Gergana Dyankova
South-West University “Neofit Rilski”
Abstract. The article analyzes the social implications of the globalization process and the atypical interventions that occurred during childhood. The focus is on the need for modern practices to preserve the constructive balance of social interaction, that will be able to neutralize and resist threats from the negative social consequences; of practices that will be able to turn pedagogy into a protected area inaccessible to the destructive impact on adolescents. Pre-primary education programs provide for instrumental and procedural criteria for the child‘s social activity. In this regard, the process of childhood intersubjectivity, which is only conceivable in the context of coexistence, of communication with others, that is to say in a prosocial context, acquires special importance for the pedagogical interaction in the kindergarten.
Keywords: globalization; social consequences; child development; social
Свързани статии:
Inclusion of Children with Special Educational Needs to the Model for Healthy Living in Life in Kindergarten № 37 “Valshebstvo”
Professional-Personal Readiness of the Teachers as Social-Psychological Resource for Development of Social Adaptation of Children with Down Syndrome
Sustainability of the Results in the Measurement with Test and Reporting Students’ Performance following Didactic Technology
The Pre-School Children’s Ability to Express their Emotions as a Predictor of Mother-Child Conflict
