The care of the self is what we do to ourselves to be true to our truths.
Glenda MacNaughton, Doing Foucault in Early Childhood Studies: Applying Poststructural Ideas (2005: 39)
“… our meaning-making and the learning we do is dependent on the material world around us. The material world acts upon our thinking just as much as our thinking acts upon it (Barad 2007).”
Hillevi Lenz-Taguchi Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-active Pedagogy (2010: 49)
If learning can be understood in terms of different matter – human and non-human – making themselves intelligible to each other, the inter- and trans-disciplinary classroom and its practices that set out to go beyond the theory/practice binary divide will offer multiple possibilities of understanding and knowing.
Hillevi Lenz-Taguchi, Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-active Pedagogy, 2010, Routledge
Clay Atelier, Reggio Emilia, Italy
Reggio Study Week April 2017
This is part of the way painting and drawing work – not by somehow copying the world, but by generating a world within the act of painting itself.
John Matthews Drawing and Painting: Children and Visual Representation, Sage Publications, (2003: 115)
Composing through art is the visual equivalent of dramatic play…. It is a spontaneous unfolding of content that moves in and out of loosely structured themes; a type of thinking which is associated with the openness of configurational signs.
Susan Wright, Understanding Creativity in Early Childhood (2010: p170), Sage Publications
“Quotidian inquiry asks us to consider the inventiveness that accompanies the re-meeting of everyday practices; ordinary actions are the space where possibilities are born.”
The Worlds of the Very Young: Seeing the Everyday in Small Pieces, Mitchelmore & Fleet (2017), in Pedagogical Documentation in Early Years Practice: Seeing through Multiple Perspectives, Fleet, Patterson et al. (2017), Sage Publications.
It is in these ‘small events’ (Deleuze 1994: 163) that we see or uncover big ideas revealing the simultaneous play between concepts and concrete experiences that intersect with ordinary actions and interactions (Oken-Wright and Gravett, 2002)
Underneath the large, noisy events lie the small events of silence. (Deleuze, 1994: 163)
Early drawing, like later drawing, and the drawing of adult artists, is not primarily a problem-solving situation, nor is it tied to the representation of the observable shape of objects. Drawing and emergent representation as a whole are concerned with the children’s search for their own identities as well as the identities and structures of events and objects.
The Art of Childhood and Adolescence: The Construction of Meaning, John Matthews (1999) p30.