Children's Spatialities

Matej Blazek, Loughborough University, UK. Elizabeth Curtis, University of Aberdeen,UK. Helle Skovbjerg Karoff, Aalborg University, Denmark. Natalia Kucirkova, The Open University, UK. Kerstin Leder Mackley, Loughborough Design School, UK. Roxana Moro? anu, Loughborough University, UK. Sarah Pink, RMIT University, Australia. Mona Sakr, Middlesex University, UK. Caterina Satta, University of Ferrara, Italy. Helen Woolley, University of Sheffield, UK.

Introduction; Abigail Hackett, Lisa Procter and Julie Seymour PART I: SENSES AND EMBODIMENT 1. Knowing the world through your body: children's sensory experiences and making of place; Kerstin Leder Mackley, Sarah Pink and Roxana Morosanu 2. The place of time in children's being; Elizabeth Curtis 3. Making the 'here' and 'now': Rethinking children's digital photography with Deleuzian concepts; Natalia Kucirkova and Mona Sakr 4.Children's embodied entanglement and production of space in a museum; Abigail Hackett PART II: EMOTIONS AND RELATIONSHIPS 5. Children's emotional geographies: politics of difference and practices of engagement; Matej Blazek 6. Reconceptualising children's play: exploring the connections between Spaces, Practices and Emotional Moods; Helle Skovbjerg Karoff 7. 'No, you've done it once!': children's emotions and their school-based placemaking practices; Lisa Procter PART III: SPATIAL AGENCY 8. Approaches to Children's Spatial Agency: Reviewing Actors, Agents and Families; Julie Seymour 9.Children and young people's spatial agency; Helen Woolley 10. A proper place for a proper childhood?: Children's spatiality in a play centre; Caterina Satta

“This collection will appeal to anyone interested in the spatial workings of children’s everyday social processes. In the field of children’s spatialities, it will facilitate interdisciplinary conversations that move both children’s geographies and childhood studies forward. The book contributes to the field regarding, in particular, how to theorise about and research very young children’s embodied, emplaced experiences and knowledge, and how their bodies become physically entangled in their social and material worlds through recurrent movement and embodied interaction.” (Danielle van der Burgt, Children's Geographies, Vol. 16 (2), June, 2017)