ABSTRACT
By highlighting the threads that have been woven through the chapters of the edited collection, the authors make an argument for a mundane early childhood praxis—a way of being in educational spaces that is dependent upon working with (not against) the complexity of routines and that settles joyfully into the seeming contradictions between the familiarity of rituals and the particularity of teacher–child–space–place relations. A mundane early childhood praxis enables us to grapple meaningfully with seemingly unremarkable events during what are understood to be “unprecedented” times. The chapter concludes with vignettes of “closing” practices in order to push the reader to envision how a mundane early childhood praxis might upend the taken-for-granted order of the school day.
