The transition to school brings early childhood and school educators together in the common aim of promoting a positive start to school. This transition also highlights the boundaries and professional linkages that contribute to this aim. Conceptualising boundary spaces as sites of professional identity construction and negotiation, we explore professional linkages between early childhood education and care and school educators during transitions to school, using Abbott’slinked ecologies framework. To do this, we examine data from two studies, exploring the proposition that collaboration – in the forms of professional networks and transition statements (shared documentation) – have the potential to act as linkages across the ecologies of early childhood education and care and school education. Our conclusions support this potential but note that the nature and impact of these linkages is variable. Further, we argue that contradictions and tensions in the perceived professional roles of educators are evident within these linkages.

过渡到学校将幼儿教育者和学校教育者聚集在一起，其共同目标是促进积极的入学经历。这一转变也凸显了实现这一目标的界限和专业联系。将边界空间概念化为专业身份构建和谈判的场所，我们使用雅培的关联生态学框架探索了在过渡到学校期间，幼儿教育与照料以及学校教育者之间的专业联系。为此，我们检查了两项研究的数据，探讨了这样一种主张，即以专业网络和过渡声明（共享文档）的形式进行协作具有潜力，可以跨幼儿教育，照料和学校教育的生态联系起来。 。我们的结论支持这种潜力，但请注意，这些链接的性质和影响是可变的。此外，我们认为，在这些联系中，教育者所感知的专业角色的矛盾和紧张是显而易见的。