Taking up the contention that child development manifests through the developmental logics it enacts, the authors work with citational practices as iterations of how developmentalism's logics are done in everyday practices in early childhood and teacher education. They work with Erica Burman's method of ‘found childhood’ to propose citational practices as artefacts of found childhood – as traces of how childhood happens in contemporary life and as an indicator of the dominant knowledges and knowledge-making practices that animate 21st-century childhoods. With disciplining and failure as moments of citational practices, the authors follow how practices of citing do and do not do developmental logics. In dialogue with postdevelopmental pedagogies, they wonder how one might cite into otherwise futures beyond the certainty and temporalities dictated by child development. The authors refuse the progress-oriented logics of child development and do not articulate new ‘best’ practices for citing, but instead write through provocations that might take up questions of world-making, pedagogy and life in line with the propositions offered by postdevelopmental pedagogies.

The following work follows my transition from an early childhood educator co-researcher to a master’s researcher in a pedagogical inquiry project in relation with movement. This MRP presents two articles that draw on a pedagogical inquiry project in Toronto, Ontario. Educators and researchers collaboratively investigated movement pedagogy through conversations and provocations in the playground. Of particular interest to this MRP is a rethinking of documentation practices, as well as discussion of what it might mean to move well together in early childhood education. The first article presents documentation as performativity as a way of rethinking boundaries between the human, material, and subject in representational practices. The second article thinks with movement practices as a moving with species of least concern through the redefining of environment as a meshwork. Overall, this work advances educator pedagogical inquiry research and provides possibilities for reimagining early childhood practices around inquiry, movement, and documentation.

The following work follows my transition from an early childhood educator co-researcher to a master’s researcher in a pedagogical inquiry project in relation with movement. This MRP presents two articles that draw on a pedagogical inquiry project in Toronto, Ontario. Educators and researchers collaboratively investigated movement pedagogy through conversations and provocations in the playground. Of particular interest to this MRP is a rethinking of documentation practices, as well as discussion of what it might mean to move well together in early childhood education. The first article presents documentation as performativity as a way of rethinking boundaries between the human, material, and subject in representational practices. The second article thinks with movement practices as a moving with species of least concern through the redefining of environment as a meshwork. Overall, this work advances educator pedagogical inquiry research and provides possibilities for reimagining early childhood practices around inquiry, movement, and documentation.

In this paper, we reflect on our process of preparing for a salon presentation at the York Graduate Students in Education re: conference. We describe our choice of a salon format to open a critical and interdisciplinary dialogue about the ways we struggle with metaphor as white settlers. We share the content of our salon discussion and explore how metaphor can manifest as an act of transformation in early childhood education. Specifically, we conceptualize our metaphor of early childhood praxis as a Frankensteinian monster, pieced together from mostly psychological theories of child development into a harmonized body of knowledge. As we describe our preparation for the salon, we attend to our inspiration for engaging in aesthetic invitations for dialogue through creative writing, spoken word, mixed media collage, and audio/visual recording. We end with an invitation for continued dialogue on the use of metaphor and its cautions.