This article addresses children living and learning under difficult circumstances by problematising taken-for-granted views of what counts as learning and school readiness that perpetuate deficit views of children who have been impacted by forced migration. Drawing from a larger study focused on exploring how early childhood teachers re-design their pedagogy in culturally responsive ways, this article presents the findings of one team who shifted their views about a group of children impacted by forced migration who resisted planned learning experiences. The analysis focuses on how an assemblage of knowledge, actors, expressions and experiences came together to constitute children’s play and digital worlds as matter(ing) in teachers’ planning and pedagogy and teachers’ planning and pedagogy as matter(ing) in children’s play, demonstrating how children and their mediators of learning re-imagined their repertoires, identities and agencies to co-construct meaningful learning.

本文针对在困难环境下生活和学习的儿童问题，对那些视为理所当然的学习和入学准备的观点提出了问题，这些观点使受强迫移民影响的儿童长期存在赤字观点。本文借鉴了一项更大规模的研究，重点探索幼儿教师如何以文化响应方式重新设计他们的教学法，本文介绍了一个团队的研究结果，该团队改变了对一群受强迫移民影响、抵制计划学习经历的儿童的看法。分析的重点是知识、行动者、表达和经验的组合如何共同构成儿童游戏和数字世界，作为教师规划和教学法的重要内容，以及教师规划和教学法作为儿童游戏的重要内容，