Abstract
This chapter will showcase a democratic educational intervention model based in Bulgaria that guarantees the right to education for all children regardless of language or socio-economic background. The model emphasises parents’ engagement, by developing good levels of communication between parents and teachers and appointing parents with active roles in the early education process. By advocating for equal access to education in the community, we could shift opinion of parents and build trust in the early educational system. The chapter will end with a comparison of the acquired knowledge of children from centres that engaged with our intervention support model and those that use a regular public pre-school.
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Radeva, S., Mirtschewa, I., Velkovski, D. (2019). Parent-Teacher-Child Communication and Advocacy: A Community Intervention. In: Margrain, V., Löfdahl Hultman, A. (eds) Challenging Democracy in Early Childhood Education. International Perspectives on Early Childhood Education and Development, vol 28. Springer, Singapore. https://doi.org/10.1007/978-981-13-7771-6_9
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