Image and Word as a Space of Ethical Dialogue Between Researcher and Child: Conceptual and Methodological Foundations of an Original Research Method

The article presents the author’s method of visual-verbal dialogues as an ethical and participatory approach to working with children in early childhood education. The objective is to examine how image and word can serve as complementary tools of ethical dialogue, enabling children to co-create meaning with adults. The study addresses the lack of dialogical, partnership-based methods in research with children, where hierarchical relations often reduce their agency. The method is grounded in C.S. Peirce’s semiotic triad (object–sign–interpretant) and combines art-based research (ABR) with participatory pedagogy. It has a qualitative character and is illustrated with short case studies of visual-verbal dialogues conducted in Poland, in the Pomeranian region, in 2025, across various contexts (child–parent–researcher, child–parent, child–teacher). The article introduces the theoretical and ethical foundations of the method, then presents three case studies, each mapped onto Peirce’s triad, followed by analysis of their educational significance. The results show that the method supports children’s language development, emotional expression, and sense of agency. It also reveals children’s needs that are difficult to verbalize, while the adult perspective contributes dimensions of care, community, and responsibility. Visual-verbal dialogues offer a practical tool for early childhood education, especially in art lessons, supporting shy or sensitive children and fostering empathy and cooperation in the classroom. The method integrates conceptual, methodological, and ethical dimensions, proving useful both in research with children and in educational practice.