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 [...]
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
