Abstract
Offering stories from environmental early childhood education research, this chapter resists impatient time. It approaches time not as backdrop or measure, but as a shaping environment through which developmentalism comes to matter in everyday, taken-for-granted practices of thinkinglearningdoing early childhood. Through storying un/timely doings, the chapter lingers with minuscule postdevelopmental moments that feather disruption into linear milestones, targets, and expectations—taking flight in a hope affectful for environmental early childhood education otherwise.
| Original language | English |
|---|---|
| Title of host publication | Postdevelopmental Approaches to Environmental Early Childhood Education-Otherwise |
| Editors | Jayne Osgood, Claire Walsh, Hannah Hogarth |
| Place of Publication | London |
| Publisher | Bloomsbury Publishing Plc. |
| Chapter | 4 |
| Pages | 57-94 |
| Number of pages | 37 |
| ISBN (Electronic) | eBook: 978-1-3505-7293-5 |
| ISBN (Print) | ISBN: HB: 978-1-3505-7291-1 |
| Publication status | Accepted - 1 Aug 2026 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Storying
- Unfinishing
- Temporal
- Postdevelopmental
- Speculative
- Education
- early years
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