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Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 15th Sept 2026, 12:31:11pm EEST

Daily Overview

Session

Oral Session 13: Development Pathways of the Dialogical Self
Location: Amphitheatre II (KEDEA)
Session Chair: Evgenia Rozou, Logo Psychis

Presentation 3

Tracing and Mapping Early Dialogicality in Preschool Children: A Thematic Analysis of Reflective Journals and Application of the IMAP-C Method

Despina Sakoulogeorga¹, Athanasios Verdis², Georgia Gkantona³

1: Primary Education, Ministry of Education, Religious Affairs and Sports; 2: Department of Secondary Education, National and Kapodistrian University of Athens; 3: Department of Psychology, University of Ioannina

This study examines early dialogicality in preschool children (aged 4–5) within the school context, focusing on school-conceptualised I-positions grounded in Dialogical Self Theory. Using a multiple case study design, three case studies were analysed based on teacher’s reflective journals gathered across two interrelated phases: (1) initial mapping of children’s I-positions and (2) implementation of the IMAP-C method through a narrative problem situation. Data were analysed using reflexive thematic analysis. Within-case analyses identified convergent patterns: the structural presence of early dialogicality, its functional mobilisation in response to context-related tensions, and developmental differentiation among I-positions. Cross-case comparison indicated that, despite these shared patterns, children differed in the organisation, relationships, and use of their I-positions. Findings underscore the school environment as a dynamic setting for the emergence of early dialogicality and suggest a developmental boundary at this age in the meta-reflective organisation of the self. Overall, early dialogicality in preschoolers appears as a dynamic, polyphonic system that is activated and reshaped through school-meaningful experiences and dialogical practices. The study advances theoretical and methodological understanding of the dialogical self in early childhood education and highlights the potential for pedagogical cultivation and developmental mapping of dialogicality within school settings.