Re(con)ceiving young children's curricular performativity

Working (with) Deleuzo-Guattarian philosophical imaginaries opens (to) a multiplicity of possibilities for thinking differently about curriculum, young children and how they perform their curricular understandings. In this article I work (as) rhizome, bringing the imaginaries becoming and milieu into an early childhood curriculum conversation towards perturbing conventional, entrenched developmental understandings of young children and their learning. It is within/in multiplicitous processing through becoming-child(ren) that I re(con)ceive children and their relationships with curriculum as a performativity of the milieu(s) they inhabit, milieus that slide alongside/over/through those of adult worlds of curriculum. With/in milieus that children generate for their learning, the complexity of play(ing) is like clouds sculpting skyscapes as they make visible the always already happenings of their curricular performativity.