By Liselott Mariett Olsson
In modern academic contexts children and studying are tamed, expected, supervised, managed and evaluated in keeping with predetermined criteria. Contesting such excessive governing of the educational baby, this ebook argues that the problem to perform and learn is to discover methods of regaining circulate and experimentation in subjectivity and studying. bright examples from Swedish preschools – regarding youngsters, academics, instructor scholars and educators and researchers - are woven including the theories of French philosophers Gilles Deleuze and F?lix Guattari, bringing vital new techniques and practices to the early formative years box. This ground-breaking publication investigates 3 key parts: the necessity to specialise in ‘process’ instead of ‘position’, as positioning of any sort, equivalent to studying pursuits or developmental levels, hampers move. operating with tools that recognize science’s inventiveness and productiveness, demonstrating how the occasions during which little ones participate can stay open ended and in flow. Re-considering the dichotomy among the person and society as a ‘cause and influence’ dating, which immobilizes subjectivity and studying and hinders experimentation. difficult dominant methods of pondering, flow and Experimentation in younger kid's studying deals new percentages for switch and provokes a re-examination of the tutorial system’s present emphasis on predetermined results and glued positions. This booklet offers researcher and scholars with a legitimate theoretical framework for re-conceptualising major elements of flow and experimentation in early early life. Its many useful illustrations make this a compelling and provocative learn for and pupil taking path in Early formative years experiences.
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Additional resources for Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education (Contesting Early Childhood)
2 There is questioning and experimenting with the ways and means by which the teacher takes part in children’s learning processes. There are also discussions and the trying out of alternative ways to understand and work with the task of a preschool. There is ongoing work to invent new pedagogical environments suitable for the different features of children, teachers and preschools that are now being experimented with. There is an organization of the content of knowledge in projects and there is an ongoing development of new techniques for observation and documentation.
The second part of the book deals with methodological questions. In Chapter 4, an attempt is made to account for the close relationship, marked by collective and intense experimentation, between theory and practice taking place in the study presented in this book. In Chapter 5 a pedagogical and scientific methodological perspective is presented and discussed that can possibly account for movement when approaching documented events in preschool. The third part of the book contains analysis and conclusions.
16 Contextualizing the problem Pedagogical environment Recent efforts have also touched on questions about the pedagogical environment. The pedagogical environment in its stereotyped form has been challenged through struggling with the need to make it transformable and connective, not only as possible for the children to influence and combine in different ways, but also in relation to the different contents of knowledge at stake and ongoing events in society. Recently it has become important to make preschool an environment that not only reflects the ongoing processes within preschool, but also takes into account what is going on outside preschool.
Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education (Contesting Early Childhood) by Liselott Mariett Olsson