The author draws on her own experiences through art, along with her experiences with children, to inform her understanding of art making as nomadic thinking, a means to disrupt the power structures and boundaries that developmental psychology imposes on early childhood practice. The author altered the classrooms of two early childhood centres with an art provocation; through images and text she attempts to draw attention to the encounters between and among herself, materials, children, and environment. This article explores nomadic thought as emerging through these entanglements, interruptions, and connections with the potential to open up developmental psychology and allow for a reimagining of art practice in early childhood.
References
1.
BennettJ. (2010) Vibrant Matter: A political ecology of things. Durham, NC: Duke University Press.
2.
BraidottiR. (2002) Metamorphoses: Towards a materialist theory of becoming. Cambridge: Polity Press.
3.
ClarkV. (2011) Disrupting the All-Too-Human Body through Art in Early Childhood Education and Care. Unpublished Master's thesis, University of Victoria, British Columbia, Canada.
4.
ColeM.ColeS. & LightfootC. (2005) The Development of Children, 5th edn.New York: Worth.
5.
ColebrookC. (2002) Gilles Deleuze. New York: Routledge.
6.
DaviesB. & GannonS. (2009) Pedagogical Encounters. New York: Peter Lang.
7.
DeleuzeG. & GuattariF. (1987) A Thousand Plateaus: Capitalism and schizophrenia. Minneapolis, MN: University of Minnesota Press.
8.
HarawayD. (1991) Simians, Cyborgs and Women: The reinvention of nature. New York: Routledge.
9.
HarawayD. (1992) The Promises of Monsters: A regenerative politics for inappropriate/d others, in GrossbergL.NelsonC. & TreichlerP.A. (Eds) Cultural Studies, pp. 295–337. New York: Routledge.
10.
HarawayD. (2006) When Species Meet. Minneapolis, MN: University of Minnesota Press.
11.
KindS. (2006) Windows to a Child's World, in GrauerK. & IrwinR.L. (Eds) StARTing With …, 2nd edn, pp. 9–18. Toronto, ON: Canadian Society for Education though Art.
12.
KindS. (2010) Art Encounters: Movements in the visual arts and early childhood education, in Pacini-KetchabawV. (Ed.) Flows, Rhythms, and Intensities of Early Childhood Education Curriculum, pp. 113–131. New York: Peter Lang.
13.
MacLureM.HolmesR.MacRaeC. & JonesL. (2010) Animating Classroom Ethnography: Overcoming video-fear, International Journal of Qualitative Studies in Education, 23(5), 543–556. http://dx.doi.org/10.1080/09518391003645370
14.
MacRaeC. (2008) Representing Space: Katie's horse and the recalcitrant object, Contemporary Issues in Early Childhood, 9(4), 275–286. http://dx.doi.org/10.2304/ciec.2008.9.4.275
NoyesJ. (2010) Postcolonial Theory and the Geographical Materialism of Desire, in BignallS. & PattonP. (Eds) Deleuze and the Postcolonial, pp. 41–61. Edinburgh: Edinburgh University Press.
18.
OlssonL. (2009) Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in early childhood education. New York: Routledge.
19.
Pacini-KetchabawV. with NxumaloF. (2010) A Curriculum for Social Change: Experimenting with politics of action or imperceptibility, in Pacini-KetchabawV. (Ed.) Flows, Rhythms, and Intensities of Early Childhood Education Curriculum, pp. 133–154. New York: Peter Lang.
20.
TarrP. (1990) More than Movement: Scribbling reassessed, Visual Arts Research, 1(31), 83–89.
21.
TarrP. (1995) Preschool Children's Socialization Through Art Experiences, in ThompsonC. (Ed.) The Visual Arts and Early Childhood Learning, pp. 23–27. Reston, VA: National Art Education Association.
22.
Webster's New World College Dictionary (2001) Foster City, CA: IDG Books.
