This article demonstrates how gathering informs early childhood teacher education, suggesting richer learning environments.
This article considers what an a/r/tographic practice of gathering might offer to reconceptualized early childhood teacher training. Drawing on a research project with first-year early childhood education (ECE) students in a university setting, I propose that gathering offers artful ways that go beyond mind/body dualisms to study difficult and complex reconceptualist ECE literature. It allows for material languages and processes that support students in more-than-human learning classrooms.
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Vanessa Clark (2025) studied this question.
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