Making Kin With Plastic Through Aesthetic Experimentation

2021 ◽  
pp. 51-65
Author(s):  
Louisa Kate Penfold ◽  
Nina Odegard
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Visual Imagery ◽  
Childhood Studies ◽  
Complex Relationship ◽  
Active Participant ◽  
Childhood Education ◽  
Recent Scholarship ◽  
Creative Force ◽  
New Forms Of Learning

Recent scholarship in childhood studies has raised concerns about humancentric, singular discourses regarding human-plastic relations. As a result, questions of how to develop new forms of learning with materials in environmental education are now an important issue for researchers, educators, and policymakers. This paper activates a feminist new materialist ontology to position plastic as an active participant in the formation of knowledge. Drawing on visual imagery of children’s and artists’ aesthetic experimentations, we explore the intra-related and complex relationship between plastic, children, and the planet. Haraway’s concept of making kin is operationalized to highlight plastic’s multidimensional complexities as both a destructive and creative force, producing a novel framework for understanding and learning with plastic in early childhood education.

Becoming “babies” in real time: Temporal emergence in the classroom mangle

2016 ◽  
Vol 17 (4) ◽  
pp. 421-430 ◽  
Author(s):  
Casey Y Myers
Keyword(s):  
Early Childhood ◽  
Real Time ◽  
Pretend Play ◽  
Childhood Studies

Through multimodal retellings of kindergarten children’s performances of “baby,” this article aims to contribute to the emerging “posthuman conversation” within early childhood studies. Specifically, this work makes moves toward reconceptualizing children’s becomings within educational contexts by, first, interrogating the ways in which adult notions of “time” came to bear upon children’s enactments of “babies” within classroom pretend play performances and, second, exploring how posthuman conceptions of temporality—specifically Pickering’s “mangle”—can disrupt developmental analyses of children’s (un)timely performances and accommodate a more nuanced version of childhood becoming(s).

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

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