In this paper I will focus on affects in kindergarten and consider the work of Deleuze and Guattari and their understandings of affects in a poststructuralist theoretical framework. I am interested in how affects are transmitted in kindergarten, how they are expressed both by children and kindergarten-teachers through different intensities and what influence they can have on children’s ways of becoming (in) appropriate children. I try to concentrate on why certain affects have to be disciplined? And into what? Are there any affects that are more (in)appropriate to transmit than others? And what impact does it seem to have on a child’s positioning options?

I will include voices from both children and kindergarten-teachers in addition to observation notes.