MODES OF THE LITERARY PARADIGM ON TRANSDISCIPLINARITY IN THE EDUCATION OF FUTURE PRE-SCHOOL TEACHERS

Abstract

The article introduces parameters of a university program related to the literary education of future preschool teachers. The academic discipline “Literary Text and Communication in Preschool Age” examines literary genres within a broad culturological and educational context, where the educational process carries references to representative texts of Bulgarian or European children's literature. Following the symbolism of the number three in fairy-tale genre forms, the curriculum content constructs a paradigm of three cognitive modes. Projections toward artifacts as a function of the peoples' worldview reflected in the texts, bearing their national-cultural specificity, on one hand, intertwine with the field of knowledge regarding archetypal interpretation of motifs, intertextuality, and intermediality of literary genres on the other.The third pillar in the curriculum content of the discipline is sought in the correspondence of literary symbolic modes with the educational paradigm in preschool age. Dialogicity with literary texts is viewed through the prism of the specifics of age-related reception in preschool children. Their correspondence with the educational process in the kindergarten is explored. In this context, educational tasks for mastering competence in the field of linguo-literary educational discourse with application for student teachers are tracked. The strategic parameters of the developed model for the educational process are presented, with a focus on transdisciplinarity, understood as the merging of educational fields into a monolithic construct in the education of future preschool teachers in higher education.
Analogous to the identified three modes of literary discourse in higher education, three educational strategies applicable in the training process of student teachers are also derived: Strategy for designing resources for the educational program, for adapting a literary text strategy, and for designing resources to support pedagogical interaction of a transdisciplinary nature. The possibilities for integrating literary genre forms into the modern kindergarten are sought. The focus on effectiveness is found in the defined mastered competencies of the student teachers. The referenced educational content for the university program is linked to the relation of integrativity – transdisciplinarity. Intra-systemic and supra-systemic interactions are envisioned based on the specific educational content to achieve competence in education. The aim is to achieve high-quality training for future educators, enabling them to master professional competencies for effective pedagogical interaction in preschool age, based on knowledge within a broad culturological and educational context