Thank you for your interest in our courses in Early English for young children starting from 3 months old to 10 years old.
We are the first of this kind learning center in Plovdiv certified to teach English by the Helen Doron Early English methodology.
Our students are part of a big family – the Helen Doron global network of learning centers with more than two million children in over 30 countries worldwide.
By joining the Helen Doron Community parents and children launch an exciting and unforgettable adventure on the Path of Knowledge. What they will experience together will help them build their children`s future. Children acquire not just English but life-long essential skills, the so-called 21stCentury skills – effective communication, team work, social and emotional intelligence. We focus on developing the two most wanted and valued skills – creative and problem-solving skills, responsible for their professional and personal success later in life.
The Helen Doron Early English method is unique; it is the first one designed specifically for these age groups and it is based on the scientifically proven theory of early child brain development. According to this theory a child can acquire a second language as a mother tongue by the age of six and it is important for parents to seize this “window of opportunity” (as Maria Montessori defines this period in the child`s life) and provide an early start for their children. Thus, they will be more successful later in their lives.
The HDEE integrates the theories and the best practices of several prominent psychologists into one wholistic system for teaching and learning which includes plenty of music, movement, interaction and games. They all build up to boost children`s motivation, creativity and self-esteem. There is a lot of cultural and encyclopedic knowledge that the children absorb while playing games. Our main goal is to ensure the emotional, physical and intellectual well-being of our students.
The two basic principles of our method are the repeated hearing and the positive reinforcement. Children need to hear the language as much as possible in and out of the classes and that is why parents are asked to play the study CDs at home twice daily. This repeated background hearing helps children acquire the second language naturally. In this way, they can pick up the intonation, the syntax, the rhyme, the sounds and the rhythm of the English language. Young children can learn it easily and effortlessly through the repeated hearing activities during play, games and other daily activities. Parents can see the immediate results in their children`s understanding of the language.
However, the children are not pressured into speaking English if they are not ready for that. We take into great consideration the individual needs and interests of every child and let them progress at their own pace. We always make sure that we have provided for everyone in terms of their different learning styles. Some students are visual learners and that is why our materials are so colorful and highly stimulating for the senses. For the auditory learners, we have enriched our courses with a lot of listening activities – music, songs and rhymes. Music plays an essential role in our teaching and learning. It is the language of music that helps children internalize the intonation, the rhythm and the sounds of the language as well as memorize a large amount of vocabulary in an easy and natural way. For those who learn through movement or the so-called kinaesthetic learners, we have integrated a lot of physical activities in the class because we want to stimulate both brain hemispheres and reach the full potential of the child. Our classes are always interesting, engaging and suitable for every child. The learning materials and the activities in class help children broaden their minds and general knowledge.
The second guiding principle in our methodology is the positive reinforcement by the teacher. The teacher always encourages and supports every child because we believe in their great abilities to learn and succeed just like their mothers do. It is very important for us to create an atmosphere of Love and Joy and thus nurture high motivation and enthusiasm for learning in the children. In our classes, every child experiences a sense of achievement and together we celebrate their successes; in this way, we stimulate them to aim high and want more.
The study groups are small and each child can be heard and/or taken care of multiple times, the class atmosphere is informal and the kids are made feel at home. Classes are very dynamic, with lots of activities and music. Children can sing, dance and move, they create craftwork together with the teacher and solve different problems related to the class topic improving their cognitive skills.

We usually start with a fun activity to warm them up and then present the learning material with a lot of games and activities during which children hear and speak what they need to learn many times. In the end, every child senses that they have learned a lot.

We measure our students` progress and the amount of language knowledge acquired during each lesson because we set high standards for all our learners.



1. Student Age: 3 months to 2 years (accompanied by parent)
2. Vocabulary Learned: 550 words
3. Number of Lessons: 40 lessons
4. Lesson Length: 45 minutes

Baby’s Best Start lays the foundation with spoken English learned through developmental activities, songs and rhymes for infants ages 3 months to 2 years.
Baby’s Best Start is 7 courses in one:
• English
• Social development
• Pre-reading skills
• Music and rhythm
• Brain development
• Baby signs
• Physical development
Courses are conducted in small groups of parent-child pairs twice a week. The perfect opportunity to bond with your infant!


1. Student Age: 15 months to 3 years (accompanied by parent)
2. Vocabulary Learned: 700 words
3. Number of Lessons: 40 lessons
4. Lesson Length: 60 minutes
Children ages 15 months to 3 years learn spoken English through lots of playful rhymes and 28 original songs with musical styles from around the world. Filled with classroom conversations, fun learning activities and games, this course teaches some fascinating encyclopaedic knowledge, develops fine and gross motor skills as well as early mathematical thinking. In addition, the course offers optional early reading activities.

  1. Student Age: 2 to 4 years
  2. Vocabulary Learned: 400 words
  3. Number of Lessons: 40 lessons
  4. Lesson Length: 60 minutes


For children aged 2-4 It’s a Baby Dragon is a funny, musical introduction into the English language. In captivating animated episodes Sam the prince, Fluffy the cat and Didi the dragon excitingly introduce the basics of English.

Through daily passive listening at home, positive atmosphere and active interaction children learn to speak easily and effectively in the same manner they acquire their mother tongue.

The course also includes activities for early reading.

It’s a Baby Dragon is suitable as a starting course and as a continuing course for children that have finished Baby’s Best Start or Toddler’s Best Start.


1. Student Age: 3 to6 years
2. Vocabulary Learned: 650 words
3. Number of Lessons: 40 lessons
4. Lesson Length: 60 minutes
Fun with Flupe follows the adventures of young Paul Ward as he jumps into his book of nursery stories to help jolly Granny Fix and bouncy, lovable Flupe repair things that have gone wrong in the world of rhymes—all while learning spoken English.
Through their adventures young Helen Doron students learn a basic vocabulary of 650 words, correct pronunciation, and the fundamentals of English sentence structure. The course includes 25 songs in 12 animated adventures.


1. Student Age: 4 to 7 years
2. Vocabulary Learned: 650 words
3. Number of Lessons: 40 lessons
4. Lesson Length: 60 minutes
More Fun with Flupe is the follow-up course to Fun with Flupe with 12 new episodes of the adventures of Paul Ward, Granny Fix and Flupe. Kids just can’t wait to find out how they solve problems of the fairies, magicians and dragons they meet along their way. More Fun with Flupe teaches 650 words and 25 songs and can be taken by children who complete Fun with Flupe.

  1. Student Age: 6 to 8 years
  2. Vocabulary Learned: 1200 words
  3. Number of Lessons: 40 lessons
  4. Lesson Length: 60 minutes

In English-speaking countries, it usually takes 3 to 5 years for children to learn how to read. It is a long and tiring process, but that does not mean it could not happen in the form of a game.

In the Alphaboat course students get to know basic phonetic constructions of the language and their use. Each episode is focused on two phonemes which are practiced both in the student book and at home. In addition, we work with the interactive mobile app “Helen Doron Read” – another great possibility for everyday practice at home.

  1. Student Age: 7 to 9 years
  2. Vocabulary Learned: 900 words
  3. Number of Lessons: 40 lessons
  4. Lesson Length: 60 minutes

In Jump with Joey students meet characters they already might know from classical English literature, with the only difference that these characters are presented in a new light. The episodes are concerned with fundamental topics such as the power of friendship and forgiveness, how important it is to be good with others and help them in need, taking care of the environment by recycling and donating old things for charity.

Beside the rich spoken English, children continue to exercise reading and writing in class through games, as well as through the student book. Similarly to Alphaboat, children learn to read in the most natural way possible, fun is guaranteed, and results are evident.


  1. Student Age: 8 to 11 years
  2. Vocabulary Learned: 700 words
  3. Number of Lessons: 40 lessons
  4. Lesson Length: 60 minutes


This course is a continuation of Jump with Joey. The format is the same, with new episodes and new writing challenges. Students keep developing their reading and writing skills in English, while spoken language remains on a high level.

In More Jump with Joey students learn advanced language structures and enrich their personal dictionary while assimilating important values like animal care, accepting other points of view, overcoming fears and challenges and many others.

The student book that develops reading and writing skills remains a crucial part of the learning process, and working with it becomes easier and more effective.


The art of sharing stories and to grow as human beings
Wise words from Philip Pullman, who received the Astrid Lindgren Memorial Award in 2005:
Children need art and stories and poems and music as much as they need love and food and fresh air and play. If you don’t give a child food, the damage quickly becomes visible. If you don’t let a child have fresh air and play, the damage is also visible, but not so quickly. If you don’t give a child love, the damage might not be seen for some years, but it’s permanent.
But if you don’t give a child art and stories and poems and music, the damage is not so easy to see. It’s there, though. Their bodies are healthy enough; they can run and jump and swim and eat hungrily and make lots of noise, as children have always done, but something is missing.
It’s true that some people grow up never encountering art of any kind, and are perfectly happy and live good and valuable lives, and in whose homes there are no books, and they don’t care much for pictures, and they can’t see the point of music. Well, that’s fine. I know people like that. They are good neighbours and useful citizens.
But other people, at some stage in their childhood or their youth, or maybe even their old age, come across something of a kind they’ve never dreamed of before. It is as alien to them as the dark side of the moon. But one day they hear a voice on the radio reading a poem, or they pass by a house with an open window where someone is playing the piano, or they see a poster of a particular painting on someone’s wall, and it strikes them a blow so hard and yet so gentle that they feel dizzy. Nothing prepared them for this. They suddenly realise that they’re filled with a hunger, though they had no idea of that just a minute ago; a hunger for something so sweet and so delicious that it almost breaks their heart. They almost cry, they feel sad and happy and alone and welcomed by this utterly new and strange experience, and they’re desperate to listen closer to the radio, they linger outside the window, they can’t take their eyes off the poster. They wanted this, they needed this as a starving person needs food, and they never knew. They had no idea.
That is what it’s like for a child who does need music or pictures or poetry to come across it by chance. If it weren’t for that chance, they might never have met it, and might have passed their whole lives in a state of cultural starvation without knowing it.
The effects of cultural starvation are not dramatic and swift. They’re not so easily visible.
And, as I say, some people, good people, kind friends and helpful citizens, just never experience it; they’re perfectly fulfilled without it. If all the books and all the music and all the paintings in the world were to disappear overnight, they wouldn’t feel any the worse; they wouldn’t even notice.
But that hunger exists in many children, and often it is never satisfied because it has never been awakened. Many children in every part of the world are starved for something that feeds and nourishes their soul in a way that nothing else ever could or ever would.
We say, correctly, that every child has a right to food and shelter, to education, to medical treatment, and so on. We must understand that every child has a right to the experience of culture. We must fully understand that without stories and poems and pictures and music, children will starve.
Written by Philip Pullman for the tenth anniversary of the Astrid Lindgren Memorial Award in 2012.
This is why babies are so much better than you at learning languages

Researchers have developed a play-based educational program that can teach babies a second language in just one hour per day.

For years, scientists and parents alike have touted the benefits of introducing babies to two languages: Bilingual experience has been shown to improve cognitive abilities, especially problem-solving.

And for infants raised in households where two languages are spoken, that bilingual learning happens almost effortlessly. But how can babies in monolingual households develop such skills?

“As researchers studying early language development, we often hear from parents who are eager to provide their child with an opportunity to learn another language, but can’t afford a nanny from a foreign country and don’t speak a foreign language themselves,” says Naja Ferjan Ramirez, a research scientist at the University of Washington Institute of Learning & Brain Sciences (I-LABS).

A new study by I-LABS researchers, which appears in the journal Mind, Brain, and Education, is among the first to investigate how babies can learn a second language outside of the home.

The researchers sought to answer a fundamental question: Can babies be taught a second language if they don’t get foreign language exposure at home, and if so, what kind of foreign language exposure, and how much, is needed to spark that learning?

The researchers took their query all the way to Europe, developing a play-based, intensive, English-language method and curriculum and implementing it in four public infant-education centers in Madrid, Spain.

Teaching with ‘parentese’

Sixteen undergraduates and recent graduates served as tutors for the study, undergoing two weeks of training at I-LABS to learn the teaching method and curriculum before traveling to Spain. The country’s extensive public education system enabled the researchers to enroll 280 infants and children from families of varying income levels.

Based on years of I-LABS research on infant brain and language development, the method emphasizes social interaction, play, and high quality and quantity of language from the teachers. The approach uses “infant-directed speech”—often called “parentese”—the speech style parents use to talk to their babies, which has simpler grammar, higher and exaggerated pitch, and drawn-out vowels.

“Our research shows that parentese helps babies learn language,” Ferjan Ramirez says.

Babies aged 7 to 33.5 months were given one hour of English sessions a day for 18 weeks, while a control group received the Madrid schools’ standard bilingual program. Both groups of children were tested in Spanish and English at the start and end of the 18 weeks.

“Science indicates that babies’ brains are the best learning machines ever created…”

The children also wore special vests outfitted with lightweight recorders that recorded their English learning. The recordings were analyzed to determine how many English words and phrases each child spoke.

The children who received the new method showed rapid increases in English comprehension and production, and significantly outperformed the control group peers at all ages on all tests of English.

By the end of the 18-week program, the children in the researchers’ program produced an average of 74 English words or phrases per child, per hour; children in the control group produced 13 English words or phrases per child, per hour.

Ferjan Ramirez says the findings show that even babies from monolingual homes can develop bilingual abilities at this early age.

“With the right science-based approach that combines the features known to grow children’s language, it is possible to give very young children the opportunity to start learning a second language, with only one hour of play per day in an early education setting,” she says. “This has big implications for how we think about foreign-language learning.”

‘The best learning machines’

Follow-up testing 18 weeks later showed the children had retained what they learned. The English gains were similar between children attending the two schools serving predominantly low-income neighborhoods and the two serving mid-income areas, suggesting that wealth was not a significant factor in the infants’ ability to learn a foreign language.

Children’s native language (Spanish) continued to grow as they were learning English, and was not negatively affected by introducing a second language.

“Science indicates that babies’ brains are the best learning machines ever created, and that infants’ learning is time-sensitive. Their brains will never be better at learning a second language than they are between 0 and 3 years of age,” says coauthor Patricia Kuhl, codirector of I-LABS and a professor of speech and hearing sciences.

The results, Kuhl says, have the potential to transform how early language instruction is approached in the United States and worldwide:

“Parents in Madrid, in the United States, and around the world are eager to provide their children with an opportunity to learn a foreign language early. The US census shows that 27 percent of America’s children under the age of 6 are now learning a language other than English at home.

“While these children are fully capable of learning both their parents’ language and English, they often do not have adequate exposure to English prior to kindergarten entry and as a result, often lag behind their peers once they enter school,” she says.

“I-LABS’ new work shows we can create an early bilingual learning environment for dual-language learners in an educational setting, and in one hour per day, infants can ignite the learning of a second language earlier and much easier than we previously thought. This is doable for everybody,” Kuhl says.

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“For Marti this course is Learning through Fun. He willingly goes to classes and participates actively in the variety of games which Mira prepares for every lesson. At his early age and so far I have noticed that he is able to recognize and even use words in English. He genuinely enjoys the songs which he listens at home and always makes me play them for him with joy. Thank you and we can`t wait for the next lesson!”

mother of Martin from the TBS course

“My son cannot wait for the next lesson. For him it is not really a lesson but a period of time during which he is having fun, singing, playing and interacting with other children. And in the meantime he loves singing the songs and spontaneously uses English words while speaking.”

mother of Max from the FWF course

“Since my daughter Ivka started going to the English classes I can see that her motivation to learn has grown which she lacked before.
I have noticed also that she remembers all the words from the very start of the course and can pronounce them effortlessly which, according to me, means that the method of teaching and learning is effective.
She says that she has a lot fun and enjoys the classes.”

mother of Ivka from the MFWF course

brazzers hd a natale con alberello e panettone porta pure un bel troione.