Quality of Education and Care in Kindergartens and Their Readiness for Inclusive Education in Bulgaria

Autor/in	Trifonova, Maria Petrova
Titel	Quality of Education and Care in Kindergartens and Their Readiness for Inclusive Education in Bulgaria
Quelle	In: European Journal of Special Needs Education, 38 (2023) 2, S.260-275 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/2154896X.2022.2062905
Schlagwörter	Educational Quality; Inclusion; Language Acquisition; Foreign Countries; Preschool Education; Well Being; Diversity; Human Dignity; Teaching Experience; Rating Scales; Early Childhood Education; Special Needs Students; Teacher Student Relationship; Preschool Children; Teaching Methods; Instructional Effectiveness; Disadvantaged; Ethnic Groups; Minority Group Students; School Location; Teacher Qualifications; Educational Change; Educational Legislation; Kindergarten; Bulgaria; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Inklusion; Sprachaneignung; Spracherwerb; Ausland; Pre-school education; Vorschulerziehung; Well-being; Wellness; Wohlbefinden; Menschenwürde; Rating-Skala; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sonderpädagogischer Förderbedarf; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ethnie; Schulgelände; Lehrqualifikation; Bildungsreform; Bildungsrecht; Schulgesetz; Bulgarien
Abstract	A high-quality pre-school education will improve the well-being of all children, especially those with special needs for support, will enhance their development, with respect of diversity and dignity. The article presents the results of an exploratory study on those aspects of the quality of pre-school education that are important for implementing of inclusive education. The significant effect of three structure characteristics: group's composition, location, teachers' experience on overall quality and on two groups of process characteristics measured with ECERS-3 were found through the multiple regression analysis on the data of a moderately representative sample (40 kindergartens). The longer professional experience and the smaller group size have been confirmed as factors for the improvement of the educational quality, especially for the effectiveness of the instructional approach. Our study revealed positive teacher-child interactions, but certain flaws such as insufficient individualisation, neglect of free choice activities, lack of practices stimulating learning and language acquisition of children from marginal social groups and ethnic minorities. Evidence-based measures for improvement of teachers' in-service qualification and for provision of better facilities specific to the rural and urban areas should be initiated. They will guarantee the successful implementation of inclusive education in line with current legislative reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01