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




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


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.


Download data is not yet available.


Abilock, D. (2008). Visual information literacy: Reading a documentary photograph. Knowledge Quest, 36(3), 7-14. Retrieved from Accessed 20 May 2023.

Bawden, D. (2001). Information and digital literacies: a review of concepts. Journal of documentation, 57(2), 218-259. DOI:

Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Psychology Press.

Cordes, S. (2009). Broad Horizons: The Role of Multimodal Literacy in 21st Century Library Instruction. Library Instruction // World Library and Information Congress: 75th IFLA General Conference and Assembly «Libraries create futures: Building on cultural heritage» (23-27. August 2009), Milan, Italy. Retrieved from

Danov, D. (2020). Digitalizaciia i obrazovanie: inovativnost, kreativnost i interkulturnost [Digitization and education: innovation, creativity and interculturality]. Sofia: University Press “St. Kliment Ohridski”.

Delibaltova, V. (2004). Za obuchenieto mezhdu „dadenoto“ i „konstruiranoto“ [On learning between the ‘given’ and the ‘constructed’]. pp. 105. Sofia: Person.

Dejkov, A. (1994). Fenomenyt proektirane [The design phenomenon]. Sofiia: Universitetsko izdatelstvo „Sv. Kliment Ohridski“

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. DOI:

Dimitrov, D. Kr. (2012). Obogatiavashto pedagogichesko vzaimodejstvie v preduchilishtna vyzrast. Konceptualno-tehnologichen model [Enriching Pedagogical Interaction in Preschool. Conceptual-technological model]. Sofia: Arts.

Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), p. 4-7. Retrieved from

Gardnyr, H. (1993). Naprezheniiata mezhdu obrazovanieto i razvitieto [Tensions between education and development]. Uchilishte, № 4-5.

Georgieva, D. (2021). Development of Communicative Skills in Children with Multiple Disorders through the Method of Facilitated Communication. Педагогика, 93(2), 201-222. DOI:

Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy. Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Retrieved from

Kolesnikova I. A. (2013). New literacy and new illiteracy of the XXI century. LIFELONG EDUCATION: The 21st Century. № 2. 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. (2004). Społeczeństwo transgresyjne. Szansa i ryzyko. Warszawa Wydawnictwo Akademickie Żak.

Kress, G. R. (2003). Literacy in the new media age. Psychology Press. DOI:

Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. Routledge. 236 pages. Retreived from

Rasheva-Merdzhanova. Ia. (2014). Bazovi metodicheski podhodi za transversalni kompetentnosti [Basic methodological approaches for transversal competences]. Prosto 6+. Sofiia: Universitetsko izdatelstvo „Sv. Kliment Ohridski“

Robinson, K. (2015). Redessinons l’éducation [Let’s redraw education]. Ashoka Talks. Retreived from

Sapundzhieva, Kl. (2005). Pedagogicheskiiat diskurs na postmodernizma [The pedagogical discourse of postmodernism]. Izdatelstvo „Veda Slovena – ZhG“

Schön, D. A., & Bamberger, J. (1991). Learning as Reflective Conversation with Materials. Research and Reflexivity.

Taylor, L. K., Bernhard, J. K., Garg, S., & Cummins, J. (2008). Affirming plural belonging: Building on students’ family-based cultural and linguistic capital through multiliteracies pedagogy. Journal of early childhood literacy, 8(3), 269-294. DOI:

Temnikova, M. (2023). Аспекти на интегралност в предучилищното и началното образование по математика, свързани с някои елементи на геометрията. Педагогика, 95(3s), 63-73. DOI:

Yaden, D., Rowe, D. & MacGillivray, L. (1999). Emergent literacy (Technical Report No. 1-005). Ann Arbor: Center for the Improvement of Early Reading Achievement, Graduate School of Education, University of Michigan. Retreived from

Wilkinson, L. (2011). A Reasonable objection to transliteracy. Libraries and Transliteracy, 5.

Wróblewska, M. (2015). Kompetencje twórcze i zachowania transgresyjne jako korelaty sukcesu. Kompetencje kluczowe dzieci i młodzieży. Teoria i badania [Creative competences and transgressive behavior as correlates of success. Key competences of children and youth. Theory and research]. Uszyńsk a-Jarmoc, J., Bilewicz, M. Red., (242-254).




How to Cite

Dermendjieva, S. H., & 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.



Received 2023-05-22
Accepted 2023-08-03
Published 2023-08-31