This article recollects and further explores some experimental scientific and didactic work trying to make use of the philosophy of Gilles Deleuze and Félix Guattari in early childhood didactics at the Stockholm University, Sweden. Within the setting of a problem and practice-based cooperation, researchers and teachers have in different projects explored some of the concepts offered by Deleuze and Guattari and that seem capable of aligning themselves with young children’s strategies for learning as well as offering new and vital scientific and didactic tools.

A thread through the article is, the importance of and conditions needed for, being able to really listen to children and to take their questions seriously. The article begins with an argumentation on the need here for a ‘creative thought’ and a short description of how current attempts to tame learning block this thought and neglect children’s questions. Thereafter the article build on examples of our scientific and didactic work where three concepts are explored; ‘assemblages of desire’ – as a way of accessing children’s collective drive for learning, ‘event’ – as a way of accessing children’s production of knowledge and ‘affect’ – as a way of valuing learning and knowledge in a way that differs from how it is being done within the formalized school-system.

The article is concluded with an argumentation in line with the following quote:

’If only little children managed to make their protests heard in nursery school, or even simply their questions, it would be enough to derail the whole educational system’ (Deleuze, 2004b: 208).