New Perspectives in Science Education

The topic of the therapeutic potential of reading in kindergartens is gaining increasing popularity among pedagogical specialists and researchers in the field of child development. Bibliotherapy, as a method of using literature to support the emotional and social development of children, is an important tool in the modern educational process. Although the concept of bibliotherapy is relatively new in Bulgaria, more and more teachers are beginning to realize its importance for improving the psycho-emotional state of children. The therapeutic potential of reading is expressed in the ability of literature to help children cope with various emotional and psychological challenges, such as stress, fears, anxiety, as well as to improve socialization and the development of emotional intelligence. The present study aims to examine the attitudes of Bulgarian kindergarten teachers towards the use of the therapeutic potential of reading as a tool for working with children. Reading is recognized as a powerful tool for stimulating emotional and cognitive development in children, while providing opportunities to overcome social, emotional and behavioral challenges. The study examines the level of awareness and readiness of teachers to apply reading in their work for therapeutic purposes. Factors such as knowledge of the methodology of therapeutic reading, personal and professional experience of educators, as well as the availability of support and resources for integrating such practices into the educational process are analyzed. Using quantitative and qualitative research methods, the report summarizes data from a survey and interviews with teachers from different regions of Bulgaria. The results show high motivation among educators to include reading in therapeutic work, but also reveal the need for additional training and guidance for its effective application. The conclusions emphasize the importance of creating methodological materials and training programs to assist teachers in developing skills for using reading as a tool to support the emotional well-being and social adaptation of children in kindergartens.