A rhizo-poiesis: Children's play(ing) of games

What follows is my rhizopoiesis, a conjoining of Trueit's (2006) Play which is more than play and my ideas, nomadically -rhizomatically generating a further disruption of ideas about play as presented in the early childhood literature. My reading-writing-thinking can be perceived, both abstractly and with/in the actual, as a "vertical dimension of intensities" (Foucault, 1977, cited in Hand, 1988, p. xliv). To disrupt a conventional interpretation of Trueit's article, I transpose selections of her rather lyrical text into a poietic format, as a way of opening (her) ideas to a rhizomatic understanding of children's play. Centering the text disturbs any regression into a linearly focussed reading. By virtue of what I have included and what I have left out, the re-presentation inevitably reflects my subjective partiality of my understandings of her text, and associated limitations-"Are we not subject to our own limited "understandings" as we impose our interpretations on others?" (Smitherman Pratt, 2006, p. 91). Another (re)reading on another day and I might change what is/not included-"understanding is always changing, in flux, continually being renewed" (p. 93). This (re)reading/writing is processual; I have no idea before doing it what I might find, what might be revealed, what understandings might emerge. Similar to Richardson (1997), I feel the urge to step aside from the dreary writing of ordinary academic prose; to enact "a threshold occasion: a moment of ecstasies when something moves away from its standing as one thing to become another."1 I thus play with the idea of playing with Trueit's text to see what happens, what spaces of possibilities might open.