2023 Volume 34 Issue 4 Pages 271-284
This study investigates the perception of peer conflict in toddlers using the new materialist approach. It conducts participatory observation in a class for children aged 1 or 2 years in a children's center. Data were collected using a video observation tool called CAVScene. A clip of a peer conflict is microscopically analyzed using intra-active pedagogy. The result indicates the occurrence of intense shouting among the toddlers, which was viewed as emergent in the intra-action with toys, children, and teachers. The children underwent a state of becoming-with the materials in the event. The discomfort expressed was produced with the entanglement of the toys and the sound “bappa!” The bodily actions and utterances of the teachers were perceived as rearranging the assemblage of the event using the given circumstances. The study suggests that the teachers view the children as producers of positive differences instead of immature beings in need.
