Education Publications
Acting with the Clock: Clocking Practices in Early Childhood
Document Type
Article
Publication Date
2012
Journal
Contemporary Issues in Early Childhood
Volume
13
Issue
2
URL with Digital Object Identifier
https://doi.org/10.2304/ciec.2012.13.2.154
Abstract
In this article, the author addresses intra-actions that take place among humans and nonhuman 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.
