Caring occupies a contested space in early childhood teaching. Caring is valued as crucial to children’s physical and emotional wellbeing but, at the same time, it is undervalued as separate from education and more difficult to measure. This article argues for reconceptualising care as complex, dynamic, problematic, political, and assembled in affective flows among human and other-than-human components. Concepts from writing of Deleuze, and Deleuze and Guattari are used in a concept-as-method approach using a vignette from a research study of emotions in early childhood teaching. Rhizoanalysis involves mapping affective flows at the same time as tracing constraints within assemblages as means to critique and innovate from within entanglements of an early childhood setting. A cartographic approach using Deleuzian concepts of sense, paradox, and nonsense is used to explore how language expresses sense of caring beyond what can be denoted, manifested, or signified in statements by an early childhood teacher.

中文翻译：

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幼儿教育关怀的后人文主义视角

关怀在幼儿教育中占据了一个有争议的空间。关怀被认为对儿童的身心健康至关重要，但与此同时，它被低估了，因为它与教育分开并且更难以衡量。本文主张将护理重新概念化为复杂的、动态的、有问题的、政治的，以及在人类和非人类成分之间的情感流动中集合。德勒兹以及德勒兹和加塔里的写作中的概念被用于概念即方法的方法中，使用来自幼儿教学中情绪研究的小插曲。根际分析涉及绘制情感流，同时追踪组合中的约束，作为从幼儿环境的纠缠中批判和创新的手段。使用德勒兹的意义、悖论、