It is well known that the application of ICT in education helps us to develop skills for competent and efficient problem solving in the field of professional activities. This paper aims to examine the attitudes of students towards the use of ICT as a source of education. The methodology adopted was that of original research, with a qualitative and quantitative approach. This study included 175 students from Serbia and Bulgaria. The variables of this study were gender and the years of study. In order to assess the attitudes of students towards the use of ICT in education a five-point Likert scale was used across forty-five statements. The results of the research show that students are very interested in using ICT as a source of education. Thus, it is evident that information and communication technologies have become very important pedagogical resources in approaching the teaching and learning processes in an innovative way. Keywords: attitudes of students; ICT in education; ICT; education technology; education.

The "Quality Framework for Early Childhood Services" (QFECS) is based on the vision of the ISSA for a society in which families, communities and experts work together to enable each child to develop their full-potential. The framework outlines the guiding

The development of Man as a social being is often underscored by his interaction with his boundary/boundaries, and the opportunities for reaching, overcoming, or shifting them. The challenges facing modern education, as well as the ever-increasing requirements for the training of pedagogical specialists, define the need for the construction of transgressive models for growth design and development of various competences of pre-service teachers. In this context, the concept of transgression receives additional connotations that orient it in the direction of the design of a multimodal environment as early as the stage of preschool education in order to achieve the idea of the “transgressive person”, constantly pushing the boundaries of their knowledge to facilitate personal development. The present article outlines the methodological parameters of the environment for multimodal preschool education as well as its potential and transgressive nature.

This article highlights the early years of the individual’s life as a key period of substantial changes in which the integration of the child with the surrounding reality takes place. The complex path of child development and growth is manifested as a dialectical and objective organization when the individual begins to understand both his / her individuality and membership in the social community when he / she can think, feel and act more to human, not at a personal (ego-protective) level. It is precisely because of this tendency that the discovery and acceptance of the society outlines one of the main problems in the processes of child development.

The economic changes that have occurred in recent years in Bulgaria concern a significant number of large industrial enterprises and the territory of the Blagoevgrad region. Their privatization changes the industrial map of the region and puts the labor activity of the population in check. In many enterprises, the labor process is carried out by young people who do not continue their education at a higher school. For them, university education is not among the priorities, as the completed vocational education allows them to join the labor market. But under the conditions of market change, young people are forcibly deprived of the opportunity to pursue vocational training acquired in secondary education. This situation automatically classifies them in the group of economically inactive youths, which according to current statistics account for 22% of the inhabitants of the Blagoevgrad region. The dynamics described in today's economic reality focuses attention on young people's insufficient readiness to flexibly change their vital orientations and develop motivation to achieve success in professional realization. This finding is alarming because it challenges the attitude of lifelong learning among young people as mediating their motivation for personal growth and success in professional realization. The present study aims at studying the educational activity of unemployed young people from the Blagoevgrad region by examining their attitudes towards applying at Southwestern University "Neofit Rilski" and on this basis to analyze the subjective determinants mediating the overcoming of barriers for continuing qualification. The main reason for conducting the study is related to the understanding that as a life event the unemployment period is negative and the longer stays in it escalate into a decrease in self-esteem, painful sensitivity in terms of personal confidence, anxiety towards the expected rejection from any work environment.

The theoretical formulations, analyzed in the study, and the proposed applied model for game technology in the implementation of the educational process in kindergarten, are presupposed by the concept of lifelong learning as a platform of modern educational environment and as a factor promoting the professional development of children’s teachers. Classical theories on the specifics of the psychosocial development of the child’s personality in preschool age are analytically discussed in view of the process of individual growth, and of the influence of emotional and behavioural manifestations in 3–7-year-old children.Special emphasis is placed on the topic of the game mechanism as a form and means of educational policy in building key competencies in preschool children. The causal relationships between the child’s natural needs for self-realization, self- expression, and self-determination, as well as the game and cognitive educational space in the kindergarten stand out, caused by the ten psychological components characteristic of the game mechanism.

The study of the „information environment – person“ relationship is becoming an increasingly important focus in the research repertoire. The informatization of the social environment is not an isolated phenomenon – it is interpreted as one of the functional characteristics of modern society. Although the „child-to-media environment“ relationship has been the subject of numerous studies, it is still attracting scientific interest. This interest is focused mainly on the specifics of the development of the modern child. Defining the multimedia environment as mediating individual socialization focuses on the multimodal functioning of new technologies. Taking into account this fact requires a new type of organization of the educational environment, aimed at the early development of multiliteracy for orientation in the processes of information and communication in the changing world.

The interest in the social inclusion of the child escalates in the conditions of transition, as the state of society and the well-being of future generations depend on and determine the peculiarities of its course. Given the fact that the modern age has its own ways of regulating, preserving, reproducing and developing social life, it is strongly argued that it is important to discuss its features. The focus is on social changes that give rise to atypical interventions in childhood. The social development of the "I" is characterized as a complex long process, given the complex form of internalization. Within the framework of primary socialization, preschool age is unique in laying the foundations for personality formation. The process of realization of the "I" in society depends on the characteristics of communication in the parent subsystem. It mediates the social perception formed in the child, provokes his/her activity and is the main criterion for adequate socialization. Parents are the first social reality that resists and openly opposes the satisfaction of children's instinctive desires. This experience on the part of the child is a kind of a "feedback" for the immature "I" about the interactions between them and the "significant others". This is a way for the child to differentiate itself from them, to feel like an independent "I" -with its own desires, intentions, goals. The socializing effect of parental behavior in childhood enables the child to build their own identity by developing a motivational environment for communication. This article proposes a model for constructive communication in the parent subsystem, oriented towards affective adaptation of preschool children. In the context of the proposed model, social conflict and social integration are considered as socializing procedures.