Volume 15, Issue 3, September 2014rnhttp://journals.sagepub.com/toc/ciea/15/3rnEditorial Nicola Yellandrn215–216rnDisciplining Professionals: a feminist discourse analysis of public preschool teachers Jamie Huff Sisson, Susan V. Iverson 217–230rnExamining the Rhetoric: a comparison of how sustainability and young children’s participation and agency are framed in Australian and Swedish early childhood education curricula Eva Ärlemalm-Hagsér, Julie Davis 231–244rnPointing To Shaun Tan’s The Arrival And Re-Imagining Visual Poetics In Research Carolyn J. Bjartveit & E. Lisa Panayotidis 245–261rnRelationships for me are the key for everything’: early childhood teachers’ subjectivities as relational professionals Alison Warren 262–271rnTeacher Learning in the In-between: encountering an ‘invisible barrier’ Linda Henderson 272–283rnPerezhivanie: what have we missed about infant care? Margaret Brennan 284–292rnColloquium, Is Children’s Informal Knowledge Of Mathematics Important? Rethinking Assessment Of Children’s Knowledge Of Mathematics Joohi Lee 293–296rnColloquium, Helping Chinese Children Become More Creative Pingting Huang, Judit Szente 297–302rnBook Review, Recent Perspectives On Early Childhood Education And Care In Canada Nina Howe & Larry Prochner (Eds), 2012 303–305rn