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
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

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