Thinking with Doors and Perspectives: Reimagining Early Childhood Spaces

  • Sherry Rose University of New Brunswick
  • Kim Stewart University of New Brunswick
  • Candace Gallagher University of New Brunswick
  • Pam Malins University of New Brunswick
Keywords: Child care, relational, perspective-taking, flexibility, equity


This paper explores, through a posthumanist lens, child care as a communal responsibility, taking into account varied partial perspectives produced through human and more-than-human intra-actions. Multiple narratives illustrate embodied and experienced complexities within child care spaces allowing us to reflect on uncomfortable truths to enact affirmative ethics as a way to transform the ways we care for children, their families, each other, and the spaces of child care. Specifically, we think with actual and virtual doors as producers and enablers to create spaces where early childhood educators might collaboratively interrogate how materiality and socially constructed hierarchies are embedded in the inequities that separate us, inequities further exposed and exacerbated by the COVID-19 pandemic.


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How to Cite
Rose, S., Stewart, K., Gallagher, C., & Malins, P. (2021). Thinking with Doors and Perspectives: Reimagining Early Childhood Spaces. Journal of Childhood Studies, 46(3), 79-85.