The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers to explore the ways in which knowledge is experienced for the teaching team. We explore formulations and debates on knowledge that engage with the complexity of knowledge relationships in an early childhood teaching team. The data provides an insight into the importance of leadership and interpersonal relationships in determining how knowledge moves within the ecology of a teaching team. The benefits of critical dialogue are explored in terms of supporting the work, and well-being, of early childhood teachers and teaching teams.

知识的复杂性和流动性是幼儿课程以及幼儿教与学的一个关键方面。这种复杂性增加了早教老师本来就复杂而又充满活力的工作。考虑到对知识的动态看法，本文报告了一个由幼儿教师组成的团队的研究情况，以探索为教学团队体验知识的方式。我们探索与幼儿教育团队中知识关系的复杂性有关的知识的表述和辩论。数据可以洞悉领导力和人际关系在确定知识如何在教学团队的生态环境内移动方面的重要性。从支持工作和福祉的角度探讨了批判性对话的好处，