The aim of, Jane's, Soundwaves Early Childhood Music lead, and Karen's, Early Childhood Studies lecturer, inquiry is to encourage new insights into how multiple relationalities and learning play out, throughout Soundwaves, an early childhood music education (ECME) programme. We work with Barad's diffractive methodology to shape our…

Posthumanism points towards a relational understanding of embodied processes of becoming musical in and with the world which readily combine with existing aspects of early years music practice. In this article I describe the potential of this resonant encounter to develop alternative approaches to listening, opening further possibilities for both…

In this article, we enact a partial cartographic storying of reconceptualist turns in our work. We do this by situating ourselves in relation to each other and our work across time as a mode of tracing the (situated) possibilities that these turns have enacted for children-in-relation with worlds. In enacting this dialogic and cartographic…

The authors draw on posthumanism to expand Reggio Emilia's pedagogical documentation techniques through a diffractive montage. Analysis of a phenomenon involving 4- and 5-year-old children singing a lullaby in a school in Seville (Spain), considers how this diffractive montage leads to a reconfiguration of the pioneering work of Reggio Emilia. The…

This study discusses the structure of Ibn Sina's thought and its contextualization in the contemporary era from a subjective point of view referring to aspects of soul purification. Ibn Sina divides the human soul into three parts, they are: "nabatiyyah," "hayawâniyyah," and "insâniyyah" souls. According to Ibnu Sina,…

The dominant sustainability ethos and discourse within early childhood education pursue a normative ontological and epistemological direction aimed at empowering children's agency and thus, building certain predefined moral values, knowledge, and skills. Likewise, mainstream early childhood teacher education programmes strive to build early…

Background: Recent attempts to rekindle the decolonisation of education project in South Africa, is a reaction to perceptions that there are fundamental frailties in the existing curriculum. Childhood education is yet to take up the challenge in any substantive way. Aim: To explore the insights critical posthumanism might offer in attempting to…

In this paper, we ponder the ecologies of spacetimematterings folded into resistance practices and their relationality with figurations of agency outside and beyond datafication agendas. Accountability cultures bound up with datafication have consequences that include a diminished agency for both children and educators. We take inspiration from…

By troubling notions of time-as-progress and human exceptionality, this paper considers what shifts in conceptualisations of children's literacies and futures might be possible in the context of faltering of capitalist logics of progress. The paper draws on a 3 year ethnographic study with families and young children in northern England, which…

This article concerns itself with the everyday politics of childhood and the ways research might continue to attend to inequities while simultaneously engaging in an ontological flattening of the child subject. To do so, the author employs thinking with theory as an analytic process to make sense of a world where humans and more-than-humans are…

New materialism has the potential to deepen critical engagement between vibrant things, everyday places and intra-actions between humans and non-humans in early childhood education. This article explores Australian pre-service teachers' understandings of children and childhood when encountering the vibrant forces of things and places. The authors…

Through this art-based paper, I bewilder the 'pioneering' approaches of Reggio Emilia by troubling how pedagogies mobilise through social media. With research-creation and posthuman theories, I notice a human-more-than-human digital entwinement inter-related with academic performativity. Whilst media lends itself to the sharing of pedagogical…

This paper explores haptic, affective, sensory and relational interconnections between a child (Erik) and objects, materials and a researcher-practitioner (Christina) at a nursery school in Manchester, United Kingdom (UK). In doing so, it draws upon a Post-humanist theoretical framework. Observational material was collected over the period of a…

A documented transcript and a series of still images from two spontaneous, incidental and intra-active pedagogical encounters in a preschool are the focus and the source of this article. A turning over of data generated through a piece of doctoral research that explored intra-active learning as a phenomenon makes visible the agency of names and…

Documentation of learning through narration and imagery is part of everyday early childhood education. Recently, technology has generated enthusiasm for digital and mobile documentation, where mobility indicates reciprocal communication between home and school using mobile devices. The present paper asks the question of what mobile documentation…