Abstract
This article presents an anonymous (for the purpose of objectivity) survey amongst 75 teachers from 27 kindergartens from all over the country. It analyses the kindergarten teachers’ attitude towards the role of text and interactivity when teaching Bulgarian Language and Literature. The online survey covers 20 questions divided into three semantic subgroups – teachers’ attitude towards the preliminary prep work for teaching; teachers’ point of view on the role of text in the speech development of children; teachers’ attitude towards the effects of using an interactive learning environment. Some of the questions are related to the presumption of the survey’s authors that part of the interactive methods (such as thinking cards, pictograms and book games) are not used actively enough to increase the effectiveness of language teaching in the modern kindergarten, that the text-centricity seldom departs from the framework of the traditional educational nuclei of working with literary text – Comprehension of the literary text and Recreation of the literary text. The data collected from these and the remaining groups of questions forms the basis of the conclusions on the speech development of children in mandatory preschool education groups.
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