Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education (Contesting Early Childhood)

In contemporary educational contexts young children and learning are tamed, predicted, supervised, controlled and evaluated according to predetermined standards. Contesting such intense governing of the learning child, this book argues that the challenge to practice and research is to find ways of regaining movement and experimentation in subjectivity and learning. Vivid examples from Swedish preschools – involving children, teachers, teacher students and educators and researchers - are woven together with the theories of French philosophers Gilles Deleuze and F?lix Guattari, bringing important new concepts and practices to the early childhood field. This ground-breaking book investigates three key areas: the need to focus on ‘process’ rather than ‘position’, as positioning of any kind, such as learning goals or developmental stages, hampers movement. working with methods that recognise science’s inventiveness and productivity, demonstrating how the events in which children take part can remain open ended and in movement. Re-considering the dichotomy between the individual and society as a ‘cause and effect’ relationship, which immobilizes subjectivity and learning and hinders experimentation. Challenging dominant ways of thinking, Movement and Experimentation in Young Children's Learning offers new possibilities for change and provokes a re-evaluation of the educational system’s current emphasis on predetermined outcomes and fixed positions. This book provides researcher and students with a sound theoretical framework for re-conceptualising significant aspects of movement and experimentation in early childhood. Its many practical illustrations make this a compelling and provocative read for and student taking course in Early Childhood Studies. In contemporary educational contexts young children and learning are tamed, predicted, supervised, controlled and evaluated according to predetermined standards. Contesting such intense governing of the learning child, this book argues that the challenge to practice and research is to find ways of regaining movement and experimentation in subjectivity and learning. Vivid examples from Swedish preschools – involving children, teachers, teacher students and educators and researchers are woven together with the theories of French philosophers Gilles Deleuze and Félix Guattari, bringing important new concepts and practices to the early childhood field. This ground-breaking book investigates three key areas: \* the need to focus on ‘process’ rather than ‘position’, as positioning of any kind, such as learning goals or developmental stages, hampers movement. \* working with methods that recognise science’s inventiveness and productivity, demonstrating how the events in which children take part can remain open ended and in movement. \*Re-considering the dichotomy between the individual and society as a ‘cause and effect’ relationship, which immobilizes subjectivity and learning and hinders experimentation. Challenging dominant ways of thinking, Movement and Experimentation in Young Children's Learning offers new possibilities for change and provokes a re-evaluation of the educational system’s current emphasis on predetermined outcomes and fixed positions. This book provides researcher and students with a sound theoretical framework for re-conceptualising significant aspects of movement and experimentation in early childhood. Its many practical illustrations make this a compelling and provocative read for and student taking course in Early Childhood Studies. Contents......Page 10 Figures......Page 12 Foreword......Page 14 Acknowledgements......Page 31 Prologue......Page 32 Contextualizing the problem......Page 40 Practical resources......Page 42 Theoretical resources......Page 54 Micropolitics and segmentarity in early childhood education......Page 88 Methodological approach......Page 120 Pedagogical work and transcendental empiricism......Page 122 Pedagogical documentation treated as events, a culture, a use, a style......Page 136 Analysis and conclusions......Page 162 Assemblages of desire in early childhood education......Page 164 Conclusions......Page 210 Epilogue......Page 220 Appendix 1......Page 228 Appendix 2......Page 230 Notes......Page 232 References......Page 247 Index......Page 254 Prologue: Entering A Problem -- Practical Resources: Preschools In Stockholm And Its Suburbs Where Subjectivity And Learning Take On The Features Of Relational Field -- Theoretical Resources: A Deleuzian/guattarian Philosophy Of Relations, Creations And Experimental Empiricism -- Micropolitics And Segmentarity In Early Childhood Education -- Pedagogical Work And Transcendental Empiricism -- Pedagogical Documentation Treated As Events, A Culture, A Use, A Style -- Assemblages Of Desire In Early Childhood Education -- Conclusions. Liselott Mariett Olsson. Includes Bibliographical References (p. [201]-222) And Index. This ground-breaking book connects apparently disparate subjects; the very young learning child in the field of early childhood education and the thinking of Deleuze and Guattari in the field of philosophy.