Abstract Early Childhood Education in general, and Early Childhood Education for Sustainability in particular, have dominantly relied on an ontological framework that privileges children’s agency. This paper challenges this dominant narrative by attuning to the everyday ways in which children are moved by the weather within a multitude of weather assemblages. It attempts to illustrate how ‘learning’ could be achieved when bodies come in relation with, and are able to be affected by, other bodies. Drawing on ideas from post-qualitative research orientation that highlights weather-generated data, the paper elucidates how the weather acts on and comes into relation with humans and non-human bodies. It contends that noticing and engaging with the vitality of weather offers possibilities for creating affects and that this potentially leads to an attunement towards ecological sensibility. Notions such as ‘vital materiality’ and ‘lively assemblages’ are discussed as a possibility to go beyond an anthropocentric understanding of the weather, which could pave the way towards a more relational ontology as a basis for emphasizing human’s ‘inter and intra-dependence’ with non-human nature, and hence, arguably, sustainable living.

中文翻译：

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学习重要的物质：幼儿教育中的天气组合教学法

摘要 一般而言，幼儿教育，尤其是可持续发展幼儿教育，主要依赖于赋予儿童能动性特权的本体论框架。本文通过调整儿童在众多天气组合中被天气影响的日常方式来挑战这种主导叙事。它试图说明当身体与其他身体发生关系并能够受到其他身体的影响时，如何实现“学习”。该论文借鉴了强调天气生成数据的定性研究方向的想法，阐明了天气如何作用于人类和非人类身体并与之发生关系。它认为，注意和参与天气的活力提供了产生影响的可能性，这可能会导致对生态敏感性的调整。诸如“重要的物质性”和“活泼的组合”等概念被讨论为一种超越以人类为中心的天气理解的可能性，这可能为更相关的本体论铺平道路，作为强调人类“相互依赖和内部依赖”的基础具有非人性，因此可以说是可持续的生活。