String figuring toy pedagogy in kindergartens through sticky photos

Abstract

In this article, we introduce a relational approach to toy pedagogy. A narrative and three photographs from field studies in kindergartens function as sticky knots. By following Haraway and her philosophical explorations of string figures, we discuss the stickiness of the photos and how they contribute to understanding a concept like toy pedagogy. By interrupting the traditional understanding of toys in pedagogical practice, we suggest that toy pedagogy evolves between children, toys and the environment. Multiple connections appear when examining the photographs in light of kinship, which leads to creations of the environment as a place where companion species engage in processes of becoming-with the world. Finally, we discuss how toys affect networks of meaning and worlding, take part in producing dreams and give hope to the lives of children.