Around the world, the professionalism of early childhood education (ECE) has been under reform. In Finland, the administrative changes of recent years have raised the need to clarify and strengthen interprofessional collaboration among ECE professionals. This study examined ECE students' discourses of interprofessional collaboration in ECE teams and ECE professionals' differentiated expertise and competence. The data were collected by conducting focus group interviews (n = 17) for ECE teacher students (n = 20) and social pedagogue students (n = 9) as well as childcare students (n = 12). As a result, six discourses of interprofessional collaboration were identified: interprofessional collaboration as a prerequisite, secondary asset, unclear, causing inequality, impossibility, as well as a need for improvement. The discourses of expertise and competence, in turn, considered education-specific areas, differentiated pedagogical expertise and competence, and theory versus practice. The results reflect how ECE students create their understanding about their future profession surrounded by contradictory discourses. The study provides perspectives that can be utilised by working life and education programmes to support ECE professionals' professional development and improve the interprofessional collaboration in ECE teams.

在世界各地，幼儿教育（ECE）的专业化一直在进行改革。在芬兰，近年来的行政改革提出了澄清和加强儿童早教专业人员之间跨专业合作的必要性。本研究考察了幼儿教育学生在幼儿教育团队中的跨专业合作以及幼儿教育专业人员的差异化专业知识和能力。数据是通过对幼儿教育教师学生 (n = 20)、社会教育学生 (n = 9) 以及托儿所学生 (n = 12) 进行焦点小组访谈 (n = 17) 来收集的。结果，确定了跨专业合作的六种论述：跨专业合作是先决条件、次要资产、不明确、导致不平等、不可能性以及需要改进。专业知识和能力的论述反过来考虑了教育特定领域、差异化的教学专业知识和能力以及理论与实践。结果反映了 ECE 学生如何在相互矛盾的话语中形成对未来职业的理解。该研究提供了工作生活和教育计划可以利用的观点，以支持儿童早教专业人员的专业发展并改善儿童早教团队的跨专业合作。