International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Sofia Hristova Dermendzhieva; Nikolay Tsankov

doi:10.23947/2334-8496-2022-10-3-167-175

Authors

Sofia Hristova Dermendzhieva 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/10.23947/2334-8496-2022-10-3-167-175

Keywords:

transgressive education, multimodal educational environment, preschool age

Abstract

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.

Downloads

Download data is not yet available.

References

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 http://kairos.technorhetoric.net/8.1/coverweb/anderson/

Bateman, J. (2008). Multimodality and genre: A foundation for the systematic analysis of multimodal documents. Springer. DOI: https://doi.org/10.1057/9780230582323_5

Bateman, J., & Schmidt, K.-H. (2011). Multimodal Film Analysis: How Films Mean. London: Routledge. Taylor & Francis eBooks. Retrieved from https://www.routledge.com/Multimodal-Film-Analysis-How-Films-Mean/Bateman-Schmidt/p/book/9780415754439#

Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written communication, 25(2), 166-195. https://doi.org/10.1177/0741088307313177 DOI: https://doi.org/10.1177/0741088307313177

Bezemer, J., & Kress, G. (2015). Multimodality, learning and communication: A social semiotic frame. Routledge. https://doi.org/10.4324/9781315687537 DOI: https://doi.org/10.4324/9781315687537

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 https://eprints.ncrm.ac.uk/id/eprint/3085

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. https://doi.org/10.17763/haer.66.1.17370n67v22j160u DOI: https://doi.org/10.17763/haer.66.1.17370n67v22j160u

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. https://doi.org/10.54664/UOQN2526 DOI: https://doi.org/10.54664/UOQN2526

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. https://doi.org/10.5937/ijcrsee1803001D DOI: https://doi.org/10.5937/ijcrsee1803001D

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 https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_bg

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 http://www.jstor.org/stable/41483337

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 https://www.uni-vt.bg/userinfo/485/pub/26216/multimodalcomm.pdf

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. https://doi.org/10.1007/978-1-4020-9789-8_14 DOI: https://doi.org/10.1007/978-1-4020-9789-8_14

Jewitt, C. (2013). Multimodal methods for researching digital technologies. The SAGE handbook of digital technology research, 250-265. https://doi.org/10.4135/9781446282229.n18 DOI: https://doi.org/10.4135/9781446282229.n18

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 https://www.routledge.com/Before-Writing-Rethinking-the-Paths-to-Literacy/Kress/p/book/9780415138055

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. https://doi.org/10.4324/9780203970034 DOI: https://doi.org/10.4324/9780203970034

Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Published November 13, 2009 by Routledge, 236 Pages. Retreived from https://www.routledge.com/Multimodality-A-Social-Semiotic-Approach-to-Contemporary-Communication/Kress/p/book/9780415320610#

Kress, G., & Van Leeuwen, T. (2002). Colour as a semiotic mode: notes for a grammar of colour. Visual communication, 1(3), 343-368. https://doi.org/10.1177/147035720200100306 DOI: https://doi.org/10.1177/147035720200100306

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 https://foreignlanguages.azbuki.bg/languages/foreignarticle/cheo2/#07

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 https://cjee.lakeheadu.ca/article/view/1473/899

Martinec, R. (2000) Types of Processes in Action. By Semiotica, 130(3/4), 243–268. https://doi.org/10.1515/semi.2000.130.3-4.243 DOI: https://doi.org/10.1515/semi.2000.130.3-4.243

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

Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. Routledge. https://doi.org/10.4324/9780203379493 DOI: https://doi.org/10.4324/9780203379493

O’Halloran, K. (2011). Multimodal Discourse Analysis. In K. Hyland and B. Paltridge (eds.) Companion to Discourse, London: Continuum: 120–137. Retreived from http://hdl.handle.net/20.500.11937/40301

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 http://www.routledge.com/books/details/9780415888226/

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. https://doi.org/10.15547/YbFE.2021.08

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. https://doi.org/10.1111/b.9780631211860.1998.00019.x DOI: https://doi.org/10.1111/b.9780631211860.1998.00019.x

Scollon, R., & Scollon, S. W. (2003). Discourses in place: Language in the material world. Routledge. p.258. https://doi.org/10.4324/9780203422724 DOI: https://doi.org/10.4324/9780203422724

Szczerska, T. (2014). Transgresja wirtualna – rozważania [Virtual transgression - considerations]. Edukacja Humanistyczna, 2(31), 45-52. Retreived from https://bazhum.muzhp.pl/czasopismo/873/?idno=19699

Van Leeuwen, T. (1999). Speech, music, sound. Bloomsbury Publishing. DOI: https://doi.org/10.1007/978-1-349-27700-1

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