Montessori pedagogy has gained significant traction in Bulgaria over the past few decades. Numerous municipalities, including Sofia, actively endorse the integration of this methodology in both state kindergartens and primary schools. In tandem, universities have introduced teacher training programs, such as the Montessori master's degree and postgraduate certification at Sofia University “St. Kliment Ohridski.”

This swift expansion of Montessori pedagogy underscores the necessity for comprehensive research on its effectiveness in child development and its suitability across diverse educational settings.

This study concentrates on the influence of innovative pedagogical practices, particularly Montessori pedagogy, in fostering social competence among preschool-aged children in Bulgaria. Social competence is highlighted as it represents a critical outcome of "normalization," as emphasized by Dr. Montessori, who stated in her seminal work, The Absorbent Mind, that it is "the most important single result of all our work." Furthermore, social competence is vital for nurturing positive social relationships, fostering community spirit, and enhancing the overall well-being of individuals and society (European Parliament, 2006; OECD, 2024; Lacunza & González, 2009; Durlak et al., 2011; Витанова, 2023).

The present research comprises two primary components: quantitative and qualitative. The quantitative phase, conducted in Sofia from October 2022 to February 2023, aimed to compare social competence in preschool children attending Montessori versus traditional kindergartens. The sample included 137 children, their teachers, and parents. Assessment tools employed were Denham's Challenging Situations Task (CST) version A (Denham, 1994) and the DESK CST 3-6 (Social Competence and Social Interaction Scale) (Грьостер, 2019). Results indicated that children in Montessori environments demonstrated markedly higher levels of social competence.

The qualitative component involved a case study of Bulgaria's first Montessori kindergarten, "Casa dei Bambini," employing qualitative methodologies to investigate the implementation of Montessori pedagogy in practice. The aim was to develop an authorial model for fostering social competence relevant to the national context. This segment of the research sought to understand how the Montessori kindergarten facilitates the growth of social competence, exploring the interplay between Montessori principles in a nurturing educational environment and the social development of children aged 3-6 years.  Data were collected through in-depth interviews with teachers and educational experts, who also function as parents, and were further supplemented by observations and document analyses.

The authorial model’s theoretical framework integrates three educational paradigms: Montessori pedagogy as the foundation, supported by the "Step by Step" approach (Танкърсли, 2024) and Education 5.0 (Витанова, 2023; Tavares, 2022). Montessori pedagogy emphasizes independent learning, a prepared environment, and the child as an active participant. The "Step by Step" approach focuses on community building and democratic participation, while Education 5.0 brings a future-oriented perspective, underscoring adaptability, technology integration, and personalized learning. The study analyzes both internal and external contexts of preschool education.

In conclusion, this research establishes that Montessori preschools significantly enhance children's social-emotional development and contribute to the cultivation of social competence, fostering skills such as self-regulation, empathy, and prosocial behavior. Future studies should explore the efficacy of the proposed model across various contexts and larger demographic samples. Additional research could also investigate the long-term impacts of the Montessori approach on social-emotional development and the creation of effective training and support programs for educators implementing this innovative methodology.

The study's initial quantitative phase involved 60 children aged 5-6 years, alongside 60 teachers and 37 parents, organized into two groups: 30 from Montessori kindergartens and 30 from traditional settings. The following instruments were utilized: Challenging Situations Task (CST 3-6), Ver. A (Denham, 1994): This tool assesses children's emotional and behavioral responses through illustrated scenarios to evaluate their social competence. "The Dortmund Developmental Screening Test for Children (DESK 3-6 R) (Грьостер и др., 2019) is designed to identify potential developmental delays in preschool children. This study utilized two specific scales from the DESK 3-6 R: the "Social Competence" scale and the "Social Interaction" scale, to assess these aspects of child development. Qualitative data collection methods were employed for the case study conducted at the "Casa dei Bambini" Montessori kindergarten. Semi-structured Interviews: Thirteen participants were interviewed, including eight Montessori teachers, two team leaders, and three educational experts (all of whom are parents at the institution). Discussions focused on both internal and external factors affecting social competence development. Systematic Observation: Conducted over several months, observations utilized a structured protocol to capture various aspects of the learning environment, documenting classroom dynamics, teacher-child interactions, and peer relationships. Document Analysis: This involved reviewing key documentation from the preschool, including licenses, programs, regulations, curricula, and children's portfolios to gain additional insight into practices promoting social competence. The research predominantly employed qualitative data analysis, utilizing thematic analysis to identify patterns and relationships within the data gathered from the interviews, observations, and document analyses. This qualitative data complements the quantitative findings from the initial comparative study and aids in formulating a model to foster social competence. Both internal (organizational culture, pedagogical methods, supportive environment, social competence) and external (legal framework, developmental opportunities, educational ecosystem) contexts surrounding the selected case were meticulously examined. The study aims to ascertain whether the Montessori preschool environment significantly contributes to the development of social competence. To this end, specific factors were scrutinized. A well-prepared environment: This includes readily available, stimulating materials organized for easy access; a clear, consistent structure with defined rules; and freedom for children to explore within those limits. Emphasis on independent learning: Children are empowered to make choices and pursue their own activities, building self-reliance and initiative. Mixed-age classrooms: Older children mentor younger ones, fostering cooperation and empathy, while younger children learn from their peers. Responsive educators: Teachers provide consistent support and guidance, nurturing children's social and emotional growth.

The qualitative analysis revealed a strong association between children's social competence and their participation in Montessori environments. This was supported by Cramer's V association coefficients of 0.709 for children, 0.826 for teachers, and 0.766 for parents. T-tests confirmed statistical significance for both children and teachers (p < 0.001), indicating a substantial difference in social competence between the Montessori and traditional groups. However, the results for parents were not statistically significant (p < 0.005), suggesting that the association between parental perceptions of social competence and Montessori education was less clear-cut. These findings reinforce the existing literature asserting that children in Montessori kindergartens achieve superior outcomes across various developmental domains, particularly concerning social skills (Randolph et al., 2023; Demangon et al., 2023). The qualitative study proposes an innovative authorial model aimed at enhancing social competence for preschool children in Bulgaria, seamlessly integrating Montessori pedagogy with elements from the "Step by Step" approach and Education 5.0 to bolster its efficacy in contemporary educational settings. This model comprises several interconnected aspects: A rich and stimulating mixed-aged learning environment that encourages self-directed learning; An individualized pedagogical approach based on trust and respect for each child's unique needs, and the absence of rewards and punishments, which cultivates intrinsic motivation and a sense of responsibility. Normalization fosters social competence by establishing a structured environment that balances freedom and order, encourages children's independence, movement and choices, stimulates concentration, cultivates self-discipline, and promotes social interaction. Strong support system, involving a collaborative team approach with active parental involvement. The entire Montessori preschool operates as a Unified educational ecosystem—interconnected, sustainable, resilient, and flexible—ultimately contributing to the development of socially competent children. Furthermore, the analysis highlights the necessity for reforms in the regulatory framework governing innovative educational methodologies in Bulgaria, such as Montessori pedagogy.

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