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Postdevelopmental approaches to childhood art aim to go beyond the constraining parameters and trajectories of the dominant paradigm of developmentalism. Postdevelopmental researchers embrace methods that enable us to engage more fully with children's art-making by actively turning towards aspects of the experience that may be uncomfortable or disruptive. Multimodal mediated discourse analysis (MMDA) is a methodological tool that can be used as a way to tune into 'pivots' in the action of children's art-making. In doing this, MMDA can be used as a means to provoke a wider and richer discussion of children's art-making. In this article, I show how working with MMDA can deepen our dialogues about taboo, disgust, mess, cleanliness, waste and scarcity in relation to children's art-making.

In the context of a chronically under-funded and fragmented Early Childhood Education and Care (ECEC) sector in England, there is an urgent need for models of leadership that emphasise action and advocacy. In the baby room, where pay, conditions and status are at their lowest, this is particularly the case. In this article, building on the model of activist leadership put forward by Woodrow and Busch, we consider 'dissensus' as a foundation for activist leadership among baby room leaders working in English nurseries. Dissensus is the willingness to express and explore differences, disagreements and tensions. In gathering the perspectives and experiences of 15 baby room leaders, we identified three threads of dissensus which we consider in this article: (1) the desire for baby room educators' contributions to be recognised as more than 'just care', (2) feelings of resentment around being overlooked and undermined by ECEC colleagues outside of the baby room and (3) questions around pay and conditions in the baby room. We consider these threads of dissensus as a potential starting point for activist leadership in the baby room.