Transgressive Core of Multi-Modal Education




transgressive education, multimodal educational environment, preschool age


The development of Man as a social being is often underscored by his interaction with his boundary/boundaries, and the opportunities for reaching, overcoming, or shifting them. The challenges facing modern education, as well as the ever-increasing requirements for the training of pedagogical specialists, define the need for the construction of transgressive models for growth design and development of various competences of pre-service teachers. In this context, the concept of transgression receives additional connotations that orient it in the direction of the design of a multimodal environment as early as the stage of preschool education in order to achieve the idea of the “transgressive person”, constantly pushing the boundaries of their knowledge to facilitate personal development. The present article outlines the methodological parameters of the environment for multimodal preschool education as well as its potential and transgressive nature.


Download data is not yet available.


Anderson, D. (2003). Prosumer approaches to new media composition: Consumption and production in continuum. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 8(1). Retrieved from

Bateman, J. (2008). Multimodality and genre: A foundation for the systematic analysis of multimodal documents. Springer. DOI:

Bateman, J., & Schmidt, K.-H. (2011). Multimodal Film Analysis: How Films Mean. London: Routledge. Taylor & Francis eBooks. Retrieved from

Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written communication, 25(2), 166-195. DOI:

Bezemer, J., & Kress, G. (2015). Multimodality, learning and communication: A social semiotic frame. Routledge. DOI:

Burn, A., & Parker, D. (2003). Analysing media texts. Bloomsbury Publishing.

Burn, An. (2013) The Kineikonic Mode: Towards a Multimodal Approach to Moving Image Media. London: NCRM. Retrieved from

Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., ... & Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review, 66(1), 60-93. DOI:

Dermendzhieva, S., D. Tasevska & G. Dyankova. (2022). Psihosocialni zadachi na razvitieto v preduchilishtna vuzrast I specifika na igroviya mehanizym v detskata gradina. [Psychosocial tasks of development in preschool age and specifics of the game mechanism in kindergarten]. Diogenes, 30(1), pp.53-73. Veliko Tarnovo: University Publishing House St. st. Kiril i Metodiy. DOI:

Dyankova, G. (2018). Research of cognitive exchange specifics in teachers academic training. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 6(3), 1-14. DOI:

European commission: Education and learning. (2021). Action plan in the field of digital education (2021-2027). Adapting education and learning to the digital era. Retreived from

Eisner, El. (2003). The Arts and the Creation of the Mind. Language Arts. Vol. 80, No. 5, Imagination and the Arts (May 2003), pp. 340-344. Retreived from

Genova, D. (2019). Multimodalna comunikacia: teoretichni podhodi I prilozhenia. [Multimodal communication: theoretical approaches]. Collection of articles in honour of corresponding memember of BAS prof. Stoyan Burov, D.Sc. “Aut inveniam viam, aut faciam”. Veliko Tarnovo: University Publishing House St. st. Kiril i Metodiy, 153-169. Retreived from

Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Arnold.

Herring, S.C. (2009). Web Content Analysis: Expanding the Paradigm. In: Hunsinger, J., Klastrup, L., Allen, M. (eds) International Handbook of Internet Research. Springer, Dordrecht. DOI:

Jewitt, C. (2013). Multimodal methods for researching digital technologies. The SAGE handbook of digital technology research, 250-265. DOI:

Kozielecki, J. (1987). Koncepcja transgresyjna człowieka. Analiza psychologiczna [Human transgressive concept]. Psychological analysis. Warszawa: Państwowe Wydawnictwo Naukowe.

Kozielecki, J. (2001). Psychotransgresjonizm. Nowy kierunek w psychologii [Psychotransgressionism. A new direction in psychology.]. Warszawa: Wydawnictwo Akademickie Żak.

Kozielecki, J. (2002). Transgresja i kultura [Transgression and culture]. Warszawa: Wydawnictwo Akademickie Żak.

Kress, G. (1997). Before Writing: Rethinking the Paths to Literacy. London/New York: Routledge. Retreived from

Kress G. R. & Van Leeuwen T. (2001). Multimodal discourse: the modes and media of contemporary communication. Arnold; Oxford University Press.

Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication (1st ed.). Routledge. DOI:

Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Published November 13, 2009 by Routledge, 236 Pages. Retreived from

Kress, G., & Van Leeuwen, T. (2002). Colour as a semiotic mode: notes for a grammar of colour. Visual communication, 1(3), 343-368. DOI:

Kress, G., & Van Leeuwen, T. (2006). The grammar of visual design (2nd eds). London & New York: Routledge. Taylor Francis Group.

Kress, G., & Van Leeuwen, T. (1996). The grammar of visual design. London and New York: Routledge.

Levunlieva, M. (2012). The process aspects of communication as a phenomenon and as a concept. Чуждоезиково обучение, 39(2), 173-183. Retreived from

Macintyre, T. K. J., & Chaves, M. (2017). Balancing the Warrior and Empathic Activist: The role of the’Transgressive’Researcher in Environmental Education. Canadian Journal of Environmental Education (CJEE), 22, 80-96. Retreived from

Martinec, R. (2000) Types of Processes in Action. By Semiotica, 130(3/4), 243–268. DOI:

Maslow, A. (1986). Towards a psychology of existence, trans. I. Wyrzykowska, Ed. Pax, Warsaw.

Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. Routledge. DOI:

O’Halloran, K. (2011). Multimodal Discourse Analysis. In K. Hyland and B. Paltridge (eds.) Companion to Discourse, London: Continuum: 120–137. Retreived from

O’Halloran, K. & B. Smith (2011). Multimodal Studies. Exploring Issues and Domains. Routledge Studies in Multimodality Published: 2011 Publisher: Routledge (Taylor and Francis). Book Retreived from

O’toole, M. (1994). The language of displayed art. Fairleigh Dickinson Univ Press.

Penev, Pl. (2021). The new generation and their interpretation of traditional values. Yearbook of the faculty of education, Volume ХVIII, 114-130.

Rogoff, B., E. Matusov & C. White (1998). Models of Teaching and Learning, Participation in a Community of Learners. Book Editor(s): David R. Olson, Nancy Torrance. DOI:

Scollon, R., & Scollon, S. W. (2003). Discourses in place: Language in the material world. Routledge. p.258. DOI:

Szczerska, T. (2014). Transgresja wirtualna – rozważania [Virtual transgression - considerations]. Edukacja Humanistyczna, 2(31), 45-52. Retreived from

Van Leeuwen, T. (1999). Speech, music, sound. Bloomsbury Publishing. DOI:

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.



How to Cite

Dermendzhieva , S. H., & Tsankov, N. (2022). Transgressive Core of Multi-Modal Education. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(3), 167–175.



Received 2022-07-09
Accepted 2022-10-02
Published 2022-12-20