This article considers the role of emotions in the creation of new knowledge and the development of young children’s minds. Drawing on recent literature relating to emotions and emotional development and recent research into rhizomatic thinking, the authors argue that emotions are more important within cognitive development than is currently recognised. They challenge the traditional propensity for prioritising rationality and essentialism within the construction of new knowledge, claiming this merely promotes hegemonic, discursive and binary pedagogies within early education, leaving little room for originality, difference and diversity. The authors explore the possibility that these dominant discourses impoverish children’s thinking and truncate their development. Furthermore, they suggest that emotions are political and strongly influential within issues pertaining to social justice and (in)equitable practice. They consider how the constant controlling, downplaying or disregarding of emotions can effectively impact on who is silenced and privileged within early years education. Having an awareness of the possible interplay between thinking, cognition, forming new knowledge and emotions provides educators with opportunities to challenge and address issues of power and social justice within practice. The article encourages educators to (re)conceptualise children’s thinking and accommodate alternative readings and multiple pathways to sense and meaning drawn from children’s experiences.

本文考虑了情绪在创造新知识和发展幼儿思维中的作用。作者利用与情感和情感发展有关的最新文献以及对根际思维的最新研究，作者认为，情感在认知发展中比当前公认的更为重要。他们挑战了在新知识的构造中优先考虑理性和本质主义的传统倾向，声称这只是在早期教育中促进了霸权，话语和二元教学法，几乎没有创造力，差异和多样性的余地。作者探索了这些占主导地位的话语使儿童的思维陷入贫困并截断他们的发展的可能性。此外，他们认为，情绪在与社会正义和（不公平的）实践有关的问题中具有政治性和强烈影响力。他们考虑了不断控制，淡化或无视情绪如何有效地影响早期教育中沉默寡言和享有特权的人。意识到思维，认知，形成新知识和情感之间可能的相互作用，为教育工作者提供了在实践中挑战和解决权力和社会正义问题的机会。文章鼓励教育者（重新）概念化儿童的思维，并容纳替代性阅读和从儿童经历中汲取感官和意义的多种途径。轻描淡写或无视情感会有效地影响早期教育中沉默寡言和享有特权的人。意识到思维，认知，形成新知识和情感之间可能的相互作用，为教育工作者提供了在实践中挑战和解决权力和社会正义问题的机会。文章鼓励教育者（重新）概念化儿童的思维，并容纳替代性阅读和从儿童经历中汲取感官和意义的多种途径。轻描淡写或无视情绪会有效地影响早期教育中沉默寡言和享有特权的人。意识到思维，认知，形成新知识和情感之间可能的相互作用，为教育工作者提供了在实践中挑战和解决权力和社会正义问题的机会。文章鼓励教育者（重新）概念化儿童的思维，并容纳替代性阅读和从儿童经历中汲取感官和意义的多种途径。形成新的知识和情感为教育工作者提供了在实践中挑战和解决权力和社会正义问题的机会。文章鼓励教育者（重新）概念化儿童的思维，并容纳替代性阅读和从儿童经历中汲取感官和意义的多种途径。形成新的知识和情感为教育工作者提供了在实践中挑战和解决权力和社会正义问题的机会。文章鼓励教育者（重新）概念化儿童的思维，并容纳替代性的阅读和从儿童的经历中汲取感官和意义的多种途径。