Abstract
What happens when art and early childhood are viewed beyond concerns for human development? This chapter troubles the hegemony of developmentalist logic that shapes early childhood curriculum and pedagogical practices with the intention of highlighting the limiting effects of a narrow concern with representationalism, linear progress and human exceptionalism. I argue that breaking free from developmentalism opens up possibilities within early childhood for adults to be open to the (k) not-known and not-yet-known about childhood entanglements with art. By pursuing diffractive lines of enquiry, the chapter explores some ruptures that allow ideas about children, materials and art to be rethought. The discussion is framed by feminist new materialist philosophies and concepts offered by Jane Bennet (thing power, ecologies) , Kathleen Stewart (ordinary affects) , Erin Manning (the minor gesture) , Nancy Tuana (viscous porosity, interactionism) and Haraway’s SF philosophy, which together provide the conceptual and practical means to [...]
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