- 28 - Peer-reviewed paper “What’s our next move?” Seeing children in the light of potentialities Marjolein Whyte New Zealand Tertiary College Christopher Naughton New Zealand Tertiary College This article captures some of the observations in the TRLI project, Move, Act, Play, Sing (MAPS), in which three Community Artists, practicing in the areas of Music, Dance and Drama, visited three ‘Reggio inspired’ centres for fortnightly and sometimes weekly sessions for a period of 3-4 months at each centre. MAPS was a collective exploration of the Arts, involving children, teachers and parents, responding to children’s individual subjectivities (Olsson, 2009; Osberg & Biesta, 2007; 2008). Like the work of the artists, teachers and children, we, as researchers, had opportunity for seeing this open-ended practice as constantly changing. This paper examines dance episodes that took place in one and how each session can be interpreted from two perspectives. The examination of the same episode opens new potentialities as we apply Deleuzean theory to the research context. Each view of the activity reveals new insights into the work of the project and points to Deleuzean philosophy being put to work. The MAPS project involved three Principal Researchers (PRs) and three Research Assistants (RAs). Each RA was paired with one of the PRs, and assigned to one of the three centres involved in the project. PRs and RAs engaged in regular meetings together, reflecting on the theoretical basis of the project, which was located in Deleuzo-Guattarian philosophy. Data from the project was analysed in a rhizomatic way, allowing the researchers to “make connections between, across and within data” (Sellers & Honan, 2007, p. 145). These connections formed ‘plateaus’ or open systems, where numerous pathways were created around connections or intensities (Sellers, 2013). Data collection was undertaken using video, photographs, visits from the researchers to their allocated centres, taped and/or transcribed interviews, on-line forum discussions, and cluster meetings, during which all participants danced, acted and musicked with the artists and reflected on the project. Chris: Introduction St. Andrews Epsom We begin by looking at the MAPS work undertaken at St. Andrew’s Epsom Early learning Centre (St. Andrews). This early childhood centre has been established for 13 years, is set in the heart of Epsom, Auckland, and serves the immediate catchment, as well as families from the surrounding districts. There are four full time teachers at the centre who were all involved in MAPS. Sessions with