bluuebunny/crossref_metadata_2025 huggingface dataset:
SELECTION OF TERMINOLOGICAL UNITS FOR TEACHING LOGOPEDICS BILINGUAL GLOSSARIES (ENGLISH-BULGARIAN)
Authors: Doykova Ilina
Published: August 2019

The speech of the language pathologist may serve as a linguistic model in terms of application of language norms, unambiguous use of lexis and register for the achievement of effective professional communication. The aim of the present survey was to integrate the lexical and the corpus-based approach and to compile a collection of terminological units for the purposes of teaching English as a specialized language in the domain of Logopedics.The ESP syllabus brings together a broad range of subjects such as linguistics, phonetics, and medical sciences anatomy and physiology, psychology, neurology, and speech and language pathology. To introduce the core vocabulary and the main issues in several fields and to compensate for the lack of bilingual reference materials available to students in Logopedics, the creation of a bilingual glossary is naturally justified.On the one hand are the key components of speech production such as phonation; resonance; fluency; intonation, voice, and the components of language (phonology, morphology, syntax, semantics, and pragmatics). On the other hand, the focus on doctor-patient communication, history taking, voice, mechanics of breathing, syndromes of communicative disorders, should be introduced in accordance with the academic style conventions. For the achievement of such complex the teaching and learning goals a series of ESP language practice materials were developed, incorporating the listening, reading and speaking skills. Terminological units were extracted from authentic publications, grouped thematically in bilingual glossaries and published as an educational resource on the university platform. Key lexical items were incorporated into learning tasks and specially designed exercises for practicing pronunciation, vocabulary, and extensive oral practice through audio visuals, discussions, simulation and role-play activities, students’ Power point presentations by topics and other communication-based activities that transform the classroom into an interactive place. Further to the development of foreign language fluency, the researcher/lecturer believes that writing summaries and translating short professional texts should be part of the language seminars for logopedics.The bilingual glossaries provide clear and concise definitions, sample sentences that illustrate usage, and translation equivalents in Bulgarian, while the language practice resources reinforce the relevant terms in the field.
THE PRINCIPAL’S INFLUENCE ON SCHOOL’S PERFORMANCE
Authors: Lala Zeqiri Albulena
Published: August 2019

The role of principal is very important. It is him/her to be accountable for working process. Obviously, each school aims to achieve the highest performance results, therefore education policies should be focused on strengthening the role of the school principal in order to have a higher performance. The principal must know how to manage the school s/he runs by relying on school bodies and adapting the appropriate strategies.The research was conducted in several schools in the municipality of Viti. Both quantitative and qualitative paradigms were used. It is questionnaires and interviews that served as research instruments. The questionnaires were conducted with 100 teachers, whereas the interviews were conducted with one education official of the Municipal Education Directorate and four school principals.This paper’s hypothesis is, ‘Principal’s good managerial skills and dedication provide a higher school performance’.This paper’s research questions are as follows: How does management influence school’s performance? Are principals responsible for an effective school performance management? What strategies do principals use for better school outcomes?
QUALITIES AND STYLE OF THE PRINCIPAL OF SECONDARY SCHOOL (SS)
Authors: Nikolova Koleva Lidia
Published: August 2019

The quality and style of the Principal of secondary schools is of great importance for the effectiveness of school management. A number of studies have shown that school management is second only to teaching in the classroom in respect to the impact on student education. The knowledge, abilities and competence of the principal are crucial to establishing schools that promote quality teaching and learning by all students.Different researches have shown that effective school leaders influence achievements of the pupils by influencing other people or organizational elements and impacting on school processes. This requires specific qualities and style.Director of secondary schools manage every day with different situations as a part of his management and this makes his work very dynamic and challenging. Eventually, we can summarize that managing impact is ultimately a synthetic concept.It includes the management culture, style, the complex of personal qualities, the specificity of the system in which it operates, the organizational structure, the specificity of the impact of the regulatory mechanisms and many others.There are also a number of important factors influencing management impact - such as the level of the management body, the level of organization of the internal environment, the degree of uncertainty of the external environment, etc.The optimal version of the educational institutions in such a way that each decision is linked to the final outcome of the school activities. This fact affects effectiveness as well as satisfaction of the staff needs. This would achieve a unity between the objectives of the school and the aims of the individual individuals working in it. In order to carry out his/her various professional tasks, the Principal of an educational institution enters a variety of interactions. It has been proven that the personality of the Principal influences significantly the establishment and maintenance of the organizational climate in the school.The management style of the director is very important for the effectiveness of school management. In a study on the dominant style characteristic according to the principals’ self-assessment, priority is given to the fulfillment of the tasks, the direction of the changes and the solving of the problems of the people.
QUALITY DRIVEN BY EXCELLENCE PROJECTS WHAT CAN A BULGARIAN UNIVERSITY LEARN FROM A RUSSIAN BENEFICIARY OF PROJECT 5-100
Authors: Goranova Slaveyah
Published: August 2019

As a result of an outgoing mobility funded by the Erasmus+ program Key Action 107 for partner countries, staff members of Medical University – Plovdiv, Bulgaria bring back impressions of many successful practices adopted by Tomsk State University, Russia. Undoubtedly, some of the most impressive such practices have to do with Project 5-100. In the present article we offer a brief review of this governmental project, and examine the ramifications for Russian universities in general and for Tomsk State University in particular. We argue that it is thanks both to the desire to become a beneficiary of the project and to the benefits stemming from becoming such a beneficiary that Tomsk State University has dramatically improved the quality of the education that it offers to its students. We identify several key areas of discernible quality enhancement: a greater diversity of the majors offered, more joint master’s degrees, augmented internationalization of the student body. All this is clearly evidenced by the overall improved rating of the university: from Rank QS Word 551+ in 2013 to Word 227 in 2018. We conclude that even though at present the Bulgarian government does not fund a project of close resemblance to the Russian Project 5-100, a Bulgarian university such as Medical University – Plovdiv can surely learn from the experience of Tomsk State University. In particular, we can find inspiration in the quality improvement of the Russian university, which could not only serve as preparation for future projects, but is also valuable in its own right.
SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL
Authors: Dogani Besa
Published: August 2019

The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.
ENGLISH TEACHER PROFESSIONAL DEVELOPMENT AND AWARENESS-KEEPING UP WITH THE CURRENT CHANGES IN TEACHING
Authors: Miftari Igballe
Published: August 2019

The field of English teaching is one which thousands of teachers worldwide have pursued as a life profession. The issues of expertise and professionalism, however, vary in the aspect to which we understand the obligations that are tied to the chosen profession. Most frequently, the misconception related to the issue of “preparedness” in teaching is that of gaining superficial knowledge i.e. a BA diploma in teaching English, a practical experience in a school or two, a diploma project on a topic which is conducted during the studies etc. and by this, the mission “being accomplished.” The false belief that is formed is that no further training or advanced development is further needed. However, in order to keep up with current changes in teaching, teachers must always pursue further practical development, termed as the individual perspective. This paper aims to identify the most crucial aspects of teacher development and also stresses the importance of teacher trainings in the process. It also implies that the individual perspective is achieved with the help and support of the Ministry of Education together with higher institutions. The case study was conducted with private and state university professors. A teacher survey consisting of 12 statements was used as an instrument in the study (see Appendix). Statements were divided into two main categories: the individual perspective and the institutional perspective and were ranked on a scale from 1-5 (least-most important).Research questions were: “Are teachers aware of the importance of individual perspective development in their career?” “What are the areas which need further development?” and “How can teachers initiate institutional support?”The findings and conclusions serve as implications for a wider general perspective in Macedonia and in the region.
EVALUATION OF TEACHING LANGUAGE AND LITERATURE IN HIGHER EDUCATION
Authors: Dimova Violeta , Kuzmanovska Dragana , Kirova Snezana , Ivanova Biljana
Published: August 2019

This paper presents the project “Evaluation of Teaching Language and Literature in Higher Education”. The project is meant to investigate various types of evaluation procedures in order to establish feasibility of the objectives and tasks of teaching and learning that are transformed into qualitative and quantitative changes in students’ development. This evaluation will be taking place both in the process of learning and in the final stage of teaching, meaning that formative and summative assessment of students’ and teachers’ achievements will be performed. Teachers evaluate the teaching process so as to determine the level of their teaching practice success and to compare their teaching skills to those of their colleagues. With this evaluation, we will also monitor the process of implementation of respective study programs and receive direct information on students’ opinion concerning their courses. We will also get feedback about the teaching process by collecting data on the part of students and fellow teachers, and evaluation will be carried out using evaluation sheets, questionnaires, structured group debates, or e-mail questionnaires. The subject of his project are evaluation types and we will present some examples of evaluation procedures. In addition, we will try to define the notion and to theoretically establish the action research and critical friendship. The project will be carried out with second, third and fourth-year students at the Faculty of Philology, as well as with a number of professors teaching both compulsory and elective subjects.
MODULE BULGARIAN LANGUAGE AS SECOND LANGUAGE IN CURRICULAR TRAINING PROGRAMS FUNCTIONING ABROAD
Authors: Georgieva Anna
Published: August 2019

The article presents the curriculum included in the module "Bulgarian as a Second " language in the Curricula for Bulgarian Language and Literature, organized abroad "from the first to the fourth grade. In these programs the language competence is defined in the degrees of the Pan-European Language Framework - A, B, C. Bulgarian language education outside Bulgaria is realized 3 hours a week in Bulgarian Sunday schools. The aim is for Bulgarian students abroad to master their mother tongue on a comparable level to that of their peers, the learners in Bulgaria. At the end of the fourth grade, the Bulgarians abroad are expected to reach level A2.2. of fluency in Bulgarian language of the Pan-European Language Framework.
CONDITIONS FOR EFFICIENT COLLABORATION BETWEEN TEACHERS AND PARENTS
Authors: Todorova Silviya
Published: August 2019

Partnerships between family and school include mutual relations and activities between teachers, parents and other members of students’ families. A student’s success and achievements provide information about the level of family participation in their education.One of the first steps in this direction is the establishment of good relations between school and family, in which communication is the underlying factor. It is a prerequisite for the creation of a partnership, which may influence a student’s academic success in a positive way. Good communication provides opportunity for coping with difficulties and failure of students. It enables the exchange of information between parents and teachers. Communication between teachers and parents is of vital importance for the academic success as well as for the formation of a student’s identity. The establishment of partner relations between family and school is an incredibly difficult task. It requires engagement, effort by both sides, and time.Due to pressure and circumstances many families need special measures or additional support in order to be able to actively participate in the school life of their children and to help their children take maximum advantage of school. The busy routine of parents is one of the main reasons why they spare insufficient time for communication with teachers, for helping the educational process of the student, and also for participation in different common parent - student – teacher activities. The results from such an effort, however, would be significant.It is important for every school to encourage and facilitate the partnerships between teachers and parents by increasing their participation in activities that contribute to the social, emotional and intelectual development of their children. This collaboration is necessary in order to ensure support and aid in a way that every child could succeed in school.For this purpose, it is essential to create an appropriate school culture, defined by the values, adjustments and behaviour models, typical for the school as a whole.This article presents the conditions necessary for the improvement of interaction between school and family.
SOCIAL-PEDAGOGICAL INTERACTION BETWEEN A FAMILY, EDUCATIONAL AND SOCIAL INSTITUTIONS FOR THE SOCIALIZATION OF THE ADOLESCENTS
Authors: Dicheva Elena
Published: August 2019

The content of the concepts of "interaction", "socialization", "social institutions" is elucidated and on the basis of an overview of literary sources the contemporary problems of contacts and cooperation between the primary factors of socialization of the personality - the educational institutions and the family are analyzed. The main reasons that determine the need for a social-pedagogical partnership between them are stated. The possibilities for success and the effectiveness of the interaction are analyzed. Emphasis is placed on the need to develop the pedagogical culture of the parent community in order to raise the motivation and readiness, its influence and its impact on the individual and personal development and development of adolescents in the contemporary information society. It is argued that the achievement of the expected results of cooperation between pedagogical specialists and parents is determined to a great extent by the enhancement of goodwill, bilateral readiness, trust and consensus, the preference for contacts and communication in solving the current socio-pedagogical and educational problems of children and adolescents. The conditions and factors for effective organization and realization of the interaction between educators and parents are presented with the application of traditional and innovative forms and methods. It is emphasized that socialization is a process that undoubtedly requires the combined efforts of all pedagogical subjects, and its the successful outcome depends on the degree of cooperation between them. It is increasingly necessary an еxternal partner support and help, because modern living conditions test the pedagogical skills of parents and teachers. Responsibility for the adolescents is also increased due to the fact that negative environmental impacts are increasing, which requires parents and pedagogical specialists to have a common goal and to combine their efforts to overcome them in achieving favorable conditions for their individual and personal development.
PROJECT-BASED LEARNING OBJECTIVES AND CHALLANGES
Authors: Stanojević Gocić Maja , Petković Goran
Published: August 2019

The utilization of new and modern technology tools has changed the ways of learning and obtaining knowledge. Project-based learning (PBL) is a type of learning that encourages students to apply their knowledge for solving interdisciplinary problems. It is used as an approach to build students’ thinking competencies, as well as communication and collaboration skills. In addition, it can help teachers to create flexible teaching and learning environment based on applying technological tools for presenting materials, assessing quality of students’ project work, planning and managing project tasks, activities, and deadlines. Content development tools and assessment tools are beneficial for students and should be used in an effective manner. On the other side, time management tools can help teachers to design and plan the successful execution of project activities, or efficient use of classroom time. Collaboration tools enable teachers to be close to students throughout the project, and enable students to collaborate with each other in the same organization and beyond, with professionals and experts from the field of task management. Different types of content can be used for transferring and acquiring knowledge, such as interactive presentations, movies, spreadsheets, diagrams and social media. PBL web platforms can be used to publish and share materials with students, and help them to improve their capacities in solving problems and facing challenges. Teachers can define multi-step projects and teach students how to use project management tools, including strategies and standards. Students learn how to assess the quality of their work from their projects. Students’ projects and working on project tasks are presented, discussed and elaborated after their successful completion. Feedbacks can help both students and teachers to improve their future activities and the quality of their work, as well as their way of thinking about the problem. Public presentation of students’ work can demonstrate what students know and what they can do. Past project-based learning performances can help teachers to mange project activities, design and plan project tasks, and assess students’ attainments. Project-based learning allows students to develop creative freedom and innovative way of solving problems. Furthermore, students learn how to become effective team members and leaders that can complete complex project tasks. According to the results of this study, students are satisfied with project-based learning activities, and project-based tasks that can be integrated in study programmes.
ACSELECOLOGICAL CONCEPT FOR DEVELOPING THE CREATIVITY IN PEDAGOGICAL AMETOLOGY
Authors: Koleva Nelly
Published: August 2019

Acselecological concept for developing the creativity of the f developing the creativity of students is part of an intensive training system based on ametological technologies to gradually increase the level of education. The concept creates conditions for enhancing the learning process based on an educational process of psycho-physiological conditions for the complex activation of the student's personality reserve capabilities that are hidden in daily life and are unavailable for use due to existing psychological barriers. The aim of the educational process through the acselecological concept and application of specific methodological principles of ametology (personal subject activity, optimality of thought processes), to consider the student I-IV class as a subject of learning activity.The disciple must be able to direct the processes of self-development by fulfilling the public procurement as the subject of his / her own life and the continuity of the maintenance of all stages of improvement of personality qualities, transformation of the space of pedagogical relations, creation of feedback and reflexivity.The application of educational games creates different forms of reproduction of passive knowledge, contains elements of entertainment, includes elements of psycho-training and thought processes of creativity.For the activity in the „Technology and Entrepreneurship” educational discipline, interest is the level of „application” implemented through the role-playing system and the level of „creativity” – through the system of gaming competitions of the educational groups to „generate ideas”. All intensive training techniques are easy to perform using technical means using audiovisual and computer equipment.Depending on the specific tasks, the content of the study material, the level of creative cognitive activity of the students, different types of conversations are conducted in the didactic process. In order to develop creativity, we use the heuristic conversation.A set of additional methods are used to perform the tasks and test the hypothesis: an accelerological analysis that allows to substantiate the essential characteristics of the primary school pupil's development and amorogram; a retrospective analysis of the problem of ammetrical support for pupil's school development; Modified version of a questionnaire - Self-Assessment of Practice, „Factors accompanying the self-development of the individual“; with standard psychodiagnostic methods, which provide quantitative and qualitative information about the phenomenon studied: „Personal Self-Development“, „Level of Subjective Control“, „Self-Governing Capacity“.The developed concept allows to define the ametological essence, the essential characteristics, to distinguish goals at all stages of the training development.
THE PERSPECTIVE OF HUMAN ABILITIES IN THE CONTEXT OF POSITIVE PSYCHOLOGY AND EDUCATION
Authors: Stoeva Stoeva Venelina
Published: August 2019

The issue of human abilities is widely discussed in the field of psychological literature . It has been developed within specific theories as well as therapeutic practices. In the context of modern positive psychology human abilities are placed within the framework of a continuum including the understanding of them as fixed and unchangeable in time, and at the other end of the same continuum is the conviction that they can be improved and developed by making certain efforts. In the second understanding challenges and difficult situations are an integral part of the way towards the realization of the purposes and serve as a springboard for learning new things and for personal growth. The perception of the idea that competencies and skills are determined by biological laws has to do with the desire to avoid risk and failure as well as with a desire for continuous confirmation of current developments. Uncertainty is the factor responsible for choosing not to endeavour and the one which not lead to a different result. According to Carol Dweck someone’s self-acceptnce has significant impact on the choice of a way of living. It is clear that a conviction may have the power to transform an individual's perception of the world. The idea of human abilities can be viewed in the context of the development of character strengths. These are the human competencies in which the implementation of an activity is carried out with ease and leads to a feeling of satisfaction and value. The development of strengths positively correlated with wellbeing and meaning. Leading life according to personal values and goals selected corresponding to individual’s strengths have positive impact on the psychological and physical health. Due to the fact that the understanding of the abilities is formed in early childhood the emphasis in modern educational practices was placed on individual skills and traits to be identified and encouraged. An essential aspect in these two theoretical paradigms is the fact that someone’s self-acceptance as well as the development of strengths are relevant to all other areas of life, i.e. there are a transfer of these skills in areas such as professional commitment, personal life, hobbies, etc. Everyone has his/her own strengths but not everyone has differentiated them. When recognized, the path to their development should go, so that the activities of the individual correspond to the most prominent skills and competences. The set of 24 character strengths includes spheres such as spiritual life, good-heartedness, curiosity, justice. Related to Carol Dweck’s theory we may conclude that they have the powr to change some strategies used in interpersonal relationships as well as in the school environment.
THEORETICAL MODEL OF THE PROFESSIONAL ROLE OF THE FUTURE TEACHER AS AN ANIMATOR
Authors: Penkova Rositsa
Published: August 2019

This article contains a theoretical overview of animation in the training and education process, which is the basis of a research procedure related to the issues under consideration.For both schools and universities it is more and more difficult to meet the requirements imposed by the dynamic modernity. The specificity of the teacher's professional profile, as well as the professional roles he is called to perform, is changing. Modern learners (pupils and students) have the opportunity to compare and selectively refer to sources of information. They prefer scientific knowledge to be presented in an attractive, interesting and catchy manner. The teacher, aside from being an informant, coordinator, diagnostician, assessor, interlocutor, observer, educator, role model and diplomat should be an artist and animator.Didactic animation in the learning process offers a variety of opportunities to involve participants in non-standard pedagogical situations and active participation in learning, which ensures an increased willingness to learn.The new pedagogical situation is related to the use of pedagogical animation opportunities for the purposes of education, based on the idea of interaction between the joy of entertainment and the learning objectives.Part of the disciplines studied by future teachers train them to put the child at the center of pedagogical interaction, balancing the elements of learning and play, of commitment and pleasure, which justifies the need to apply an animation approach to education.Pedagogical animation stimulates certain activeness, creates an environment with higher quality of organization of the education process and leisure time and contributes to more effective achievement of the goals of education and training.The conducted research involving practicing teachers and students of Primary School Pedagogy and Primary School Pedagogy and English demonstrates the understanding of animation as a modern dimension of the general pedagogical principles of upbringing and education.
SCHOOL VIOLENCE AWARENESS AND PREVENTION PROGRAMS IN SERBIA
Authors: Lj. Minić Vesna
Published: August 2019

The aim of this paper is to provide a systematic review and analysis of school violence in Serbia, as well as to suggest programs and measures that would prevent it from happening. Violent behavior in school-age children is a widespread phenomenon and issue, present not only in our country, but also in other countries and cultures; it is on the rise in both developed and underdeveloped countries, in both urban and rural areas. Age groups most prone to violent behavior are children and young people in the process of maturation, since they do not yet have developed defense mechanisms. Given the fact that there are increased levels of peer violence in modern society, it is important to emphasize its serious, far-reaching and long-lasting both physical and mental health consequences, mostly in primary school children. School violence has also become a public health issue being addressed by the World Health Organization, as it causes chronic fear in students and is responsible for numerous psychosomatic disorders. Social context of violence is also incited by media, especially the Internet, television and video games which encourage and spread certain forms of violence among students. There are different forms and levels of intensity of school violence, but violence is usually acknowledged by the society only when certain incidents get the attention in media. However, in order to put a stop to the increased tendencies of peer violence in school-age children, it is necessary to engage students, teachers, parents, media and the entire society. Due to the complexity and sensitivity of this issue, the studies carried out in Serbia are of great importance, not only to understand this issue, but also to develop prevention programs and measures that would reduce and prevent school violence. There are three categories of prevention used in our country to prevent school violence: primary, secondary and tertiary. Primary prevention is targeted at the entire population, not only certain groups which are considered to be prone to it. Its advantage lies in the fact that it motivates the children who are not prone to violence to help reduce violence occurrences. Secondary prevention involves working with children who are prone to school violence, or with those children involved in mild forms of problem behavior. Tertiary prevention involves working with students who had already exhibited some form of school violence. Serbia has many school violence prevention programs, such as: School without violence: towards a safe and enabling environment for children; Children and Police; Firefighter in School, School Officer, and many other activities which aim to protect children from violence in schools.
PSYCHODIAGNOSTIC COMPLEX FOR THE STUDY OF THE ENVIRONMENTAL COMPETENCE OF 5-7 YEAR OLD CHILDREN
Authors: Veleva Victoria
Published: August 2019

Contemporary tendencies toward continually developing technology, toward urbanization, "which detaches man from nature" [17], toward new priorities not only in human communication but also in our relationship with the surrounding reality, require pre-school pedagogy to "seek new ways to build the relations of man with his surrounding environment and to introduce them into a pedagogical reality even before the relevant changes in society have taken place" [17]. One of the main directions in this issue is the close linking of pre-school pedagogy with diagnostics - both psychological and pedagogical.The need to develop the psychodiagnostic complex for the study of the environmental competence of 5-7 year old children is conditioned by the need to justify, develop and approve a pedagogical system of interrelated components interacting with each other, united by the general educational purpose of enhancing the environmental competence of pre-school children through the perception of works of fiction. The complex itself is aimed at exploring the individual peculiarities in the enhancement of the environmental competence through the perception of fiction by applying diagnostic procedures designed specifically for this purpose. In this psychodiagnostic complex, the environmentally friendly attitude is interpreted as a conscious, subjective attitude towards the surrounding world, which we analyze, above all, from the perspective of the issue related to the meaning, which the environmental messages acquired through the perception of fiction have for the child.This article proposes three distinct but interrelated aspects of the structure of the psychodiagnostic complex for studying the environmental competence of pre-school children: content of basic environmental concepts; ability to apply environmental approach to case solving; ideas for the standards and rules in the relationship "man - environment."The development and approval of the psychodiagnostic complex aims to confirm or reject the need to create a pedagogical system of interrelated components interacting with each other, united by the general educational purpose of enhancing the environmental competence of pre-school children through the perception of works of fiction.
TEACHERS’ OPINIONS ON SIGNIFICANCE AND IMPLEMENTATION OF OUTDOOR SCHOOL IN THE TEACHING PROCESS
Authors: Momčilović Zoran , Milosavljević Đukić Tatjana , Spasić Stošić Ana
Published: August 2019

During the last few decades outdoor school or teaching in nature, as a particular form of educational work, has obtained a significant role in preparation and implementation of teaching in lower grades of primary school. As school is nowadays expected to respond to numerous request of modern society, this form of work could be one of possible solutions for finding not only new, different, interesting contents that are attractive to students but also patterns of educational activity. With various activities and many methods, techniques and forms of work, outdoor school opens up a space for suitable pedagogical action and implementation of teaching contents established by curriculum and syllabus and adapted to the environmental conditions where outdoor teaching is being applied. Its pedagogical values were confirmed in theory and practice a long time ago, so this form of educational work is increasingly getting attention of researchers and is the key subject of this paper. The paper shows results of the research the aim of which was to examine teachers’ attitudes on primary values, significance and contribution of outdoor education to more successful organization of teaching process and teaching implementation in the first stage of primary school education. Considering the fact that the research is theoretical and empirical in character, the methods used include theoretical analysis method and descriptive scientific research method. The main research techniques involve survey and scaling, while the instruments used include survey questionnaire which was specially designed for the purpose of this research. The survey population consisted of primary school teachers on the territory of the district of Vranje and the district of Bor, so the sample consists of 73 teachers employed in the school year of 2018/2019. In order to look at influence, dependency and differences among the analysed data, the results obtained in the research were processed by using certain statistical procedures: frequency (f), percentages (%), arithmetic mean (M), standard deviation (SD), chi-square test (χ²) , t - test and one-factor analysis of variance (ANOVA). The analysis results show that teachers greatly value the contribution of outdoor school to better organization of teaching process because it achieves positive effects in teaching process, in implementing educational and training aims and tasks, especially within the teaching of the subjects of Science and Social Studies and Physical Education. Furthermore, it can be concluded that the respondents give a positive account of its influence on the development of students’ capacities, their educational achievements and social relationships. Based on the respondents’ opinions, outdoor education should be enriched by various aspects in order to reach the expected quality level.
THE IMPACT OF PRE-SCHOOL EDUCATION IN THE NEXT LEVELS OF EDUCATIONAL SYSTEM CASE STUDY THE CITY OF SKOPJE
Authors: Bajrami Ollogu Elisabeta , Ismaili Diturije
Published: August 2019

Little attention has been paid to the principles in which early childhood education affects the quality of other educational system levels in terms of quality and long-life learning processes. In this research, we discuss some challenges of early childhood education with a bearing on its impact in the upcoming years of education, significance and importance of preschool education. The main reason is to be found in theoretical and empirical insights how this first level of education can impact the contextual and situational dimensions of all kinds of learning and how the system can affect stakeholders and beneficiaries. Methodologically, as above mentioned, the research combines the theoretical and empirical approaches (literature review and survey) with particular focus on the empirical data. Through literature review we tend to emphasize the importance of preschool education and its positive effects on the process of learning. On the other side, the empirical approach provides data regarding the relationship between low attendance (in preschool classes) and the success of the child in primary education and further classes, with the aim to identify eventual weaknesses of the educational system and offer some recommendations on how the relationship between the levels of education can be improved in order to increase the general level of quality for all actors involved; pupils, educators/teachers and parents. It analyzes data from a survey of 60 pupils (divided in two groups) to identify discrepancies between those who have attended preschool classes and those who didn’t. Parents have been part of the survey as well. An interview has been conducted with 30 parents with the aim to identify their uncertainties for not sending children in pre-classes and their perceptions and satisfaction towards the educational system.The results have shown significant differences in terms of success between children attending preschool classes compared to the others, which is an important indicator of how attendance of preschool education can positively affect the system as a whole. Most of the parents interviewed communicate different reasons for not sending their children in preschool classes. Reasons prevailing are mostly related to the economic claims and parents’ skepticism and dissatisfaction towards kindergartens’ infrastructure, staff involved, etc.
DEVELOPMENT OF CONTEXT COMPETENCES IN PRE-SCHOOL AND PRIMARY SCHOOL EDUCATION THROUGH PROVIDING THE RIGHT TO GAME IN EDUCATIONAL INSTITUTIONS
Authors: Petkova Elena
Published: August 2019

Through the free, emancipated by the adult game during the classical childhood, skills for constructive personal behavior in a social environment, understood as context competencies, are built. At present, the current legal basis, by which the competencies (knowledge, skills, relationships) required at the end of each age period are written down / determined, consists of the Pre-School and School Education Act of 2015 (PSSEA) and the hereto belonging Ordinance (Standard) on Civil, Health, Environmental and Intercultural Education (OCHEIE). According to these documents, the personal realization of each child in the educational institution is considered as a consequence of the unity between the activities of education, training and socialization in the conditions of kindergarten and elementary school.The satisfaction of the children's needs for emotional co-experience and communication through gaming activity in the conditions of kindergarten and school is the duty of the educator. The right to play is justified in Art. 31 para. 1 of the UN Convention on the Rights of the Child and Bulgarian children and primary teachers are professionally competent in their commitments to provide gaming resources in educational institutions. The diagnosis of specific context competences, developed through the game, that are met in the Standard on Civil, Health, Environmental and Intercultural Education is an activity, that is important for the proper social and psycho-physical development of the child. This activity can be implemented in three dimensions (research approaches):- Recognizing context competences within such key competences through Observation method;- Naming or the discovery of context competences within such key competences through the Interview method;- Objectification and justification of context competences within such key competences through the Survey and Expert assessment methods.The Observation and Interview methods are carried out in close interaction with the children. The respondents Survey and Expert Assessment methods are the pedagogues. The aim of the pilot study is to establish the reliability of the three approaches and on this basis to construct a reliable research methodology related to the development of contextual competences through gaming activity in the kindergarten and elementary school.
STAGE OF DIAGNOSIS READING SKILLS WITH STUDENTS IN 4TH CLASS THROUGH PROJECT LEARNING ACTIVITY
Authors: Andonova Stamenova Iva
Published: August 2019

The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy and reader competence of our students.As a result of yearly tests and many expert studies, we disprove the information originally presented that we are at the bottom of the literacy chart in Europe. During the last few years, Bulgarian students have not only improved their literacy skills, but they have also been among the successful participants in national reading competitions, the project initiatives organized by the Ministry of Education and Science and the clubs for readership interests of the local libraries .Our pupils work on learning projects both in school time and in extracurricular activities that teachers place on their own. Design works are not only a pleasant activity for learners, but also a way of enriching the child's personality, building useful competencies and stimulating the development of creative activity. Apart from the above, the project activities allow students to share ideas, experiences, interests, teamwork, listen and respect with respect to their classmate's point of view, to communicate as equal partners in the process of project endeavors. Teamwork brings together the class and sets the foundations for a friendly work environment where each team member makes every effort to finalize the project.
BEHAVIOURAL SKILLS – A PREREQUISITE FOR THE SUCCESSFUL ADAPTATION TO THE CONDITIONS IN THE KINDERGARTEN
Authors: Stefanova Petrova Krasimira
Published: August 2019

The educational changes imposed by the present day are oriented both towards the child and the pedagogical practice. Childhood is a sensitive period that sets the foundations of value-oriented models that areconsidered the most stable and lasting. They remain unchanged throughout life. One of the current issues for every 3-4 year-old child is related to the preparation for admission to the kindergarten and the ability to respond adequately to social situations that can be either everydayand recurring, ornew and unusual. Adaptation is a multi-factor and continuous process and needs to be carried out in time in order to avoid negative changes in the child's organism and behavior.The child’s adaptation to the conditions in the kindergarten is of interest to various scientific fields. From the point of view of psychology, this is a problem related to the psychological development of the child. From a medical perspective, it pertains toprotecting and ensuringthe child’s health, and from pedagogical - to education, training and socialization. All viewpoints are to be taken into account. The process of child adaptation is also delicate for the family. It is necessary that the family is involved as a collaborator in searching for and finding adequate and effective solutions for overcoming stress in children. A priority task for teachers and parents is the formation of behavioral skills for successful social adaptation to the conditions in the kindergarten, as well as value orientation. This presupposes that children, through active interaction with adults and peers, consciously acquire ready-made forms and methods of social life andgain social experience of their own.A prerequisite for dealing with this difficult task is the availability of qualified pedagogical and non-pedagogical kindergarten staff that creatively implement both traditional and innovative methods and means of work atany time. Thestructure of the socio-cultural and educational space is also of essential importance. It needs to be open to the individual needs of 3-4-year -olds, to stimulate their activity, and to facilitate their adaptation to the conditions of the kindergarten.