Childhood represents the passage into and through constrained notions of spatio-temporal identity and normative constructions. The role of education is too frequently understood as the shaping of life and purpose in the service of democratic ideology. I propose another examination embracing historical anthropologies of education troubling normative constructions of childhood and education through deconstruction. Re-reading the philosophical foundations structuring primary education in the 21st Century opens the question of difference and social justice towards equitable purpose honouring the passage of childhood in presence beyond ascription. Drawing on foundational critiques of education in Derridean logos and Deleuzean inscription, I will interrogate our common conceptualisations of the philosophy of childhood education as a "space of transformation" where the self/subject escapes on "lines of flight" facilitating becoming. This is an enfolding of connectivity resisting prescription and chro´nos unfolding on diverse planes of immanence. Childhood then is not the passage to adulthood through pedagogical engagement, but rather the opportunity to explore episteme´ and connectivity in passage, in presence.