Abstract:

The globalized world, social and technological changes facing modern society, necessitate the modernization of our educational system following global educational processes. One of the characteristics of modern education is that it focuses on the activity of children and pupils, given their acquisition of different competencies and experience related to the ability to properly use scientific and technological knowledge, skills for practical problem solving, and adequate response in certain situations.

The reforms in the educational system in Bulgaria, in the direction of the search for new methods and approaches for active learning, draw our attention to the current issue of creating an integrated learning environment that encourages and supports educational innovations in teaching and learning. Such an alternative to education, reaching a new level of demand for innovative technologies, is STEM, which is an educational curriculum that combines science, technology, engineering, and mathematics. STEM training encourages pupils to learn about their strengths, learn to work in a team, and understand that solving problems depends on them.

The merging of the arts with STEM leads to STEAM, and the idea of combining all knowledge and skills with language learning (STEALM) is the work of a young Bulgarian scientist.

This research provides a historical overview of the introduction of the STEM approach and its variants in the system of preschool and primary school education in Bulgaria. An analysis of national normative and strategic documents in the field of STEM education was made.

The opinion of kindergarten and primary teachers on the specifics of STEM / STEAM / STEALM activities in kindergartens and schools is reflected, through a survey prepared specifically for the study.

Keywords:

STEM/STEAM/STEALM Approach, Preschool education, primary school education, teachers.