Early childhood education can never exist as a separate entity, divorced from the world around it. It is no magic cure-all and should never work in isolation. Most obviously it has relationships with other sectors of education, as well as with other areas of social policy. More broadly, if it acknowledges its contribution to future building, it must engage with other actors who also want to future build, for example organisations and movements working on issues such as sustainable development, participatory democracy, and social justice. This means, for example, creating what have been termed ‘pedagogical meeting places’ for early childhood, primary, secondary, higher and adult education, replacing the current obsession with ‘readiness’ (for the next stage of education) by opening up for dialogue and the creation of a new and shared ‘diagnosis of our times’, new and shared images of the child, new and shared understandings of education, learning and knowledge, and new and shared pedagogical practice. (Moss, 2017, p. 26)