A Posthumanist Perspective on Caring in Early Childhood Teaching

Autor/in	Warren, Alison
Titel	A Posthumanist Perspective on Caring in Early Childhood Teaching
Quelle	In: New Zealand Journal of Educational Studies, 54 (2019) 2, S.261-275 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Warren, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-019-00146-z
Schlagwörter	Caring; Early Childhood Education; Child Development; Teaching Methods; Emotional Development; Affective Behavior; Language Usage; Preschool Teachers; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Gefühlsbildung; Affective disturbance; Active behaviour; Affektive Störung; Sprachgebrauch; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Caring occupies a contested space in early childhood teaching. Caring is valued as crucial to children's physical and emotional wellbeing but, at the same time, it is undervalued as separate from education and more difficult to measure. This article argues for reconceptualising care as complex, dynamic, problematic, political, and assembled in affective flows among human and other-than-human components. Concepts from writing of Deleuze, and Deleuze and Guattari are used in a concept-as-method approach using a vignette from a research study of emotions in early childhood teaching. Rhizoanalysis involves mapping affective flows at the same time as tracing constraints within assemblages as means to critique and innovate from within entanglements of an early childhood setting. A cartographic approach using Deleuzian concepts of sense, paradox, and nonsense is used to explore how language expresses sense of caring beyond what can be denoted, manifested, or signified in statements by an early childhood teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01