Gibbons, A2019-02-192019-02-192018-06-012018-06-01Early Education, Vol. 63, Autumn/Winter 2018: 18-22. Availability: <https://search.informit.com.au/documentSummary;dn=632004510142348;res=IELNZC>1172-9112https://hdl.handle.net/10292/12272This article addresses the problem of naming those who work with children in early childhood education setting. The article works through some perceived problems associated with shifting boundaries in the profession of early childhood teaching. In order to do so, it employs three artefacts that are quite familiar to early childhood centre communities. These artefacts give the discussion a sense of immediacy, and highlight the role that the immediate environment can play in opening up critical questions concerning the early childhood education teaching profession.Auckland University of Technology (AUT) encourages public access to AUT information and supports the legal use of copyright material in accordance with the Copyright Act 1994 (the Act) and the Privacy Act 1993. Unless otherwise stated, copyright material contained on this site may be in the intellectual property of AUT, a member of staff or third parties. Any commercial exploitation of this material is expressly prohibited without the written permission of the owner.Journal ArticleOpenAccess