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Agency and its role in the early literacy classroom has long been a topic for debate. While sociocultural accounts often portray the child as a cultural agent who negotiates their own participation in classroom culture and literacy learning, more recent framings draw attention from the individual subject, instead seeing agency as dispersed across people and materials. In this article, I draw on my experiences of following children as they followed their interests in an early literacy classroom, drawing on the concepts of "assemblage" and "people yet to come," as defined by Deleuze and Guattari and Spinoza's "common notion." I provide one illustrative account of moment-by-moment activity and suggest that in education settings it is useful to see activity as a direct and ongoing interplay of three dimensions: children's moving bodies; the classroom; and its materials. I propose that children's ongoing movements create possibilities for 'doing' and 'being' that flow across and between children. I argue that thinking with assemblages can draw attention to both the potentiality and the power dynamics inherent in the ongoing present and also counter preconceived notions of individual child agency and linear trajectories of literacy development, and the inequalities that these concepts can perpetuate within early education settings.

This paper reports on an analysis of patterns of children's bodily movements in an Early Years classroom. I illustrate two prevalent patterns identified during close observations of children's walking movements as they as they followed their interests while accessing continuous provision in an Early Years setting in England. I termed the patterned pathways movement/ interest formations and draw a relationship between these formations and affective atmospheres, suggesting that these atmospheres were created by the dynamics and flows of children's ongoing bodily movements. I propose that affective atmospheres and movement/interest formations are intricately connected to child-produced meanings as children re-imagine, re-shape and re-purpose classroom spaces and materials. In this way I contribute to conceptual understandings role of children's whole bodily movements and the accompanying affective atmospheres in the emergence of young children's literacy practices. My findings substantiate viewpoints that children should be provided with the opportunity to engage in exploratory play and move freely in education settings. Furthermore, I suggest that practitioners be attuned to the the affective dimensions of young children's emerging literacy practices in Early Years classrooms.

When in a pristine state, gallium and its alloys have the largest interfacial tensions of any liquid at room temperature. Nonetheless, applying as little as 0.8 V of electric potential across eutectic gallium indium (EGaIn) placed within aqueous sodium hydroxide (NaOH, or other electrolyte) solution will cause the metal to behave as if its interfacial tension is near zero. The mechanism behind this phenomenon has remained poorly understood because NaOH dissolves the oxide species, making it difficult to directly measure the concentration, thickness, or chemical composition of the film that forms at the interface. In addition, the oxide layers formed are atomically‐thin. Here, it presents a suite of techniques that allow to simultaneously measure both electrical and interfacial properties as a function of applied electric potential, allowing for new insights into the mechanisms, which cause the dramatic decrease in interfacial tension. A key discovery from this work is that the interfacial tension displays hysteresis while lowering the applied potential. It combines these observations with electrochemical impedance spectroscopy to evaluate how these changes in interfacial tension arise from chemical, electrical, and mechanical changes on the interface, and close with ideas for how to build a free energy model to predict these changes from first principles. [ABSTRACT FROM AUTHOR]

For many young children in developed countries, family and community life is mediated by digital technology. Despite this, for early years educators, the process of integrating digital technologies into classroom practice raises a number of issues and tensions. In an attempt to gain insights from early years teachers, we draw from semi-structured interview data from ten practising teachers which explored their perspectives on digital technologies within their personal and professional lives, and of children's use of digital technologies within and outside educational settings. Our analysis builds on previous work that suggests that teachers draw on multiple discourses related to conceptualisations of childhood when thinking about digital technology and young children. In this paper we contribute to these discussions, drawing specifically on examples from the data where teachers articulate their understandings of children's use of digital technology where this relates directly to children's literacy practices. We assert that narrow conceptualized notions of literacy, compounded by national imperatives to raise print literacy standards, add another layer of discursive complexity that comes to the fore when teachers are asked to provide a rationale for the promotion of digital literacies in early years classrooms. A broader framing of literacy therefore, is needed if the potential of digital technologies in the early years is to be realized.

Purpose: This paper aims to propose a reading of children's small toy/puppet play that takes account of bodily movements within classroom assemblages. The researcher/author created representations of episodes of activity that focused on children's ongoing bodily movements as they followed their interests in one Early Years classroom in England. Design/methodology/approach: By drawing a contrast between a traditional logocentric interpretation of puppet play and an embodied theorisation, this paper provides a way of understanding young children's literacy practices where these are seen as generated through bodily movement and affective atmospheres within classroom assemblages. Findings: Analysis suggests that affective atmospheres were produced by the speed, slowness, dynamics and stillnesses of children's hand movements as they manipulated the small toys/puppets. Three interrelated contributions are made that generate further understandings of embodied meaning making. First, this paper theorises relations between hand movements, materials and affective atmospheres within classroom assemblages. Second, the technique of analysing still shots of hand movements offers a way of understanding the semiotic and affective salience of hand movement and stillness. Finally, the paper offers a methodology for re-examining taken-for-granted pedagogical practices such as puppet play. Originality/value: Together these contributions re-explore literacy as an embodied and affective endeavour, thereby countering logocentric framings of early literacy.

Background: The worldwide growth of non-communicable diseases requires important lifestyle adaptations. The earlier a healthy lifestyle is adopted, the better. Enabling a healthy lifestyle for children during the preschool years ideally involves the cooperation of parents and teachers. Health promotion with parents and teachers is most effective if it takes into consideration their views and opinions, as well as context. Objective: The aim of this study was to explore perceptions of health and healthy lifestyle from the perspective of preschool children's parents, and the staff caring for children attending preschools in three diverse settings. Design: Qualitative in-depth study. Setting: Preschools in Western Cape Province, South Africa. Method: Data were collected through six focus group discussions and analysed using qualitative content analysis. Results: Parents and staff shared a holistic view of health, agreeing that children and their health were primarily the responsibility of the parents. Informants described their own health and that of children as affected by a variety of interconnected factors, including environmental, economic, social and individual influences. Conclusion: When tailoring a health-promoting education programme, it is important to consider the pre-existing knowledge the participants have and the context in which intervention will take place. There is also a need to structurally address social determinants of health that may be beyond the control of the individuals.

By observing children aged 4 and 5 within the highly organized space of an early years classroom, we can explore the ways in which young children's desire to express cultural agency drives them to draw upon space and materials in order to make meaning and examine the ways in which space and resources mediate such experiences. These observations, it is suggested, can provoke discussions that support understandings of early literacy as a collaborative and collective act, intricately connected with children's cultural experiences, their lives and identities and, importantly, always mediated by early years classroom spaces. By recognizing these things we are in a better position to expand current dominant notions of literacy development and question taken-for-granted early years practices around literacy pedagogy.

Granular packings exhibit significant changes in rheological and structural properties when the rotational symmetry of spherical or circular particles is broken. Here, we report on experiments exploring the differences in dynamics of a grain-scale intruder driven through a packing of either disks or pentagons, where the presence of edges and vertices on grains introduces the possibility of rotational constraints at edge-edge contacts. We observe that the intruder’s stick-slip dynamics are comparable between the disk packing near the frictional jamming fraction and the pentagonal packing at significantly lower packing fractions. We connect this stark contrast in packing fraction with the average speed and rotation fields of grains during slip events, finding that rotation of pentagons is limited and the flow of pentagonal grains is largely confined in front of the intruder, whereas disks rotate more on average and circulate around the intruder to fill the open channel behind it. Our results indicate that grain-scale rotation constraints significantly modify collective motion of grains on mesoscopic scales and correspondingly enhance resistance to penetration of a local intruder.

The surfaces of many planetary bodies, including asteroids, moons, and planets, are composed of rubble-like grains held together by varying levels of gravitational attraction and cohesive forces. Future instrumentation for operation on, and interacting with, such surfaces will require efficient and effective design principles and methods of testing. Here we present results from the EMPANADA experiment (Ejecta-Minimizing Protocols for Applications Needing Anchoring or Digging on Asteroids) which flew on several reduced gravity parabolic flights. EMPANADA studies the effects of the insertion of a flexible probe into a granular medium as a function of ambient gravity. This is done for an idealized 2D system as well as a more realistic 3D sample. To quantify the dynamics inside the 2D granular material we employ photoelasticity to identify the grain-scale forces throughout the system, while in 3D experiments we use simulated regolith. Experiments were conducted at three different levels of gravity: martian, lunar, and microgravity. In this work, we demonstrate that the photoelastic technique provides results that complement traditional load cell measurements in the 2D sample, and show that the idealized system exhibits similar behaviour to the more realistic 3D sample. We note that the presence of discrete, stick-slip failure events depends on the gravitational acceleration.

In the field of granular rheology, an important open question is to understand the influence of boundary conditions on granular flows. We perform experiments in a quasi-2D annular shear cell subject to 6 different boundaries with controlled roughness/compliance. We characterize the granular slip at the boundaries to investigate which aspects of a dense granular flow can be controlled by the choice of boundary condition. Photoelastic techniques are implemented to measure the stress fields P(r) and τ(r) throughout the material. A full inverse-analysis of the fringes within each disk provides the vector force at each contact. This allows us to measure the continuum stress field by coarse-graining internal forces. We have observed that boundary roughness and compliance strongly controls the flow profile v(r) and shear rate profile γ˙(r). We also observed that boundary roughness and compliance play a significant role in the pressure profile P(r) and shear stress profile τ(r).

The field of literacy and primary literacy education is patterned by multiple discourses and this raises challenges for those educating the next generation of primary literacy teachers. In England, the last 15 years have seen considerable levels of prescription in the primary literacy curriculum and compliance by the school and teacher education sectors has been enforced through demanding accountability regimes. In this paper, the authors draw on findings of a small-scale interview study to consider how understandings of literacies associated with different contexts may or may not inflect student teachers' orientations towards literacy provision in school. The authors explore how five student teachers presented their experiences of literacy within and beyond the classroom and how they seemed to position themselves in relation to literacy pedagogy. The authors focus particularly on continuities and discontinuities between literacies in the student teachers' personal and professional lives, and on tensions they identified between the teachers they felt they wanted to, and were expected to, become. Reflecting on this work, the authors consider how they can best equip pre-service primary and early years teachers to develop as critical reflective literacy practitioners in the current context.

This paper discusses the ways in which young children collaboratively use narrative play and the available space and materials around them in order to exert cultural agency. The collaborative creation of texts is asserted as central to this expression of agency. By presenting an illustrative vignette of a group of 5-year-old boys as they engage in literacy practices and create a range of meaningful texts within an early years compulsory education setting, the ways in which agency is expressed through the collaborative venture of text creation is explored. The vignette follows an episode of self-initiated dramatic play, fuelled by the children's desire to engage in peer culture and make meanings collaboratively. This play episode spurs the creation of a range of hybridised texts, which culminate in the production of a written narrative. Observations from this study are then used to add to a broader discussion, which raises concerns about the current policy in England, which views early writing development as a set of individual and predefined set of skills to be acquired, a view which could undervalue the experiences that children bring to early educational settings.

This case study uses documentation as a tool for formative assessment to interpret the learning of twin boys with significantly delayed language skills. Reggio-inspired documentation (the act of collecting, interpreting, and reflecting on traces of learning from video, images, and observation notes) focused on the unfolding of the boys' nonverbal communication skills that helped inform planning and implementing instruction. Documentation is displayed, with an interpretation of the learning and a demonstration of the boys' strengths and competencies. The authors discuss how a public display of documentation sparked a collaborative inquiry among teachers, family, and the children themselves. Implications for practice outline guidelines in using documentation to assess learning. (Contains 7 figures.)