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The early childhood–school relationship: Overcoming invisible barriers

Linda Henderson


This article examines findings from an action research project by three early childhood teachers and one researcher in an Early Learning Centre in a private school setting in Australia. Early in the project the teachers identified the presence of an “invisible barrier” between them and their school colleagues. Choosing to explore the “invisible barrier” they identified new ways of being in a relationship with their school colleagues. Discussing the outcomes of their learning the article raises questions for early childhood teachers working in similar settings and concludes by proposing that new ground can be found for the early childhood–school relationship.

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