Participatory concepts of multidisciplinary/professional working on an Early Childhood Studies degree course in the UK

Early Years

Volumn 31, Issue 2, 2011, Pages 181-192

  Bath, Caroline ^a  

^a SHEFFIELD HALLAM UNIVERSITY   (United Kingdom)

Author keywords

Higher education; Multidisciplinary; Participation

Indexed keywords

EID: 79960287277     PISSN: 09575146     EISSN: 14724421     Source Type: Journal    
DOI: 10.1080/09575146.2011.561484     Document Type: Article

References (32)

1. Anning, A., and National Evaluation of Sure Start (NESS). 2007. Understanding variations in effectiveness amongst Sure Start local programmes Lessons for Sure Start Children's Centres. London: DCSF.
2. Anning, A., D. Cottrell, N. Frost, J. Green, and M. Robinson. 2006. Multi-professional team work for integrated children's services. Buckingham: Open University.
3. Bath, C. 2009. Learning to belong: Exploring young children's participation at the start of school. London: Routledge.
4. Bernstein, B. 1996. Pedagogy, symbolic control and identity. London: Taylor & Francis.
5. Boud, D., and H. Middleton. 2003. Learning from others at work: Communities of practice and informal learning. Journal of Workplace Learning 15, no. 5: 194-202.
6. Broadhead, P., and J. Armistead. 2007. Community partnerships: Integrating early education with childcare. Children and Society 21: 42-55.
7. Children's Workforce Development Council (CWDC). 2008. Integrated working explained. Leeds: CWDC.
8. Canavan, J., L. Coen, P. Dolan, and L. Whyte. 2009. Privileging practice: Facing the challenge of integrated working for outcomes for children. Children and Society 23: 377-88.
9. Charles, M., and J. Horwath. 2009. Investing in interagency training to safeguard children: An act of faith or an act of reason? Children and Society 23, no. 5: 364-76.
10. Dahlberg, G., and P. Moss. 2005. Ethics and politics in early childhood education. London: Routledge.
11. DCSF. 2008. 2020 Children and young people's workforce strategy. London: DCSF.
12. DFEE. 1998. Meeting the childcare challenge. London: HMSO.
13. DFES. 2004. Every child matters Change for children. London: DCSF.
14. Easen, P., M. Atkins, and A. Dyson. 2000. Inter-professional collaboration and conceptualisations of practice. Children and Society 14: 355-67.
15. Engestrom, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work 14, no. 1: 133-356.
16. Freeman, M., C. Miller, and N. Ross. 2000. The impact of individual philosophies of teamwork on multi-professional practice and the implications for education. Interprofessional Care 14, no. 3, 237-47.
17. Glisson, C., and A. Hemmelgarn. 1998. The effects of organizational climate and interorgani-zational coordination on the quality and outcomes of children's service systems. Child Abuse and Neglect 22, no. 5: 401-2.
18. HM Government. 2003. Victoria Climbie Enquiry Report. London: HMSO.
19. HM Government. 2006. Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children. London: HMSO.
20. Hugman, R. 1995. Power in caring professions. 2nd ed. ed. Basingstoke: Macmillan.
21. Mandy, P. 1996. Interdisciplinary rather than multidisciplinary or generic practice. British-Journal of Therapy and Rehabilitation 3, no. 2: 110-2.
22. Miller, C., M. Freeman, and N. Ross. 2001. Interprofessional practice in health and socialcare: Challenging the shared agenda. Nottingham: Arnold.
23. Morrow, G., N. Malin, and T. Jennings. 2005. Interprofessional team working for child and family referral in a Sure Start local programme. Journal of Interprofessional Care 19, no. 2: 93-100.
24. Moss, P. 2006. Structures, understandings and discourses: Possibilities for re-envisioning the early years worker. Contemporary Issues in Early Childhood 7, no. 1: 30-41.
25. Oberhuemer, P. 2004. Conceptualising the early childhood professional: Policy models and research issues. Keynote presentation at the European Early Childhood Research Association annual conference, Malta, September 1-4.
26. Robinson, M., A. Anning, and N. Frost. 2005. 'When is a teacher not a teacher?': Knowledge creation and the professional identity of teachers within multi-agency teams Studies in Continuing Education 27, no. 2: 175-91.
27. Rogoff, B. 1991. The joint socialisation of development by young children and adults. In Learning to think, ed. P. Light, S. Sheldon, and M. Woodhead. London: Routledge.
28. Sachs, J. 2001. Teacher professional identity: Competing discourses, competing outcomes. Journal of Educational Policy 16, no. 2: 149-61.
29. Siraj-Blatchford, I., and J. Siraj-Blatchford. 2009. Improving development outcomes for children through effective practice in improving early years services. London: C4EO.
30. Warin, J. 2007. Joined-up services for young children and their families: Papering over the cracks or re-constructing the foundations? Children and Society 21: 87-97.
31. Wenger, E. 1998. Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
32. Young, I. 2000. Inclusion and democracy. Oxford: Oxford University Press.