ABSTRACT
Mainstream early childhood practices in the United States understand acts of moving through the hallways of an early years centre as a necessary, yet merely functional, act of transition between spaces and activities. This chapter theorises movement through the hallways of the early years centre as more than an event of functional locomotion, of simply getting from one place to another in an efficient manner. Our relational hallway movements with toddlers over the course of five years have given shape to collective practices of middle-ing, orbiting, and contacting. Drawing upon spatial and posthuman theories, we propose that moving about the school through the hallways with young children can be understood as the making and remaking of more-than-human geographies.
