ABSTRACT
In this chapter, I address children’s encounters with recycled materials in the context of Norwegian early childhood education and care. Drawing on recent literature from posthuman and new materialistic approaches, I attempt to disturb human-centered thinking and be open to encounters with the more-than-human world through the theories of vibrant matter (Bennett, 2010) and objectiles (Manning, 2013). Thinking with these two concepts and inquiring about methodological events involving young children’s aesthetic explorations with recycled materials, I explore whether these could enable and encourage new imaginings, thoughts, and ideas about sustainable futures. Additionally, the reader is challenged to imagine how children’s work with recycled materials can increase knowledge and awareness about consumption, recycling, and sustainability. These issues affect young children’s lives now and in the future. In what ways can children and their teachers be enabled to contribute to such endeavors?
