Abstract
This 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.
