Designing a Multimodal Environment for Cognitive and Creative Activity in Pre-School Education – Competence of the Teacher

Sofiq Hristova Dermendjieva; Nikolay Tsankov

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

Authors

Sofiq Hristova Dermendjieva South-West University “Neofit Rilski”, Faculty of Pedagogy, Blagoevgrad, Bulgaria https://orcid.org/0000-0001-5237-6278
Nikolay Tsankov Trakia University, Faculty of Education, Stara Zagora, Bulgaria https://orcid.org/0000-0002-3206-8144

DOI:

https://doi.org/10.23947/2334-8496-2023-11-2-351-358

Keywords:

pedagogical competence, transgressive behavior, multimodal educational environment, cognitive and creative activity of the child in pre-school age

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 reflection 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 affirmed. Based on this affirmation, 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.

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