A spatial re-consideration of the early childhood-school relationship
Journal article
Henderson, Linda Gaye, Nuttall, Jocelyn, Kriegler, Lili-Ann and Schiele, Helen. (2016). A spatial re-consideration of the early childhood-school relationship. Teachers and Teaching. 22(6), pp. 716 - 728. https://doi.org/10.1080/13540602.2016.1158960
Authors | Henderson, Linda Gaye, Nuttall, Jocelyn, Kriegler, Lili-Ann and Schiele, Helen |
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Abstract | This paper undertakes a spatial examination of the early childhood–school relational space. It theorizes space as a product of interrelationships, moving therefore beyond an understanding of space as fixed and horizontal. Drawing on data from a pilot project with early childhood and junior primary teachers working in an independent (i.e. private, fee-paying) school, the experience of meeting across the early childhood–school divide is examined. We ask how space is produced and what types of relationships emerge in its production. The paper concludes by arguing that the production of open and dynamic spatial arrangements is key to creating new ways of being in relationship across the early childhood–school divide. |
Keywords | early childhood education; school transition; spatiality; affect; teacher professional development |
Year | 2016 |
Journal | Teachers and Teaching |
Journal citation | 22 (6), pp. 716 - 728 |
Publisher | Routledge |
ISSN | 1354-0602 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/13540602.2016.1158960 |
Scopus EID | 2-s2.0-84964324757 |
Page range | 716 - 728 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/898q1/a-spatial-re-consideration-of-the-early-childhood-school-relationship
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