Януш Корчак за автономна свобода на святото детство
Prof. Jordan Kolev, DSc.
South-West University “Neofit Rilski”
https://doi.org/10.53656/ped2025-2.01
Abstract. Изследването е опит за емоционален прочит на хуманно-оптимистичните послания на Януш Корчак за автономна свобода на святото детство. Целта е актуализиране на аспекти върху начина на живот за „непорасналите още хора“ в партньорство с възрастните. Историко-педагогическият коментар главно е върху същността на детството, правата на детето и възпитателната система в интерната. В заключение се приема, че Януш Корчак с неговите деца експериментално синтезират оригинална научно-утопична алтернатива за ново „общежитие“ на Цивилизацията – правно общество на автономна свобода за истинското човешко чувство.
Keywords: Треблинка; лекар; Крал Матиаш I; социален педагог; сираче; права на детето
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Social-emotional Impact of Mathematics Teachers on Students‘ Motivation
Prof. Dr. Ivaylo Staribratov
Plovdiv University Paisii Hilendarski (Bulgaria)
https://doi.org/10.53656/ped2025-2.02
Abstract. In the present study, social-emotional factors in mathematics teaching are examined through the prism of motivational theory of self-determination. Various concepts of the influence of teachers’ emotional support on students’ motivation and their achievement in mathematics have been examined. The research found that social and emotional support from mathematics teachers is one of the significant factors positively influencing students’ internal motivation and confidence in solving tasks. Our research found out that social and emotional support from teachers in mathematics is one of the significant factors positively affecting students’ internal motivation and confidence in solving tasks. The study was conducted among first-year students at FMI Plovdiv, Bulgaria. The basis for this was to analyze their attitude on several motivational issues, one of which was the influence of teachers and their support for learning mathematics. The results showed that the teacher and his motivation directly influence the students. A highly motivated and well-prepared methodically and professionally teacher is the basis for a highly motivated student.
Keywords: motivation; mathematics education; social-emotional; teaching
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Assessments of Teachers and Parents of Children with Developmental Disabilities on Inclusion in Pre-School Institutions
Prof. Zagorka Markov, DSc.
College of Vocational Studies for Teacher Education in Kikinda (Serbia)
Prof. Hadzi Zivorad Milenovic, DSc.
University of Pristina – Kosovska Mitrovica (Serbia)
Prof. Biljana Jeremic, DSc., Radmila Zecevic, Assist. Prof.
Univerity of Novi Sad (Serbia)
Mrs. Milica Pavlovic
Primary school “Djordje Natosevic” – Novi Sad (Serbia)
https://doi.org/10.53656/ped2025-2.03
Abstract. In an inclusive context, all children learn and play in kindergartens according to their abilities and interests. Educators, professional associates and parents, as equal participants in the educational process, apply a series of procedures that encourage children’s development. The aim of this research is to identify the assessments of educators and parents of children with developmental disabilities and inclusive education and education in preschool institutions in general. The research was conducted in September 2023 on a sample of 58 educators and 48 parents of children with developmental disabilities who attended regular kindergartens in the Kikinda area (Serbia). Educators’ and parents’ assessments were examined using a combined instrument (Scaler – IPE) (a = .915) constructed for the purposes of this research. The results of the research show that educators have more positive assessments of general issues related to inclusion and the effects of inclusive education on children’s development, while parents have slightly more positive assessments than educators regarding the procedures applied in regular kindergartens to improve inclusive education. This confirms the general assumption from which the research started, indicating significant differences in the assessments of educators and parents of children with developmental disabilities about inclusion in preschool institutions. It is concluded that the inclusive culture has not yet sufficiently taken root in preschool institutions yet, which indicates the need to include educators and parents as actors in preschool education and training in joint training programs for effective action in inclusive preschool education.
Keywords: inclusive education; children with developmental disabilities; teacher’s opinion; parents’ opinion; кindergarten
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Индивидуална менторска програма като част от професионалната подготовка на социалния педагог
Доц. д-р Катерина Златкова-Дончева
St. Cyril and St. Methodius University of Veliko Turnovo
https://doi.org/10.53656/ped2025-2.04
Abstract. Настоящото изследване представя практическото въздействие на менторска програма при подготовката на студенти по „Социална педагогика“ (N= 64), които осъществяват индивидуална образователна и неформална работа с деца в риск, отглеждани извън семейната среда в резидентни грижи. Методите на изследване включват 4 скали, измерващи усвояване на нови умения и знания с 13 индикатора; затруднения с 12 индикатора; практическо обучение с 5 индикатора и мотивация с 9 индикатора. Резултатите показват, че включването на студентите в програмата повишава техните умения и професионална подготовка, потвърждавайки основната хипотеза на изследването, че професионалното обучение на социалните педагози може да се подобри в много по-голяма степен с неформално общуване и възможност за индивидуална работа с децата. Този извод дава много насоки за размисъл и бъдещи анализи, свързани не само с практическото обучение на педагогическите специалисти, но и с ролята и функциите, като цяло, на социалните педагози и учителите, доколкото само конкретна образователна дейност вече не е достатъчна за постигане на успешни резултати при работата с деца в риск.
Keywords: социална педагогика; професионално обучение на социален педагог; менторство; висше образование; деца в риск
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The Specific Distortion of Reality in Children’s Drawing
Dr. Marina Teofilova, Assoc. Prof.
University of Veliko Turnovo St. Cyril and St. Methodius (Bulgaria)
https://doi.org/10.53656/ped2025-2.05
Abstract. A drawing of a child is an amazing way of visual communication in which colour has a dominant and primary importance. It represents a striving to learn about the universe in its entirety, a striving, nourished by the curiosity to know everything, so inherent in human nature, inspiring each new discovery and leading right back to the dawn of mankind. That is why many researchers of children’s drawings look into their objective core searching for the motives for the emergence and development of the pictorial activity in general. According to them, painting is genetically inherent in human species, and according to others it is a reflection of the external intervention of adults in children’s development. On this basis, the key issues are set related to the pedagogical intervention by adults in children’s education and development.
Keywords: children’s drawings; children’s development; pre-pictorial and pictorial period
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Integrating Cooperative Learning in Distance Education for Methodology of Teaching Mathematics Course
Dr. Aleksandar Milenković, Assist. Prof.,
Mrs. Jelena Stevanić, Assist. Prof.
University of Kragujevac (Serbia)
https://doi.org/10.53656/ped2025-2.06
Abstract. Lesson planning and the development of pedagogical documentation constitute integral components of educators’ responsibilities in the Republic of Serbia. Within the framework of the “Methodology of Teaching Mathematics” course, future mathematics teachers address these aspects, particularly by formulating daily lesson plans for mathematics classes in primary and high school education. Considering the proven benefits of cooperative learning in enhancing student achievements and fostering their social skills, and mindful of the disruptions caused by the COVID-19 pandemic to the delivery of the “Methodology of Teaching Mathematics” course due to the shift to distance education (which posed challenges due to the absence of direct collaboration during classes), a novel instructional approach that involves the integration of cooperative learning strategies was adopted. Through a qualitative analysis of written lesson plans produced by students who completed assignments related to lesson planning during and after engaging in cooperative learning within the context of distance education, it was evident that these students significantly outperformed their peers who worked independently.
Keywords: cooperative learning; distance learning; lesson plans; methodology of teaching mathematics
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The Usage of Information and Communication Technologies in Education of Children and Pupils with Mental Disability
Dr. Lukáš Stárek, Dr. Jarmila Klugerová
Czech University of Life Sciences Prague –
Institute of Education and Communication (Czech Republic)
https://doi.org/10.53656/ped2025-2.07
Abstract. In last decade the Czech’s education have undercome significant changes. The information and communication technologies have crucial role in everyone’s life. Therefore, in education they have its place as well. The information and communication technologies support schools and their systems on many levels such as education, school management, and communication. Education of children with mental disability is life-long process. However, it is also the best possible form of therapy, socialisation, and inclusion into society. During education is crucial to use specialised didactics’ methods and tools to meet pupils’ individual needs. The information and communication technologies have significant role within school life. Plus, the information and communication technologies are part of schools’ educational plan. This article aims to highlight the information and communication technologies in education of and pupils with mental disability. Further, it will identify adequate technologies for the process, plus it will open several questions related to the topic. For example, the topic of inclusivity within specialised teachers’ competencies.
Keywords: competencies; inclusion; information and communication technologies; mental disability; modern technologies; pupils
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Наблюдения върху отношението на учители и ученици към потребителския интерфейс на системите за дистанционно обучение
Гл. ас. д-р Йордан Карапенчев
Sofia University
https://doi.org/10.53656/ped2025-2.09
Abstract. Настоящата статия изследва отношението на учители и ученици към системите за дистанционно обучение, които използват. Получените резултати позволяват да се направи коментар върху потребителското преживяване (UX), с което ученици и учители се сблъскват при работата си с тях. Изследователските методи включват комбинация от количествени (анкета) и качествени (фокус-група) изследвания, на базата на които се извеждат най-важните характеристики, които една дигитална платформа за дистанционно обучение трябва да притежава, за да бъде ефективна и добре приета от своите потребители. Статията е резултат от проучване на терен, направено в Частната профилирана гимназия „Образователни технологии“ в София. Резултатите от изследването показват, че както за учители, така и за ученици критерии като добър графичен дизайн, лесна навигация и възможност за интерактивни функции предполагат добро потребителско преживяване.
Keywords: системи за дистанционно обучение; потребителско преживяване; фокус групи; учители; ученици; уеб дизайн
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Изкуство, творчество, възпитание. Между четката и перото
Magdalena Stoyanova
Sofia University
Сборникът „Изкуство, творчество, възпитание. Между четката и перото“1 е издаден в рамките на проект, съфинансиран от Програма „Култура“ на Община Велико Търново….
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