A Spatial Re-Consideration of the Early Childhood-School Relationship

Autor/inn/en	Henderson, Linda; Nuttall, Joce; Kriegler, Lili-Ann; Schiele, Helen
Titel	A Spatial Re-Consideration of the Early Childhood-School Relationship
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 6, S.716-728 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1158960
Schlagwörter	Early Childhood Education; Interpersonal Relationship; Spatial Ability; Student School Relationship; Educational Environment; Physical Environment; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Räumliches Vorstellungsvermögen; Schüler-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Ausland; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01