Acting with the Clock: Clocking Practices in Early Childhood

Abstract

In this article, the author addresses intra-actions that take place among humans and non-human others — the physical world, the materials — in early childhood education's everyday practices. Her object of study is the clock. Specifically, she provides an example of what it might mean to account for the intra-activity of the material-discursive relations that encompass early childhood education clocking practices. Drawing on the work of Karen Barad and other posthumanist theories, she proposes a particular approach to early childhood clocking practices, an onto-epistemology, as she argues that we learn to act with clocks in early childhood classrooms.