Acting with the Clock: Clocking Practices in Early Childhood

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...

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Bibliographic Details
Published in:Contemporary issues in early childhood 2012-06, Vol.13 (2), p.154-160
Main Author: Pacini-Ketchabaw, Veronica
Format: Article
Language:English
Subjects:
Early Childhood Education
Epistemology
Teaching Methods
Time Factors (Learning)
Young Children
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Summary: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.
ISSN:1463-9491
1463-9491
DOI:10.2304/ciec.2012.13.2.154