MRS Jou nal o Mul idisciplina y Resea ch and S udies
Abb e ia e Ti le- MRS J Mul Res S ud
ISSN (Online) 3049-1398
Vol-2, Iss-11 (No embe -2025)
This is an open access a icle unde he CC BY-NC license 36
PRACTICAL APPROACHES TO INTRODUCING PROSE WORKS IN
PRESCHOOL EDUCATION
D . Teodo a Vale a*
Bu gas S a e Uni e si y “P o . d- Assen Zla a o
Co esponding Au ho : D . Teodo a Vale a (Bu gas S a e Uni e si y “P o . d- Assen Zla a o )
A icle His o y: Recei ed: 02 / 08 / 2025:, Accep ed: 10 / 11 / 2025:, Published: 20 / 11 / 2025
Abs ac : The COVID-19 pandemic has no only been a heal h c isis bu also a u ning poin ha deepened deba es on jus ice and
inequali y a he global le el. One o he mos c i ical phases o he pandemic- he de elopmen and dis ibu ion o accines-b ough
he concep o “ accine na ionalism” o he o e on . Vaccine na ionalism is de ined as s a es p io i izing limi ed accine supplies o
hei own ci izens, engaging in la ge-scale s ockpiling, and elega ing in e na ional solida i y o a seconda y posi ion (Fidle , 2021).
This si ua ion pa icula ly es ic ed access o accines o low- and middle-income coun ies and made inequali ies in global heal h
mo e isible. Al hough global mechanisms such as he Wo ld Heal h O ganiza ion (WHO) and COVAX unde ook signi ican
ini ia i es wi h he aim o ensu ing equi able accine dis ibu ion, he economic and poli ical p io i ies o powe ul s a es o en limi ed
he e ec i eness o hese mechanisms (Eccles on-Tu ne & Up on, 2021). Thus, he pandemic eme ged as an a ena whe e he
p ese a ion o he “global common good” and he pu sui o na ional in e es s clashed wi hin in e na ional ela ions. This a icle
examines accine na ionalism in he con ex o global inequali y and discusses i s consequences in e ms o bo h in e na ional
coope a ion and heal h diplomacy. While highligh ing he unequal e ec s o he pandemic, he s udy also explo es how he concep o
jus ice in global heal h has been ede ined in he in e na ional sys em. The indings demons a e ha accine na ionalism is no me ely
a sho - e m c isis managemen p e e ence bu a phenomenon ha ep oduces pe manen injus ices wi hin he global o de .
Keywo ds: child en’s li e a u e, p ose, p eschool pedagogy, a is ic in e p e a ion, eading cul u e, li e a y educa ion.
Ci e his a icle: Vale a, T. (2025). PRACTICAL APPROACHES TO INTRODUCING PROSE WORKS IN PRESCHOOL
EDUCATION. MRS Jou nal o Mul idisciplina y Resea ch and S udies, 2(11),36-39. h ps://doi.o g/10.5281/zenodo.17656672
INTRODUCTION
The in oduc ion o p eschool child en o p ose wo ks
ep esen s one o he mos sub le and, a he same ime, mos
o ma i e dimensions o li e a y educa ion. I is in ea ly childhood
ha he ounda ions o aes he ic pe cep ion, emo ional empa hy,
and e bal imagina ion a e laid, o ming he basis o he child’s
u u e capaci y o unde s and, e alua e, and emo ionally espond o
a is ic language. Li e a u e a his s age is no a p elimina y o m
o eading ins uc ion bu an encoun e wi h a ha de elops
sensi i i y o beau y, mo al unde s anding, and awa eness o he
hy hm and image y o language. Fo p ose o each he child’s
consciousness as an au hen ic a is ic expe ience, he educa o mus
es ablish an en i onmen in which in ellec ual cu iosi y, senso y
imp ession, and emo ional esonance coexis . The eache ’s ole
ex ends a beyond he mechanical ac o eading aloud. I equi es
ans o ming he encoun e wi h li e a u e in o an e en o sha ed
a is ic disco e y, whe e e e y na a i e becomes a b idge be ween
he child’s pe sonal expe ience and he au ho ’s imagina i e wo ld.
The educa o se es as a cul u al in e p e e who decodes he
au ho ’s a is ic and emo ional in en ions and ansla es hem in o
exp essi e o ms comp ehensible o he child’s inne wo ld. This
p ocess necessi a es a comp ehensi e me hodological app oach
ha in eg a es se e al o ms o pedagogical a is y, including
exp essi e eading, d ama iza ion, dialogue, isualiza ion, and
guided e lec ion. Each o hese o ms ul ills a dis inc educa ional
unc ion: exp essi e eading awakens emo ional pa icipa ion;
d ama iza ion cul i a es empa hy and embodimen o oles; isual
ma e ials s imula e imagina ion and aid comp ehension; e lec ion
os e s mo al easoning and linguis ic awa eness. When hese
app oaches a e combined ha moniously and applied in sequence,
hey o m a holis ic educa ional con inuum in which pe cep ion,
emo ion, and cogni ion in e ac dynamically. A key condi ion o
he success ul in oduc ion o child en o p ose wo ks is he
educa o ’s p elimina y p epa a ion. This in ol es no only he
hough ul selec ion o li e a y ma e ial app op ia e o he
de elopmen al s age o he g oup bu also he c ea ion o a
communica i e a mosphe e conduci e o openness and emo ional
engagemen . The eache mus an icipa e possible eac ions, adjus
one and hy hm, and ehea se he exp essi e deli e y o he ex in
acco dance wi h i s s ylis ic and emo ional s uc u e. In he p ocess
o pe cei ing a wo k o a , educa o s jus i iably assign a p ima y
ole o exp essi e pe o mance, since i ac i a es he emo ional
sphe e and allows he a is ic message o esona e wi h he inne
expe iences o he audience [1]. Th ough his in eg a ion o
emo ional au hen ici y and a is ic in en ion, he eache ans o ms
li e a u e in o a li ing dialogue wi h he child’s imagina ion. The
success o li e a y ini ia ion in p eschool age he e o e depends no
me ely on me hodological p ecision bu on he educa o ’s abili y o
MRS Jou nal o Mul idisciplina y Resea ch and S udies. Vol-2, Iss-11 (No embe ): 36-39
37
awaken an emo ional esponse ha gi es meaning o he ac o
eading and os e s he child’s aes he ic and mo al de elopmen .
EXPOSITION
In he e y s uc u e o he si ua ion, h ee pa s a e
dis inguished: in oduc o y, main, and concluding. In he
in oduc o y pa , a ious me hodological echniques a e used o
ocus he child en's a en ion on he heme o he li e a y wo k and,
abo e all, on he heme o he new wo k, c ea ing in e es in i . The
echniques used can a y: in he i s g oup, o example, inished
objec s o pic u es ela ed o he heme o he wo k may be shown,
a song on he opic may be sung, o simply he beau i ul co e o
he new book om which he wo k will be ead may be displayed;
a ew in oduc o y wo ds may be said o c ea e in e es in wha will
be ead o na a ed. In he second and hi d g oups, one can begin
wi h a b ie in oduc o y discussion based on one o wo ques ions
abou simila e en s om he child en's own li es o abou ano he
analogous and amilia wo k p e iously hea d. Mos o en, wi h
one o wo ques ions, he eache guides he child en o ecall an
episode o om hei li e, simila o opposi e o ha desc ibed in he
wo k [1].
In he main pa , child en i s ge acquain ed wi h he co e
wo k ela ed o he si ua ion, which is usually new and unknown o
hem. Acco ding o Ma ga i a Te zie a, h ee me hods can be used
o in oduce he new wo k:
1. Ve ba im ansmission o he ex o he wo k by eci ing
sho e wo ks (mos ly ly ical) om memo y, which
achie es he bes con ac wi h he child en, and by
eading om a book o longe wo ks, whe e he eache
demons a es a model o ca e ul a en ion o he book o
he child en;
2. A ee ansmission o he ex o he wo k h ough
s o y elling, allowing o some sho ening o he ex ,
ea angemen o wo ds, inse ion o wo ds,
explana ions, e c., wi hou comp omising he a is ic
quali y o he wo k;
3. S aging he ex o he wo k (using oys o pic u es on a
able, wi h puppe s behind a sc een, e c.).
The main equi emen in hese h ee me hods o in oducing
child en o a li e a y wo k is he exp essi eness in he eache 's
pe o mance, which can ei he enhance he wo k's impac on he
child en o diminish i . In oducing a li e a y ex is o en
accompanied by he use o a ious isual aids [2].
Howe e , i should be no ed ha when amilia izing
child en wi h li e a y wo ks, he use o illus a ions and any o he
isual ma e ials should be done e y ac ully and ca e ully, as
shi ing he child en's ocus o isual pe cep ion du ing eading and
lis ening may dis up hei a is ic pe cep ion. The e o e, an
impo an ask o he eache is o each child en, especially he
olde ones, o i s pe cei e he li e a y wo k au ally, wi hou
addi ional isual aids. Du ing he ini ial eading o he wo k, he
eache aims o he child en o be imbued wi h he eelings
exp essed in he piece, allowing hem o expe ience co esponding
joy, so ow, pi y, admi a ion, and so on.
The e o e, eading any li e a y wo k is done ully, wi hou
in e up ing he eading wi h commen s o explana ions. A e he
i s eading o he wo k, a sho c ea i e pause is aken. Since
child en a e s ongly imp essed by he wo k, hey usually ask o
ha e i ead o hem again. The e o e, a e he i s eading, he
eache main ains only a gene al and in o mal discussion abou he
wo k, ecalling he mos i id episodes and e iewing he
illus a ions ela ed o hem. A gene al ule is ha he illus a ion
should be shown a e eading he ex . Only in some excep ional
cases can an illus a ion be shown be o e eading o cap u e he
child en's a en ion. When showing he illus a ion, i is necessa y
again o ocus on he ex and selec i ely e ead he episode o
which i ela es.
In his way, a close connec ion is es ablished be ween he
pe cep ion o he ex and he illus a ion. Child en need o lea n o
look a illus a ions ca e ully and o a long ime. A ela i ely
adi ional, ye widely applicable me hod is o compa e illus a ions
o indi idual momen s om a li e a y wo k, which should be
ela ed o he plo and a anged in he p ope sequence. To add an
elemen o aes he ic p o oca ion, in addi ion o hei "diso de ,"
ano he en e aining elemen is applied – one o he momen s is
delibe a ely no depic ed by he a is , appea ing as a blank page
wi h a la ge ques ion ma k on i . Child en mus iden i y he
missing momen and place i in he co ec o de acco ding o he
sequence o he plo . En e aining asks o a logical ype ela ed o
illus a ion as a echnique include depic ions o "mixed-up
d awings," in which cha ac e s and de ails un ela ed o he ex 's
con en a e p esen .
The eache 's na a i e, which usually p ecedes he
discussion bu is o ganically linked o i , aims o e eal in e es ing
ac s abou he au ho 's pe sonali y – p ima ily his childhood,
e en s su ounding he c ea ion o he wo k i sel , i s hema ic
ela ion o a ce ain g oup o wo ks, and so on. Usually, wi h
younge child en and when in oducing wo ks ha a e easie o
pe cei e and unde s and, wo king wi h he ex s consis s o
conduc ing an in o mal con e sa ion abou he wo k, examining
illus a ions, and e eading. Fo olde child en and when
in oducing wo ks ha a e mo e complex o pe cei e and
unde s and, a e e eading, i is necessa y o conduc a mo e
de ailed discussion, especially when i is ound ha he child en
ha e no ully g asped he main idea o he wo k. Conduc ing he
discussion o he wo k i sel is one o he mos challenging
me hodological aspec s o he si ua ion.
I mus be e y ca e ully conside ed, main aining a ce ain
measu e in posing he ques ions. Excessi e indulgence in
con e sa ion is no only unnecessa y, bu can o en e en cause
ha m, because spli ing he wo k in o e y small and i ial
ques ions causes i o lose i s appeal o child en and hei in e es
in i suddenly declines. Child en should de i e e hical and aes he ic
concep s hemsel es om he li e a y wo k, a he han om he
eache 's mo alizing e lec ions on he ead wo k. The g ea es
po ion o he discussion should be dedica ed o aes he ic
ques ions, di ec ing he child en's a en ion o he o m o he wo k,
o image y and o he exp essi eness o he language, o iden i ying
and emembe ing he a is ic desc ip ions, epi he s, compa isons,
and idioma ic exp essions used in he wo k.
Acco ding o Malinka Dimi o a i is also necessa y o
d aw child en's a en ion o he pe sonali y o he w i e , o his
abili y o ind he mos p ecise wo ds o cha ac e ize he quali ies,
ac ions, and expe iences o he cha ac e s [3]; [4]. Child en a e also
guided owa ds he composi ional uni y o he wo k, o iden i ying
i s main pa s, he ela ionship and co espondence be ween he
i le and he con en , and so on. I is necessa y o assign c ea i e
asks o child en, such as coming up wi h compa isons, epi he s,
synonyms, an onyms, e c., o in en ing a di e en i le o he
MRS Jou nal o Mul idisciplina y Resea ch and S udies. Vol-2, Iss-11 (No embe ): 36-39
38
wo k, and so on. Fo olde child en, i is ad isable o ask ques ions
o de e mine he gen e o he wo k, as well as i s speci ic
cha ac e is ics.
The s o y has i s p esence as li e a y p ose in he wo k on
Bulga ian language and li e a u e in kinde ga en, bu o e all i is
su passed by ai y- ale na a i es, which appeal o child en wi h
he dynamic ac ion and plo wis s [5]. Acco ding o Anikin,
pe cep ion de elops alongside he o ma ion o a mo al a i ude
owa ds ce ain human quali ies and deeds [6] [7]. Fo child en in
he younges g oups and hose wi h mo e limi ed abili ies o
aes he ic pe cep ion, he in oduc ion o a puppe cha ac e , who
e lec s oge he wi h hem and s imula es hinking by analogy wi h
hei limi ed bu s ill eal expe ience, leads o posi i e esul s.
Exp essi e eading ( he eache 's pe o mance) is essen ial
in wo king on he comp ehension o a s o y. One me hod used by
he eache when in oducing a wo k is he o al na a ion o he
piece. Th ough his, he educa o e okes ce ain eelings and
a ious expe iences in he child en, enabling hem o imagine he
momen s o he s o y, i s cha ac e s, and so on. The ac ha he
eache na a es a he han eads om a ex se es as a ocus
s imulan , which posi i ely in luences he pe cep ion o he wo k
[1].
In he eache 's alk, he e should be oom o ques ions ha
sugges he gen e-speci ic cha ac e is ics o he s o y. Since s o ies
do no ha e a i id plo , and hey do no ea u e excep ional
cha ac e s o inc edible ac ions, d ama iza ion o hem is no o
p ima y impo ance o aes he ic pe cep ion. Indi idual momen s
om hem can be pe o med by child en, bu a ull d ama iza ion is
no necessa y [8]; [9]. Among he me hods success ully used by
kinde ga en eache s in mas e ing a s o y is he addi ion o he
de elopmen o e en s o u he cla i y ce ain mo al and aes he ic
messages. The echnique o applique has i s place when wo king
wi h a s o y o enhance he aes he ic impac . Fo example, when
s udying "Blooming Che y" by Do a Gabe, a e o ming a i id
image o he ees, ado ned like b ides, he eache can gi e each
able a d awing o a ee wi h a g een c own, and he ask o he
child en is o u n i in o he blossoming ee desc ibed by he
au ho . This c ea es a li ely sp ing pic u e ha sa is ies he
aes he ic eelings o i s young c ea o s.
The sho s o y "Dew" by he same au ho can s imula e
child en's senso y expe iences once again h ough p ac ical
ac i i ies o ganized by he eache . The eache can a ange cu
g asses and lowe s in a small ase, on which d ople s o mo ning
dew glis en, and in i e he child en o ac as li le explo e s – o
obse e, ouch, and e en as e a d op o dew in o de o desc ibe i .
This p elimina y p epa a ion is pa icula ly impo an o he
eache , as i will no only acili a e he easie unde s anding o he
con en , which is inhe en ly close o a popula science p esen a ion,
bu also p o ide an oppo uni y o c ea e hei own desc ip ion o
he phenomenon.
CONCLUSION
In his sense, he de elopmen o eading cul u e, li e a y
compe encies, and eading in e es s a he p ima y educa ion le el
ac ually begins long be o e o mal schooling, al eady in
kinde ga en, when child en i s consciously engage wi h wo ks o
child en’s li e a u e, and he eache , as a media o be ween hem
and he au ho s o li e a y wo ks, acili a es he pe cep ion and
comp ehension o a is ic image y and helps unco e he au ho s’
mo al and aes he ic messages in he wo ks [10]. A his ea ly
s age, li e a y educa ion plays a decisi e ole in shaping no only
he child’s linguis ic abili ies bu also hei emo ional and mo al
wo ld. Th ough ai y ales, poems, and sho p ose, child en lea n
o expe ience he ichness o language and he beau y o a is ic
exp ession. The educa o ’s ask is o c ea e a meaning ul encoun e
be ween he child and he li e a y ex , encou aging ac i e
pa icipa ion, emo ional esponse, and e lec ion The eache ’s
in e p e a i e eading, exp essi e s o y elling, and guided
discussions allow child en o pe cei e he emo ional dep h o
cha ac e s and si ua ions, u ning li e a y expe ience in o an ac o
empa hy and mo al disco e y. In his p ocess, li e a u e becomes
mo e han an educa ional ool; i ans o ms in o a li ing dialogue
be ween he child and he wo ld o human alues. Consequen ly,
he ole o he p eschool educa o ex ends beyond he de elopmen
o speech o ea ly li e acy skills. I includes os e ing sensi i i y o
a is ic language, nu u ing he capaci y o app ecia e aes he ic
o m, and encou aging a e lec i e a i ude owa d mo al con en .
When such ounda ions a e laid in ea ly childhood, eading ceases
o be a mechanical ac i i y and becomes a sou ce o in ellec ual
cu iosi y and emo ional ul illmen . As highligh ed by pedagogical
heo y and suppo ed by p ac ical expe ience [10], he eache ’s
mission is no only o in oduce child en o li e a y wo ks bu also
o awaken hei sense o wonde , cu iosi y, and mo al sensi i i y
h ough he a is ic wo d. Only hen can eading e ol e in o a
deeply pe sonal, li elong o m o sel -disco e y and cul u al
belonging.
Bibliog aphy
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De elopmen o Speech and Mas e y o he Bulga ian
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2012.
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kinde ga en, Bu gas : Lib a Sco p p ess. ISBN: 978-954-471-
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