ПРИОБЩАВАЩОТО ОБРАЗОВАНИЕ В ДЕЙСТВИЕ: ИНСТИТУЦИОНАЛЕН МОДЕЛ ЗА АДАПТАЦИЯ, УЧАСТИЕ И СОЦИАЛНО-ЕМОЦИОНАЛНО РАЗВИТИЕ В ДЕТСКАТА ГРАДИНА

Стоянка Христоскова Минчева, Людмила Стоянова Йончева
Детска градина „Калина Малина“, Пазарджик

INCLUSIVE EDUCATION IN ACTION: AN INSTITUTIONAL MODEL FOR ADAPTATION, PARTICIPATION AND SOCIAL-EMOTIONAL DEVELOPMENT IN KINDERGARTEN

Stoyanka Hristoskova Mincheva, Lyudmila Stoyanova Yoncheva
Kindergarten “Kalina Malina“, Pazardzhik

Abstract: This article presents an in-depth institutional model of inclusive education implemented in Kindergarten “Kalina Malina“, Pazardzhik, Bulgaria. The model is based on the principles of equity, accessibility, participation, and respect for diversity, and is aimed at supporting the adaptation, engagement, and socio-emotional development of all children, including those with special educational needs.The innovative nature of the practice lies in the systematic integration of general and additional support for personal development, psychological services, multidisciplinary teamwork, specialized educational environments, and structured partnerships with families and external institutions. The model addresses key challenges in early childhood education related to adaptation, uneven participation, and socio-emotional vulnerability. The article presents practical activities, including game-based and team-based tasks, sensory and art activities, initiatives such as “Day of Kindness – Kindness Begins with Us“ and “Day of Patience“, “Day of the Pink Shirt“, as well as activities using natural materials and pair-work activities aimed at developing concentration, spatial orientation, communication, emotional engagement, and social interaction among children. The results of the practical implementation show significant improvement in children’s adaptation to the kindergarten environment, increased motivation for participation in educational activities, stronger peer interaction, and improved emotional well-being. The findings confirm that inclusive education is most effective when implemented as a coordinated institutional system supported by leadership, professional collaboration, and active family involvement. The presented model offers a sustainable and applicable framework for inclusive early childhood education.

Keywords: inclusive education, kindergarten, adaptation, participation, social-emotional development

References:

1. Booth, T., M. Ainscow, Index for Inclusion: Developing Learning and Participation in Schools. 3rd ed. Bristol: Centre for Studies on Inclusive Education (CSIE), 2011.

(Endnotes:)

1. UNESCO. Global Education Monitoring Report 2020: Inclusion and Education – All Means All.
2. Zakon za preduchilishtnoto i uchilishtnoto obrazovanie.
3. Naredba za priobshtavashtoto obrazovanie. Ministerstvo na obrazovanieto i naukata.

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