Abstract

This paper explores the term involvement in relation to children’s experiences within early years pedagogy, where it is used as a marker of a quality learning environment. We explore how philosophical enquiry offers ways of thinking more deeply about involvement as a vital quality, and how this prompts us to move beyond universal and progressive child development theories. Our discussion is grounded in the widely used Leuven Scale developed by Ferre Laevers, which we view through the prism of two data examples. The ensuing examination of both data and the scale open an appraisal of the genealogical influences underpinning the scale as well as an opportunity for us to re-read the scale through the vector of Deleuzian philosophy. The paper concludes by speculating what the repercussions might be when philosophy plays a more productive and forceful place within the context of early years education.

摘要

本文探讨了早期教育学中与儿童经历相关的术语参与，它被用作优质学习环境的标志。我们探索哲学探究如何提供更深入地思考参与作为一种重要品质的方式，以及这如何促使我们超越普遍和进步的儿童发展理论。我们的讨论基于 Ferre Laevers 开发的广泛使用的鲁汶量表，我们通过两个数据示例的棱镜来查看。随后对数据和量表的检查开启了对支持量表的谱系影响的评估，并为我们提供了通过德勒兹哲学的载体重新阅读量表的机会。