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Dermendzhieva, S., & Tsankov, N. (2023). Designing a multimodal environment for cognitive and creative activity in pre-school

education – competence of the teacher, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 11(2), 351-358.

Introduction

Nowadays, the channels for storing and passing on information are technologically-changed, which

is why modern communication is dened as multimodal. The “transition from paper to screen/monitor/

display” (Kress, 2003: 190) has been pointed to as emblematic of this transformation. This transformation

reveals the peculiarities of the media practices and their cultural resonance reects a new understanding

of literacy in contemporary society.

The term multiliteracy is introduced and meaningfully represented as “including multimodal textual

practices, such as linguistic, visual, audio, gestural, and spatial modes, as well as the existing culturally

grounded literacies “ (Cope and Kalantzis, 2000: 207). In dening the purpose for the introduction of this

term, the need to capture the “increasingly complex range of multimodal practices required to understand,

manage, create and transmit knowledge” (Taylor et al., 2008: 274) is prioritized.

In the context of a stable research perspective of multimodality as a communication phenomenon,

the new idea of literacy determines concepts such as visual and multimodal literacy (Kress, 2003), digital

literacy, digital-and-information literacy (Bawden, 2001: 218-259), technological literacy, spatial literacy,

historical literacy, political literacy, media literacy, information literacy and multicultural literacy (Abilock,

2008: 7-14) as well as digital-and-media literacy (Hobbs, 2010: 3-63). Given the category-determined

autonomy of information, visual, multicultural, and media literacies, Sean Cordes describes them as “a

group that can be thought of as a competent if not thorough description of some features of multimodal

literacy in both theory and practice”. However, he species that “although these literacies are not new,

the idea of their interaction creates an object that is more than the sum of its parts and has a different

perspective from the traditionally divided notions of literacy” (Cordes, 2009: 3).

Prerequisites with potential for the development of multiliteracy are contained in the theories of

social semiotics, communication, and the concepts of social and pedagogical facilitation. It is established

that the formation of multiliteracy is a consequence of: ‘situatedness based on the specicity of individual

Designing a Multimodal Environment for Cognitive and Creative Activity

in Pre-School Education – Competence of the Teacher

Soa Dermendzhieva

, Nikolay Tsankov

South-West University “Neot Rilski”, Faculty of Pedagogy, Blagoevgrad, Bulgaria, e-mail: sofger@swu.bg

Trakia University, Faculty of Education, Stara Zagora, Bulgaria, e-mail: nikolay.tsankov@trakia-uni.bg

Abstract: This article focuses on the formation of pedagogical competence for the design of multimodal educational

environment, the functionality of which is the foundation of the cognitive and creative activity of the child in pre-school age. It

problematizes the need for adequate professional reection of the teacher in the context of the transgressive approach and

highlights the parameters of organizing pedagogical interactions that utilize multimodality as a communication phenomenon.

The understanding that the competence of the teacher for designing a multimodal environment as well as cognitive and creative

activities develops as transgressive and is continuously created in the cultivation of new knowledge and skills, while expanding

the cognitive and practical limits of the subject, is afrmed. Based on this afrmation, the thesis that if a child has entered the

“communicative state” and has engaged in multimodal educational interactions, the child appropriates the social experience by

forming a transgressive attitude of behavioral response.

Keywords: pedagogical competence, transgressive behavior, multimodal educational environment, cognitive and creative

activity of the child in pre-school age.

Review article

Received: May, 22.2023.

Revised: July, 20.2023.

Accepted: August, 03.2023.

UDC:

373.2.011.3-051

373.2.016

10.23947/2334-8496-2023-11-2-351-358

Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Corresponding author: sofger@swu.bg

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Dermendzhieva, S., & Tsankov, N. (2023). Designing a multimodal environment for cognitive and creative activity in pre-school

education – competence of the teacher, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 11(2), 351-358.

experience with information, of exible instructions contributing to nding a form of self-expression in the

process of communication, of a critical view that allows information to be related to the social context and

individual needs, of the practice of transforming the system of meanings and meanings from one context

to another’ (Kolesnikova, 2013: 7). At the same time, within the scope of more recent theoretical levels of

problematisation, the use of a term that denotes the specic internal structural dynamic of an emerging

literacy is also registered - transliteracy as “the ability to read, write and interact using a variety of platforms,

tools and media, from signs and oral signals, including hand-written text, printed text, television, radio and

lm, and culminating in digital social networks” (Wilkinson, 2016: 34).

The idea that the agents of socialisation in the present are the practical skills of orientation, power

and inuence in the multimedia environment is increasingly asserted, because the person (the child)

of the new time transcends the strict connes of a national subject, of a professional, a specialist or

representative of a particular community limited within state boarders and enters a new identity - one

in which the social subject becomes a citizen of the global society. It is this specic contextuality that

requires an attitude of transgressive behaviour in the subject (including the group subject) to actively

engage, initiate and implement change.

When analysing the changes in the social situation of development, Sir Ken Robinson notes that

“we are still preparing children for the world that is fast disappearing, not the world that is fast emerging”

(Robinson, 2015). Respectfully accurate is another observation that ‘the potential in the pre-school age

remains unused and there seems to be reason to suspect that even on a more global scale the main

concern of pedagogy is how to contain the development (of the child) in order to bring it within the rapidly

ageing notions of the previous generation or, alternatively, within its own canons’ (Dimitrov, 2012: 48). The

warning that a lack of multimodal literacy is “a prerequisite for a debilitating inferiority with respect to the

future” is also alarming (Danov, 2020: 37).

These propositions provoke a revision (revision) of the pedagogical interactions in the kindergarten

as an environment that is called upon to further develop, to build upon not only the experience of ‘living

with others’ within the context of a personal perspective, but also the activity of constatand extention of

the cognitive boundaries.

The debate on transgressive behaviour as metacognition (metaknowledge) in

continuum

There is a body of research that explores the relationship between transgressive behavior and the

dynamics of the learners’ creative behavior (creative resources). In a study conducted by Wróblewska

(2015) the following question is asked: which subjective creative traits, supported by a predisposition to

transgressive behaviour, constitute the corelations determining success? In the search of hypothetical

determinants of success, an attempt is made to empirically test the relationship between creative

competencies (as subjective creative characteristics) and the willingness to engage in transgressive

behaviours. The personal positive activation (subjective-caused activity) is understood as a specic activity

and set of nonconformist traits stimulating a person’s potential creativity in the cognitive and behavioral

spheres. It is claimed that creative subjective resources (the level of creative attitude) and personal positive

activation favor transgressive activities. According to the author, subjective creative traits, supported by a

predisposition to transgressive behavior, represent correlates that determine success.

The creativity-oriented person functions in relation to a specic mechanism, the essence of which

is an interaction reecting the feedback principle of the following elements: (1) potential cognitive creative

talents or gifts; (2) activation of the personality - stopping or stimulating the activity of the emotional

and motivational sphere in the development of creativity in the cognitive sphere and its manifestation in

behavior; (3) evaluation of the effects on one’s own activity - creative or adaptive. As a result, creative

characteristics expressed in the creative attitude coexist with transgressive behavior: pro-creative

motivation in seeking changes, non-conformism, focus on activity and overcoming problems, openness

and courage to take on new tasks, innovation and acceptance of novelty.

M. Wróblewska’ study shows that “non-conformism is associated with transgressive behaviour

as it includes: prevalence, activity, courage, spontaneity, consistency, originality and high self-esteem.

The higher the level of creative attitude and its elements in the cognitive (heuristic behaviours) and

characterological (non-conformist orientation) spheres, the stronger the links with various manifestations

of transgression: attitude of dominance over others, motivation to enhence competences, innovation in

designing new solutions and courage to take on new tasks” (Wróblewska, 2015: 248).

The way in which M. Wróblewska describes creative competencies puts them in the perspective of

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Dermendzhieva, S., & Tsankov, N. (2023). Designing a multimodal environment for cognitive and creative activity in pre-school

education – competence of the teacher, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 11(2), 351-358.

the transgressive concept of man, focused on the description of behaviours reecting not only active and

deliberate participation in changes, but their initiation and creation. In terms of the individual, the most

important thing in applying transgressive behaviors is to go beyond personal capabilities (limits) in every

dimension of the individual’s functioning. Thus, the person simultaneously builds his/her potential for

implementing the resulting transgressive behaviors. Central to motivating the individual to act beyond his

or her capabilities are the mechanisms of self-presentation, self-valorization (self-promotion of one’s own

value), and enhancement of one’s own competencies to serve as conrmation of one’s own value and

its growth. The individual must have an appropriate level of self-awareness to be able to understand his

own possibilities to act and how to implement them. J. Kozielecki’s thesis is relevant here as he afrms,

“You cannot go beyond material or social limits, you cannot go ‘one step further’ without knowing the

structure of the world, especially without knowing where the limits of human abilities and achievements

are” (Kozielecki, 2004: 59). For the author, “every modern person has, to a greater or lesser extent, the

intellectual and praxeological capacity to create transgressions, if not in historical manner, then at least in

psychological one. Those who have never used the power of their generative mind have lost the chance

they have received from nature, society and culture” (Kozielecki, 2004: 71).

On the basis of this study, M. Wróblewska comes to the conclusion that creative competences,

considered from the transgressive perspective, similarly to the creative approach, are determining for

the active person who creatively transforms the environment and her/himself. He is an active agent, able

to think and act transgressively, focused on change and development. The factors distinguishing the

specicity of transgressive behaviour identied in the analysis of the study may favour practical actions

directed towards the physical world (transgression towards things); actions and behaviours directed

towards other people (transgression towards others); creative actions that enhance knowledge about

the world (symbolic transgression) or self-creative activities leading to self-development (transgression

towards oneself).

The latter are particularly important because they arouse cognitive curiosity, increase motivation

to act and develop abilities and creative skills. According to Wróblewska (2015), this may imply that

subjective creative traits supported by a predisposition to transgressive behaviour (and vice versa)

represent important personal resources, and undertaking transgressive actions indicates the individual’s

active participation in the deliberate transformation of the way of achieving goals to one that is successful.

The author emphasizes that in the contemporary conditions, and especially within the context of the

development of self-awareness, the urge for transgressive behavioral respondse in adolescents

is becoming a necessity, especially with an accent on the awareness of personal resources and the

motivation to apply them.

Cognitive and creative activity in a multimodal learning environment

Children have a need to form their own identity and it is in the course of mutually oriented

communication, through the continuous presentation of the self, that they discover themselves and explore

the world they inhabit. In the eld of postmodern pedagogy, Cl. Sapundzhieva interprets the understanding

that “the relationship Self - Other(s) is deened by a conscious binding, this bind is taught (learned) and

is the subject to collective rules” (Sapundzhieva, 2005: 93). Taking into account and conforming to this

course of natural developmental, directs the teacher towards stabilizing the child’s active life position,

i.e. - towards his/her development as a subject of activity. From the point of view of subjectivity, activity is

primarily related to previous experience, needs, attitudes, goals and motives, to personal meaning and to

the manners of carrying out the activity.

Psycho-pedagogical theories of early childhood development emphatically stress that “over time,

children’s literacy moves from unconventional to conventional practices” (Yaden, Rowe and MacGillivray,

1999: 25). In line with the understanding that learning in preschool is not a leading activity, the validation

of this principle nds expression in the need to organise a multimodal learning environment in the

kindergarten: an environment oriented as much as possible towards children’s communicative modes,

in which children use their own semiotic resources/signs to create an image of themselves (Kress, 2009)

and construct their own theories of the world (Gardner, 1993).

The multimodal learning environment is based on the simultaneous activation of specic sensory

functions: visual, auditory, tactile and motor. This means that the educational content is structured as a

composition of speech, facial expression, gesture, images, music, and movement to support each child in

the cognitive process by activating his or her leading representational system. Neil Fleming deploys this

approach in the design of the VARK model, which incorporates the four sensory modalities: visual, auditory,

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Dermendzhieva, S., & Tsankov, N. (2023). Designing a multimodal environment for cognitive and creative activity in pre-school

education – competence of the teacher, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 11(2), 351-358.

theoretical, and kinesthetic. By incorporating a variety of activities and offering multiple communicative

modes (including digital), the teacher in effect works with the individual cognitive style of the children

(visual, auditory, theoretical and practical) and achieves readiness and interest for new cognitive activity.

As Neil Fleming himself notes, “I sometimes believe that children and teachers invest more trust in VARK

than it deserves. You can like something and be good at it or not. VARK simply informs how you prefer to

communicate. It tells you nothing about the quality of that communication” (Fleming and Baume, 2006: 7).

The modes of communication used and their various resources are an implicit component of

forming cognition because in the process of mediated interaction meanings are specied or actualized

in the minds of the communication partners. These meanings are interpreted in the different contexts

of communication (linguistic, situational-and-psychological, social, historical) and contribute to the

embedding of a meaning in an information exchange. By extending the range of interaction with peers and

adults, children enrich the repertoire of activities (games and expressive, constructive, musical, verbal-

and-performance activities) and thus internalize new meanings and senses. Any intense-communication

learning environment (speech, mimics, gestures, texts, images, moving images, animation, sound,

intonation, music, dance, texture, etc. - in real and digital environments) is a prerequisite for dynamic

learning about others and the world. This is extremely important in the education and communication

of children with specic communication needs, because the resources of Facilitated Communication,

are widely used as one of the alternative methods of communication and interaction for children with

multiple disorders. (Georgieva, 2021). The combination of different communicative modes and resources

is also a basis for designing a stimulating learning environment and a condition for the implementation of

innovative pedagogical practices, such as in STEM learning settings, where learners are encouraged to

explore, and their activity is stimulated by building their motivation through manipulative handson activity

to reach the nal product and experience satisfaction from the engineering work (Temnikova, 2023: 70).

So organized, pedagogical interactions in kindergarten exploit the transgressive functionality of

multimodality as a communication phenomenon because they fully operationalize the “reection-in-action”

effect, dened as “the child’s ability, with the teacher’s help, to move back and forth between reecting

experience and contemplating experience” (Schön and Bamburger, 1991: 52).

Following the logic of the established educational strands and cores for preschool education, the

proposed multimodal paradigm afrms the understanding that child development is approached holistically.

Table 1.

Meaning-centered eld “Cognitive activity”

Field of indication Subjective expression of pedagogical specialists

Promoting cognitive

activity through support

• Responds to children’s signals, actions and comments through a multifaceted

(multimodal) two-way communication exchange;

• Integrates the child’s previous experiences by encouraging exploration,

experimentation and creation and supports the child’s relationships with signicant

others (adults and peers);

• Facilitates the acquisition of new concepts and skills through questions, descriptions,

prompts, stories, images, audio/visual messages and multimodal ensembles;

• Supports children’s tasks through the use of external mediators (verbal, visual,

physical) to facilitate and support the child’s autonomous development.

Utilizing the resources of artistic

and creative activities (in real

and digital environments)

in the context of multimodal

environmental design

• Stimulates children individually and collaboratively to use audio, verbal, visual and

digital messages while drawing information from a variety of sources;

• Provides resources and materials that prompt children to present ideas from the

perspective of the building of shared understanding;

• Encourages children to actively engage as listeners, viewers, authors and performers

of multimodal designs;

• Motivates children to experiment with the modal resources of different communicative

modes and realize children’s combinative thinking and imagination;

• Supports the child’s self-expression (performance, expression, competition,

representation of situations, meanings, states, etc.) through involvement in artistic and

creative activities;

• Creates a primal base of “navigational” skills for learning in a global culture that is

increasingly connected through powerful multimedia messages.

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Dermendzhieva, S., & Tsankov, N. (2023). Designing a multimodal environment for cognitive and creative activity in pre-school

education – competence of the teacher, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 11(2), 351-358.

Providing propaedeutic cognitive

development

• Creates prerequisites for the search and detection of signals and their determination

as essential characteristics, features, properties and signs for the (re-)cognition

of objects, processes and phenomena; the identication, generalization and

systematization of information from multimodal environments and its subsequent

transformation and encoding into mental images and representations, whose

subsequent interpretation and use leads to the recoding and placement of information

in and through different models.

• Creates conditions for interpretation of the received array of information through:

abstraction from specic multisensory information, visual representation of multisensory

information, information encoding, recoding and decoding in and through models;

indirect recreation of multisensory perceptions of real objects and phenomena through

the development of various models.

•Suggest sign-and-symbolic encoding and representation of the created cognitive

product - model.

Tracking, ling and analysing

of child development feedback

for short-term and long-term

planning of pedagogical

interaction

• Monitors children’s behaviour, tracks their specic interests (in cognitive, artistic,

sporting and play activities) in order to transform the elements of the educational

environment for their development and progress;

• Organise the educational environment in accordance with the social and cultural

context in order to achieve the best understanding of the conditions that enable

children to develop creative and critical thinking skills;

• Motivates cognitive activity by encouraging children’s experience through using

social and material resources to express meaning (oral speech, pauses, mimicry,

gestural and spatial relations, verbal improvisations, instrumental, vocal and pictorial

interpretations, mimetic or technological and visual modes: drawings, images,

illustrations, videos and music, animation).

In its functionality, the multimodal kindergarten environment is oriented to the child's specic and

unique world, which reects the child's sociocultural belonging and also the child's acquired and inherent

ways of sharing and successfully communicating with others. This allows the educational process "to

focus on the trinity of the psychosocial self: knowledge, skills and values of children in pre-school age,

and on the conditions in which they master them" (Dermendzhieva, Tasevska and Dyankova, 2022: 55).

Multimodal interactions create a heuristic and productive space for the early development of

multimodal literacy by identifying core meaning-centred elds with the corresponding underlying concepts

and indicators. Because of their specics and autonomy, each meaning-centered eld of interaction,

given its underlying concepts, realizes its own added value in the formation of the psychosocial self

in preschool age. The thesis that if the child has entered the "communicative state" and engages in

multimodal educational interactions, s/he appropriates the social experience by forming a transgressive

attitude of behavioral response, gains relevance. The meaning-centered eld "Cognitive activity" stands

out as a priority, whose basic concepts and indicators are described in Table 1.

Transgressive nature of pedagogical competence for designing multimodal

environment for cognitive and creative activity

Within the context of the transgressive approach, each competence is designed as an internal

self-consistency of elements and/or domains of such. A dynamic network is created whose boundaries

are uid enough. Clarifying the properties of the parts (competences integrating knowledge and skills in a

specic context) is only possible by clarifying their relations in the dynamics of the whole (competence).

It is an accepted view that no matter how well we describe the constituent elements of competence, only

their integrity ensures effective behaviour (Delibaltova, 2004).

This understanding of the structural and functional unity and interconnectedness of the parts, as

well as their derivability from the whole and vice versa, traces the way to a change in the understanding of

competence (understood at its highest level of achieved expertise) as a framed concept and its formation

and development in an educational context in compliance with a certain linear scheme, ensuring niteness

of dimension or strict hierarchy in the arrangement of the elements.

This new way lies in the search for opportunities for this to happen through the creation of

transgressive zones of synergistic concentration of elements/spheres of the whole, in which elements

simultaneously develop and create new ones in terms of networkedness, multilayeredness, complexity

and spiraling growth.

The formation of competence in the teacher for designing a multimodal environment for cognitive

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Dermendzhieva, S., & Tsankov, N. (2023). Designing a multimodal environment for cognitive and creative activity in pre-school

education – competence of the teacher, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 11(2), 351-358.

and creative activity opens up possibilities for overcoming the niteness in denition, linearity in formation

and liminality in the development of a competence through the continuous creation of transversal zones

of cross-sections, generating new such zones and building on the basic ones.

This understanding of competence is analogous to the understanding of the human being

as a system whose "theoretical universal commensurability with all other systems makes of itself an

extremely complex system with multiple functional structures that are actualized under certain internal

and external conditions". Under the conditions of the functioning of the human self, however much it may

be "decomposed" into a "present self," a "dynamic self," a "fantastic self," a "possible self," an "idealized

self," an "imaginable self," or an "ideal self," a person, according to A. Deikov, possesses a particularly

characteristic quality - the quality of being aware of the boundary, of constructing boundaries, of crossing

boundaries" (Dejkov, 2004: 154).

Multimodal as well as digital environments with their plasticity and uidity, with the created

sense of boundlessness and dynamic stability foster opportunities for creating and for crossing and/or

pushing boundaries in personal development, but in the context of professional growth, the formation

and development of competence to design multimodal environments for cognitive and creative activity,

establishes the teacher as a transgressive person who is "expansive and creative, free and responsible,

whose behavior is dened by his/her intentions and the will to achieve them by transgressing the

boundaries of formed types of activities" (Kozielecki, 1987: 210).

This reframing of the understanding of the approach to the development of the teachers' competence

to design multimodal environments for cognitive and creative activity (and it may be necessary for all

transversal competences) is in line with Yana Merdzhanova's vision of the "individual in the XXI century

and the following centuries", who "only by giving autonomy, is autonomous; only by balancing between

metamorphoses, remains constant and stable; only by taking into account changes and following the

direction, changes the Direction; only by living his many biographies, creates his unique biography; only

by being, in this sense, an embryo at each moment of something new, does self-emerge and self-renew

with his/her authentic root forces; ceasing to have a beginning, thus becoming a beginning; there are

always reserves, because the open and included organism "charges" continuously, as it charges the

environment; only by giving, it does continue" (Rasheva-Merdzhanova, 2014: 22). This, according to

Yana Rasheva-Merdzhanova, happens not only when uniting: analytical-and-synthetic/logical-and-

abstract thinking (which is deterministic, cause-effect-bound, hierarchizing and discriminating - dissecting

things); creative (lateral, divergent, networked) thinking (seeing things in different positions and modes,

from different perspectives - as a complex and within its context, but not always with a guarantee of

its metamorphoses and evolution); artistic (associative, metaphorical, analogy-driven) thinking (which

connects through the simultaneous use and classication of things), but also with the perspective of the

genealogical vision, the depth is (dis-)covered; a sight is beheld, a picture taken, not just a snapshot, but

one of a life path of a thing" (Rasheva-Merdzhanova, 2014: 73).

Naturally, this approach also requires a new type of thinking, which Rasheva-Merdzhanova calls

"genealogical", the same being essentially transgressive, and the "genealogical person" she speaks of is

also transgressive, because "s/he has a chance of bringing value the environment by integrating into it,

which is also the result (product) of his/her interdisciplinary competence based on his/her interdisciplinary

genealogical thinking", as "this type of thinking is specically human, it continues to makes sense of all

kinds of technological information and other kinds of logically powerful structures, and by hyperstructuring

the information, but not only by logical mechanisms, but by the value-evaluative of the human complex

critical attitude, the living human intelligence is a structuring, necessary partner of the articial intelligence,

as two complementary halves of the whole, and only then the computer-human system will become a

social system in which the personality is the leading one, and not vice versa - a technical system in which

the machine is the leading one" (Rasheva-Merdzhanova, 2014: 74).

Applying this type of thinking to the teacher's competence to design a multimodal environment

for cognitive and creative activity, it should be seen as: "alive" (unframed), having a vital path (deep

with many levels) that is embossed (growing along a uid dynamic-resistant spiral) and has important

points (base segments/spheres); there are centres (as transgressive zones with dynamic resilience) of

metamorphoses, as starting points and transitions to other levels (emergent spheres), as well as critical

points seen as potential new spheres. In the liminal spheres of the essentially deep structure, multiple

beginnings are synergized as sources rather than starting/primary points, and multiple possible outcomes

as continuations (aspects of transgressiveness - boundary offsets) rather than endpoints. Thus, there

is a continuous dynamic of interdependencies with the environment and with constituent (disappearing

and emerging) components, in which the teacher's competence to design a multimodal environment for

cognitive and creative activity develops as transgressive, being continuously created in the cultivation of

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Dermendzhieva, S., & Tsankov, N. (2023). Designing a multimodal environment for cognitive and creative activity in pre-school

education – competence of the teacher, International Journal of Cognitive Research in Science, Engineering and Education

(IJCRSEE), 11(2), 351-358.

new knowledge and new skills, expanding the subject's cognitive and practical limits.

Conclusion

It is the insight, the awareness of this relativization that conceptualizes the idea of forming

competence in the teacher to design a multimodal environment whose functionality presupposes the

cognitive and creative activity of the child in preschool age, taking into account and utilizing in synergy:

- The multifaceted forms of children's expression as the main element in social interactions;

- the multifaceted signication of language as a communicative entity in real and digital environments;

- the dynamic connectivity of information media as expressors of meanings and prerequisite for

understanding;

- dialogical communication with the child to build on his/her visual, informational, multicultural,

media and digital experiences in preschool.

Conict of interests

The authors declare no conict of interest.

Author Contributions

In accordance with the authorship criteria, S. Dermendzhieva and N. Tsankov certify that they

participated with an equal degree of activity in developing the content and design of the submitted

manuscript. The authors certify that they take public responsibility for the methodology of the present

study: the concepts of multi-modality and multiliteracy - S.D., the concepts of transgressive personality

behavior – N.Ts. Their analysis, their interdisciplinary interpretation is the result of the equal participation

of the authors S. D. and N. Ts. in developing the concept of the transgressive essence of a multimodal

educational environment. All authors have read and agreed to the published version of the manuscript.

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