This paper reflects on a slow-motion video clip of the hands of three young children as they play with toys in the sand tray. It foregrounds sand and toys that are handled, as well as hands that grasp and relinquish things. Through this movement of hands that tug and pull at things, it explores how things animate bodies, and how this produces the felt-sense of other desiring bodies. As hands tender things, they are animated by what they touch, and simultaneously things are animated through the give and take of pulls and pushes of desire expressed as kinetic force. The slowed film of hands in motion draws our attention from words, towards a (re)cognition of a sensed intelligence which is not pre-language, but is produced before language, as well as with language. Arguing that child development theories are inextricably bound up in narratives of human exceptionalism founded in language and moralism, I will make the case for reinstating sense as a mode of attention in order to counter a lack that is perceived until children learn language. By troubling the boundaries that we draw between the animal and the human, there is much to learn from very young children when we seriously attend to their capacity for sensory ways of knowing that are so often eclipsed by the dominance of language.

中文翻译：

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圆滑的手和充满活力的沙盘

本文反映了三个幼儿在沙盘中玩玩具的慢动作视频剪辑。它突出了被处理的沙子和玩具，以及抓住和放弃东西的手。通过这种拉扯事物的手的运动，它探索了事物如何使身体充满活力，以及这如何产生其他渴望身体的感觉。作为柔软的手，它们会因所触摸的东西而生机勃勃，同时，事物会通过表达为动力的欲望的拉与推的给予和接受而生机勃勃。缓慢运动的手将我们的注意力从文字上吸引到对感知智能的（重新）认知上，这种智能不是语言前的，而是在语言之前产生的，也与语言一起产生的。 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 认为儿童发展理论与建立在语言和道德主义基础上的人类例外论的叙述密不可分，我将说明恢复意义作为一种注意力模式的理由，以应对在儿童学习语言之前所感知到的缺乏。通过打破我们在动物和人类之间划定的界限，当我们认真关注他们的感官认知能力时，可以从他们身上学到很多东西，而这些能力往往被语言的主导地位所掩盖。