During the week of August 23 – 29, 2026, three Kindergarten teachers from Bulgaria joined the JUMP training “Inclusion and Early Language Support in Early Childhood Education”, aimed at strengthening educators’ competences in promoting inclusive learning environments and supporting the early language development of young children, particularly those with diverse linguistic and educational needs.
Inclusion refers to the practice of ensuring that individuals from diverse backgrounds and with different abilities are actively integrated and valued within various social contexts (UNESCO definition).
On the first day, the teachers were introduced to the UNESCO definition of inclusion, as well as to the core principles of inclusion in early childhood education. They discovered how play and storytelling can create natural opportunities for language development and inclusive participation. In particular, storytelling was explored as a powerful tool for supporting children’s language and cognitive development, fostering social-emotional skills, and strengthening their sense of belonging.
The second day session focused on multisensory storytelling activities as effective tools for promoting communication, engagement, and active participation in the classroom. Through the use of different senses, visual and tactile materials, gestures, sounds, and movement, these activities can help create accessible and meaningful learning experiences for all children, including those who may face linguistic, developmental, or communication barriers.
The teachers also had the opportunity to engage in outdoor activities based on the natural environment. Learning by playing is indeed the fundamental principle of non-formal education as it encourages active participation, creativity, exploration, and learning through direct experience. By engaging with the natural environment, children can develop a wide range of skills while learning in a stimulating, inclusive, and enjoyable setting.
On the third day, the teachers had the opportunity to develop and practise their storytelling skills through a series of engaging and creative activities. They took part in games such as “Grow the Story,” “Word Hunt,” and “Story Dices,” which encouraged them to experiment with language, expand their vocabulary, and develop creative narratives.
By the end of the training, the teachers had understood how storytelling and play can be used not only as enjoyable activities, but as concrete educational tools to support language development and inclusion. The training also gave them the opportunity to experience these methods first-hand, encouraging them to reflect on how simple, playful activities can help every child take part, communicate, and feel included.
Author: Giusy Froio – JUMP Trainer
