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A spatial re-consideration of the early childhood-school relationship
Henderson, Linda Gaye Nuttall, Jocelyn Kriegler, Lili-Ann Schiele, Helen
Henderson, Linda Gaye
Nuttall, Jocelyn
Kriegler, Lili-Ann
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
Date
2016
Type
Journal article
Journal
Teachers and Teaching
Book
Volume
22
Issue
6
Page Range
716-728
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled