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Bulgaria:Assessment in Early Childhood Education and Care

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Overview Bulgaria

Contents

Bulgaria:Political, Social and Economic Background and Trends

Bulgaria:Historical Development

Bulgaria:Main Executive and Legislative Bodies

Bulgaria:Population: Demographic Situation, Languages and Religions

Bulgaria:Political and Economic Situation

Bulgaria:Organisation and Governance

Bulgaria:Fundamental Principles and National Policies

Bulgaria:Lifelong Learning Strategy

Bulgaria:Organisation of the Education System and of its Structure

Bulgaria:Organisation of Private Education

Bulgaria:National Qualifications Framework

Bulgaria:Administration and Governance at Central and/or Regional Level

Bulgaria:Administration and Governance at Local and/or Institutional Level

Bulgaria:Statistics on Organisation and Governance

Bulgaria:Funding in Education

Bulgaria:Early Childhood and School Education Funding

Bulgaria:Higher Education Funding

Bulgaria:Adult Education and Training Funding

Bulgaria:Early Childhood Education and Care

Bulgaria:Organisation of Early Childhood Education and Care

Bulgaria:Teaching and Learning in Early Childhood Education and Care

Bulgaria:Assessment in Early Childhood Education and Care

Bulgaria:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Bulgaria:Single Structure Education (Integrated Primary and Lower Secondary Education)

Bulgaria:Organisation of Single Structure Education

Bulgaria:Teaching and Learning in Single Structure Education

Bulgaria:Assessment in Single Structure Education

Bulgaria:Organisational Variations and Alternative Structures in Single Structure Education

Bulgaria:Upper Secondary and Post-Secondary Non-Tertiary Education

Bulgaria:Organisation of General Upper Secondary Education

Bulgaria:Teaching and Learning in General Upper Secondary Education

Bulgaria:Assessment in General Upper Secondary Education

Bulgaria:Organisation of Vocational Lower Secondary Education

Bulgaria:Teaching and Learning in Vocational Lower Secondary Education

Bulgaria:Assessment in Vocational Lower Secondary Education

Bulgaria:Organisation of Vocational Upper Secondary Education

Bulgaria:Teaching and Learning in Vocational Upper Secondary Education

Bulgaria:Assessment in Vocational Upper Secondary Education

Bulgaria:Organisation of Post-Secondary Non-Tertiary Education

Bulgaria:Teaching and Learning in Post-Secondary Non-Tertiary Education

Bulgaria:Assessment in Post-Secondary Non-Tertiary Education

Bulgaria:Higher Education

Bulgaria:Types of Higher Education Institutions

Bulgaria:First Cycle Programmes

Bulgaria:Bachelor

Bulgaria:Short-Cycle Higher Education

Bulgaria:Second Cycle Programmes

Bulgaria:Programmes outside the Bachelor and Master Structure

Bulgaria:Third Cycle (PhD) Programmes

Bulgaria:Adult Education and Training

Bulgaria:Institutions Providing Adult Education and Training

Bulgaria:Main Programmes and Provision in Adult Education and Training

Bulgaria:Teachers and Education Staff

Bulgaria:Initial Education for Teachers Working in Early Childhood and School Education

Bulgaria:Conditions of Service for Teachers Working in Early Childhood and School Education

Bulgaria:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Bulgaria:Initial Education for Academic Staff in Higher Education

Bulgaria:Conditions of Service for Academic Staff Working in Higher Education

Bulgaria:Continuing Professional Development for Academic Staff Working in Higher Education

Bulgaria:Initial Education for Teachers and Trainers Working in Adult Education and Training

Bulgaria:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Bulgaria:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Bulgaria:Management and Other Education Staff

Bulgaria:Management Staff for Early Childhood and School Education

Bulgaria:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Bulgaria:Education Staff Responsible for Guidance in Early Childhood and School Education

Bulgaria:Other Education Staff or Staff Working with Schools

Bulgaria:Management Staff for Higher Education

Bulgaria:Other Education Staff or Staff Working in Higher Education

Bulgaria:Management Staff Working in Adult Education and Training

Bulgaria:Other Education Staff or Staff Working in Adult Education and Training

Bulgaria:Quality Assurance

Bulgaria:Quality Assurance in Early Childhood and School Education

Bulgaria:Quality Assurance in Higher Education

Bulgaria:Quality Assurance in Adult Education and Training

Bulgaria:Educational Support and Guidance

Bulgaria:Special Education Needs Provision within Mainstream Education

Bulgaria:Separate Special Education Needs Provision in Early Childhood and School Education

Bulgaria:Support Measures for Learners in Early Childhood and School Education

Bulgaria:Guidance and Counselling in Early Childhood and School Education

Bulgaria:Support Measures for Learners in Higher Education

Bulgaria:Guidance and Counselling in Higher Education

Bulgaria:Support Measures for Learners in Adult Education and Training

Bulgaria:Guidance and Counselling in a Lifelong Learning Approach

Bulgaria:Mobility and Internationalisation

Bulgaria:Mobility in Early Childhood and School Education

Bulgaria:Mobility in Higher Education

Bulgaria:Mobility in Adult Education and Training

Bulgaria:Other Dimensions of Internationalisation in Early Childhood and School Education

Bulgaria:Other Dimensions of Internationalisation in Higher Education

Bulgaria:Other Dimensions of Internationalisation in Adult Education and Training

Bulgaria:Bilateral Agreements and Worldwide Cooperation

Bulgaria:Ongoing Reforms and Policy Developments

Bulgaria:National Reforms in Early Childhood Education and Care

Bulgaria:National Reforms in School Education

Bulgaria:National Reforms in Vocational Education and Training and Adult Learning

Bulgaria:National Reforms in Higher Education

Bulgaria:National Reforms related to Transversal Skills and Employability

Bulgaria:European Perspective

Bulgaria:Legislation

Bulgaria:Institutions

Bulgaria:Bibliography

Bulgaria:Glossary

Assessment in Early Childhood Education and Care is regulated by new Ordinance № 5 of 06.03.2016 on pre-school education Prom. - SG. 46 of 17.06.2016, effective from 08.01.2016, the Issued by the Minister of Education and Science.

Assessment is process of establishment and measurement of learning outcomes achieved and the level of preparedness of children. 

The main objectives of assessment are:

  • Diagnostics of individual achievements and of the progress of the child;
  • Monitoring of the education process for implementing measures to improving the quality of education.

The traceability of achievements of the child is implemented from the teachers of the group at the beginning and the end of curriculum during the period 15 September to 31 May of the following calendar year.

Children’s achievements are evaluated through teacher observation, the products of children’s creativity, and through games.

The evaluation of the achievements should foster and should demonstrate the positive aspects of the child. That process should be well grounded, to support the understanding of development, training and initiative. The assessment should always encourage the natural qualities and abilities of the child.

Traceability of the achievements of children for any age group shall be determined by the teachers in accordance with the rhythmical and a balanced distribution of the content on educational fields. Tracking includes the topics for achieving specific competencies as anticipated learning outcomes.

The thematic allocation provides a rhythmic balanced distribution of the content on the educational directions and reflects with the anticipated results.

Pre-primary education creates conditions for the:

  • full development of the child's personality;
  • acquisition a combination of competencies - knowledge, skills and relationships necessary for successful transition to the Child school education.

The competences have been defined as expected results from education, training and socialization of children for any age group according to the following educational areas:

Bulgarian language and literature - The content of the educational direction is structured in six educational cores: connected speech, vocabulary, grammatically correct speech, sound culture, perception of the literary work and recreate of the literary work. The activities are subject to an objective of ensuring a happy childhood for every child, and to build the motivation and confidence in his own abilities;

Mathematics - The main purpose of mathematical training is to stimulate the
child development.  The educational content of mathematics is consistent with the overall aim of the pre-school education and training purposes in mathematics at the first grade. Educational field provides elementary notions about basic mathematical concepts that are studied later in school. Educational content includes specific quantitative, geometric, spatial and temporal ideas and skills, organized into five educational cores: quantitative relations; measurement; spatial relations; time relations; geometric shapes and forms;

Ambient world - A priority of the direction is to develop the social and cognitive skills of children in explore the world;

Fine Arts - The purpose is children to develop their cognitive and pictorial skills in three main cores - artistic perception, visual materials and techniques and fine art;

Music - The aim is to develop musical and performing skills of children, the desire to listening to music, and to be encouraged children's artistry;
Design and Technology - It includes the manipulative and practical skills as well as cognitive skills in the preparations of the child for school. Children are directed to understand their role in people's lives and some safety rules. Opportunities are proposed for the initial development of the initiative, entrepreneurship and digital competence. Forming skills for teamwork, planning, presentation and implementation of the ideas and small projects;

Physical Education - The expected learning outcomes are aimed at achieving comprehensive child development: good health, physical development and efficiency; a need and emotional satisfaction from locomotors activity.

The results of the traceability of the achievements of the child are entered into the logbook of the group, after which the teachers informed the parents for individual achievements of the child.

In this register teachers record any changes in the physical, psychic and mental growth of children, as well as children’s achievements in the course of acquiring the compulsory educational content.

Two or three times a year in open lessons or in other form parents are directly shown the achievements of their children.

During the course of pre-school education achievements of the child reflected in the children's portfolio.
The content of the portfolio is determined by the Rules activities of kindergarten or school.
Before the end of the statutory learning time the teacher of the preparatory group establishes the readiness of the child for school.
Readiness of the child for school account physical, cognitive, language, social and emotional development.
The kindergarten / school issue a certificate for compulsory preschool education for children from preparatory age groups at the end of the pre-school education.

The certificate for compulsory preschool education shall be issued by 31 May of the school year.
It describes the readiness of the child for admission to the first grade in accordance with the results.
In the certificate may be made recommendations for the promotion of the child to additional activities and / or its inclusion in additional support for personal development.

When the health condition of the child is not allows to be admitted to the first class in of its Certificate makes recommendations for inclusion in the additional support for personal development. In these cases, early school education for that child may be postponed by a year under the terms and conditions laid down in the state educational standard for inclusive education.

Methodology of children evaluation in a kindergarten preparatory group

After evaluating children's development, a conclusion is made about their abilities, achievements, skills and relation to all kinds of activities and potential abilities, etc. The summarized information allows for analyzing the logic behind the way the child changes. The evulation shoud be concerned with children's reflective behavior and partially with their ability for self-evaluation.

The evaluation should be stimulating and showing the child's positive sides. It should also be well argumented, to make note of both the difficulties and the achievements, to use encouragement which directs the child towards self-evaluation and to stimulate the need for development, learning and proactiveness. Evaluation should always foster a child's all known natural talents.

Goals: Attention to intellectual activity; independent orientation in the environment

Methods and ways for achievement of these goals are:

  • Through play and verbal communication;
  • Self-evaluation is not completely stable and inn this case the evaluation of the teachers is very important to the children;
  • Complex evaluation for the readiness of the children for school (in the end of the year);
  • Psychological aspect of readiness - stage of command of the necessary working and learning habits.

Pedagogical aspect of readiness:

  • Motivation;
  • Physical condition;
  • Intellectual abilities;
  • Emotional maturity;
  • Health condition.

Children receive a special document – Certificate for completion of the preparatory group in the kindergarten which states “Finished preparatory group in ….. year”, signed and stamped by the principal of the kindergarten. The certificate described the dynamics of the child, development of the child dynamics, as well as his/her readiness or uncompleted preparation for the school and recommendations in which fields the child should be directed, as well as additional forms and activities. The text says “After finishing of the preparatory group in the kindergarten the child is prepared or not yet prepared for the 1st grade in school”. This certificate is registered officially in the documents of the kindergarten and is necessary to be present for entrance in 1st grade in the primary school.