Early childhood practice and refrains of complexity

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Early childhood practice has often been described as complex in both policy documents and research literature; however, less attention has been given to exploring the nature and consequences of complexity in early childhood practice. At a time of intense policy attention in many national contexts, there is the potential for closing down, as well as for opening up conceptualisations of early childhood practice. To help keep possibilities open for multiple conceptualisations of practice, in this paper, we explore how complexity works and what it produces in early childhood practice assemblages. To do this, we draw on data fragments from research with 10 early childhood educators in NSW, Australia, and read these data with concepts from Deleuze and Guattari. We suggest four ways that our readings help articulate, and contribute to understandings of the complexity of early childhood practice.
Original languageEnglish
Pages (from-to)80-95
Number of pages16
JournalEarly Years
Issue number1
Early online dateJul 2014
Publication statusPublished - 2015


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