The early childhood–school relationship: Overcoming invisible barriers

Abstract

Introduction The literature on the early childhood--school relationship has identified this relationship as being dominated by differences, and--more often than not--these are unable to be reconciled (e.g., Moss, 2008). This article examines findings from a study with three early childhood teachers in an Early Learning Centre (ELC) (1) in a private school setting in Australia. The study sought to understand what it meant for early childhood teachers to engage in continuous professional learning through action research in a school setting. I begin the article by discussing the literature on the early childhood--school relationship. I then outline the action research project providing background to the study. Drawing on data, I then show how an invisible barrier was identified by the three early childhood teachers and discuss what it meant for them and their relationship with their school colleagues. Illustrating how the invisible barrier became a problematic situation driving their learning, I conclude by raising questions about what the outcomes of the action research project might mean for the early childhood--school relationship. The early childhood-school relationship The early childhood--school relationship has been researched largely from three positions: (1) school transition research drawing on ecological theories (e.g., Dockett & Perry, 2009); (2) professional literature examining interprofessional practices (e.g., Bennett & Kaga, 2010; Kaga, Bennett, & Moss, 2010; Peters, 2010; Valentine, Katz, & Griffiths, 2007); and (3) theories of boundary crossings and boundary spaces (e.g., Britt & Sumsion, 2003). This work has been important for identifying tensions that exist within the early childhood--school relationship. A consistent theme across the work is the role of pedagogical differences. Early childhood programmes embody traditions that are not the same as those in schools (Bennett & Kaga, 2010; Meade & Podmore, 2002). For example, early childhood programmes have strong links with the child study movement, where the emphasis is on understanding the child and learning processes, while schools predominantly focus on teaching specific skills and content knowledge (Meade & Podmore, 2002). Limitations exist within each of these three positions: school transition research is limited to understanding the early childhood--school relationship through the life-worlds of children; research on interprofessional practices can inadvertently perpetuate a push-down/push-up effect on the relationship (Morrison & Glenny, 2012); and research drawing on theories of boundary crossing and boundary spaces has been unable to adequately capture the intensity of the early childhood--school relationship (Moss, 2010). Moss (2008) argues that, without further research, the early childhood--school relationship will not find new ground but, rather, remain within its current three approximations: (1) a relationship dominated by the school with its downward pressure on early childhood to prepare children for school; (2) a relationship of suspicion and antagonism between early childhood and school colleagues as each defends their pedagogical differences; or (3) a relationship based on an understanding that the schooling system must change to respond to globalisation and, in this relationship, early childhood practices are advanced as being capable of supporting necessary changes. These current three approximations of the early childhood--school relationship pose difficulties because they each continue to perpetuate differences. If new ground is to be found, research must be directed towards establishing a better appreciation of differences as well as promoting a collaborative search for new and shared understandings, values and practices ... marked by mutual respect, dialogue and co-construction (Moss, 2008, p. 229). The urgency for this research is paramount, with recent policy shifts across Western countries having repositioned early childhood into a more intensive relationship with schools. …