Acting with the Clock: Clocking Practices in Early Childhood
Acting with the Clock: Clocking Practices in Early Childhood
复制标题
与时钟一起行动：幼儿时期的计时实践
DOI：
10.2304/ciec.2012.13.2.154
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发表时间：
2012
影响因子：
1.2
通讯作者：
V. Pacini
中科院分区：
文献类型：
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作者：
V. Pacini
在这篇文章中，作者讨论了在幼儿教育的日常实践中发生在人类和非人类其他人-物理世界，材料-之间的内部行动。她的研究对象是钟表。具体来说，她提供了一个例子，说明它可能意味着什么，占内活动的材料话语关系，包括幼儿教育计时的做法。借鉴卡伦·巴拉德和其他后人类主义理论的工作，她提出了一种特殊的方法来幼儿计时实践，一种本体认识论，因为她认为我们在幼儿教室里学会了用时钟行动。
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.