Merleau-Ponty's body and beyond? Early childhood studies, philosophical-empirical inquiry, and educational research

This article draws on a recent study of infant participation in research, and work in practice theory and professional education, to explore the implications and challenges of educational research of particular encounters, which we call “moments of wonder”. Working with Merleau-Ponty’s philosophy of expression, we look closely at one such “moment,” as a rich field of sense—an excess of signification and affect. We see this account as demonstrating the value of what we call philosophical–empirical inquiry for opening up the complexity of educational research and practice, and specifically the interplay of early childhood education (ECE) practitioners/researchers and young children in “participatory research.”