Titlebook: Children‘s Spatialities; Embodiment, Emotion Abigail Hackett,Lisa Procter,Julie Seymour Book 2015 The Editor(s) (if applicable) and The Au

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Introduction: Spatial Perspectives and Childhood Studiesspatial theory to the interdisciplinary field of childhood studies. We argue that spatial perspectives are central to understanding how children’s practices and trajectories are situated within more-than-social contexts. They move beyond the notion of the individual agent to recognise that agency ex

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The Place of Time in Children’s Beingelation to the places they inhabit. Following archaeologist Chris Tilley who has argued that, ‘places gather together persons, memories, structures, histories, myths and symbols’ (Tilley, 2004, p. 25), I will discuss ideas of children’s spatiality in relation to the temporality of place, the develop

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Making the ‘Here’ and ‘Now’: Rethinking Children’s Digital Photography with Deleuzian Conceptsinteract with and construct the world around them. The recent application of Deleuzian frameworks to studies of children’s art-making has disrupted the tendency to understand this process in terms of schemata organised into linear narratives (MacRae, 2011; Clark, 2012; Knight, 2013). In particular,

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Children’s Embodied Entanglement and Production of Space in a Museumg children and their families. In particular, during an ethnographic study of young children’s meaning-making in museums, I turned to a range of theories of space and place in order to make sense of what I observed in the field. These theories enabled me to recognise and appreciate children’s perspe

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Reconceptualising Children’s Play: Exploring the Connections Between Spaces, Practices and Emotional recent years descriptions of this relationship have been coloured by learning discourse. A large body of literature primarily sees children’s emotions, use of space and play practices as a source of learning and development (Valentine et al., 2004). Playgrounds have become learning spaces where chi

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