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Abstract
This article discusses the merits of vitalism theory in practice. It suggests a more creative and ecological approach to vitalism theory in the field of child health and development as a way of unlocking childhood potential and research innovation. By using an example from the author’s doctoral research concept (based on Deleuzian ideas) for children, viewing children socially, culturally and philosophically as ‘vectors of entanglements’, the author seeks to demonstrate and encourage the application of vitalism across health, education and participatory research.
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