Abstract
Based on cultural psychology (Rosa, 2007; Valsiner, 2002, 2006) and the Dialogical Self Theory (DST) (Hermans, Kempen, and van Loon, 1992; Hermans and Hermans-Jansen, 2003; Hermans and Hermans-Konopka, 2010), this chapter aims to contribute to the discussion of the process of self-development in early childhood. The main idea is to explore the role of anticipatory recognition by significant others in processes of self-meaning construction and self-regulation during the critical transition from preschool to elementary school. Using a qualitative methodology with an idiographic focus, one of the authors followed a group of children during their last semester at preschool and first semester at an elementary school through direct observations, semi-structured play sessions, and interviews with the selected children’s parents and teachers. Drawing on the analysis of Giselle’s case study, we propose that the self-system is continually being reconfigured through time by overcoming of tensions in affective-semiotic fields (ASF). Self-reconfiguration depends upon sense-making and integrating memories of the past with future projections and imagination in the present.
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Roncancio-Moreno, M., de Mattos, E. (2020). Constructing Continuity After Ruptures: The Role of “Anticipatory Recognition” in Children’s Self-Development. In: Lyra, M.C., Wagoner, B., Barreiro, A. (eds) Imagining the Past, Constructing the Future. Springer, Cham. https://doi.org/10.1007/978-3-030-64175-7_7
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DOI: https://doi.org/10.1007/978-3-030-64175-7_7
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