This article begins by discussing ‘developmentalism’, one of the key debates that has characterised the current theoretical impasse in the development of childhood studies. I use Norbert Elias's concept of the relation between love and learning as a foundation to develop the way in which young children's development is a non‐linear, temporal and embodied process. I argue that we need to develop a relational approach that moves beyond some of the binary divisions between ‘nature’ and ‘biology’, drawing on concepts from particular theoretical traditions that have been under‐utilised, particularly the relational school of psychoanalysis and the work of Maurice Merleau‐Ponty.

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超越“发展主义”：幼儿发展的关系和具体方法

本文首先讨论“发展主义”，这是目前儿童研究发展理论僵局的关键辩论之一。我以诺伯特·埃利亚斯 (Norbert Elias) 的爱与学习之间关系的概念为基础，来阐述幼儿发展是一个非线性、时间性和具身化过程的方式。我认为，我们需要开发一种超越“自然”和“生物学”之间的二元划分的关系方法，利用尚未充分利用的特定理论传统中的概念，特别是精神分析的关系学派和工作莫里斯·梅洛-庞蒂的作品。