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

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

Movement and Experimentation in Young Children’s Learning
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.

This series, Contesting Early Childhood, opens up space for questioning the current dominant discourses in early childhood education and for offering alternative narratives that demonstrate the multiplicity of theories and perspectives that are not just being written about, but are also being put to work in everyday practice. This is a series, therefore, very much about new ideas, new knowledge and new ways of working. This book fits the bill very well. The author is a preschool teacher herself and has worked, from a Swedish university base, with teachers in different preschools, as well as with teacher students. In this book Liselott Mariett Olsson investigates the potential contribution of the thinking of Gilles Deleuze and Félix Guattari in the field of early childhood education. Their thought has until now received little attention in our field, and their thinking may seem far away from young children’s everyday lives and from the work going on in early childhood services. However, as is shown in this book, their challenging philosophical and theoretical thought offers very important new perspectives to our field, and actually presents concepts and tools that are particularly suited for work with young children.

Olsson, Liselott Mariett.