on their children’s attainment? To answer both questions, a review of the literature was conducted, and a synthesis of the results from twelve meta-analyses was performed. The review pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. Nevertheless, they can be ordered along the lines of just a few perspectives, namely locus (at home/at school), style (formal/ informal), action (active/passive), and actor (parent/student/school). From the synthesis of the meta-analyses it can be concluded that the average effect of involvement on attainment is small. In addition to many positive effects there are also substantial numbers of null and even negative effects. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. No differences in effects of involvement on attainment according to ethnic/immigrant and social background could be established. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way. References: Agirdag, O., & Merry, M. (2020). Ga weg met die achterstanden. [Leaving underachievement behind]. 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The European media Coach Initiative project has the strategic goal of raising the level of media literacy in several countries in southern Europe. Apart from Bulgaria, these countries also include Romania, Portugal, Greece and Cyprus.
STEM for pre-schoolers and their families ParentSTEM
http://parentstem.kku.edu.tr/project-info/
The European Safe Online Initiative project is aimed at parents and aims to help them clearly and seamlessly navigate the world of the Internet, in which modern children spend much of their free time. It is a kind of continuation of a leading Flemish initiative, which for the last seven or eight years has been implemented and coordinated by many educational institutions and associations throughout Europe.
Еducational model for identification and differentiated approaches to students with special educational needs, chronic diseases, students at risk and gifted students in bulgarian inclusive education
Software for psychomotor re-education for children with autism spectrum disorder