Leading practice in a multi-professional context

Book chapter


Allen, S. 2011. Leading practice in a multi-professional context. in: Whalley, M. (ed.) Leading Practice in Early Years Settings Exeter Learning Matters. pp. 115-130
Chapter titleLeading practice in a multi-professional context
AuthorsAllen, S.
Abstract

This chapter considers the importance of Early Years (EY) practitioners working collaboratively with other professionals to support the child and family within a multi –professional context. Bronfenbrenner’s ecological model of human development, which provides a theoretical framework for the subject of multi-professional working and relevant policy initiatives are explored to help explain the significance of collaborative work in EY practice. Work within multi-professional teams can be complex; the chapter considers how potential barriers to effective collaborative work can be managed and case studies provide some examples of multi-professional working within EY settings.

Page range115-130
Book titleLeading Practice in Early Years Settings
EditorsWhalley, M.
PublisherLearning Matters
Place of publicationExeter
ISBN
Hardcover978-0 85725 327-9
Publication dates
PrintJul 2011
Publication process dates
Deposited01 Jun 2015
Output statusPublished
Additional information

Series editors: Gill Goodliff and Lyn Trodd

LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/85826

  • 72
    total views
  • 0
    total downloads
  • 6
    views this month
  • 0
    downloads this month

Export as

Related outputs

Early years teachers’ perspectives of integrated workingand professional development: a qualitative explorationin a local authority in London
Allen, S. 2022. Early years teachers’ perspectives of integrated workingand professional development: a qualitative explorationin a local authority in London. DProf thesis Middlesex University Health, Social Care and Education
Developing professional practice in the early years
Allen, S., Lee, M., Whalley, M. and Scollan, A. 2020. Developing professional practice in the early years. London Open University Press.
Play in a digital age
Allen, S. 2016. Play in a digital age. in: Kaye, L. (ed.) Young Children in a Digital Age: Supporting learning and development with technology in early years London Routledge. pp. 84-100
How is the child positioned within parent-practitioner working?
Allen, S. and Scollan, A. 2016. How is the child positioned within parent-practitioner working? 26th Annual EECERA conference: Happiness, Relationships, Emotion & Deep Level Learning. Dublin City University, Dublin, Ireland 31 Aug - 03 Sep 2016
How can practitioners be supported to work on early intervention programmes within multidisciplinary teams?
Allen, S. 2016. How can practitioners be supported to work on early intervention programmes within multidisciplinary teams? 26th Annual EECERA conference: Happiness, Relationships, Emotion & Deep Level Learning. Dublin City University, Dublin, Ireland 31 Aug - 03 Sep 2016
How children learn 4: thinking on special educational needs and inclusion
Allen, S. and Gordon, P. 2011. How children learn 4: thinking on special educational needs and inclusion. London MA Education.
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. Learning and Teaching Conference. University of Chichester 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013
Reconceptualising learning and teaching about early years leadership, management, and multidisciplinary roles
Allen, S., Barnaby, B., Burghardt, V. and Morris, C. 2012. Reconceptualising learning and teaching about early years leadership, management, and multidisciplinary roles. Journal of the University College of the Cayman Islands. 6 (1), pp. 100-113.
Extending teacher professionalism: engagement with others through communities of practice
Allen, S. and Miller, P. 2011. Extending teacher professionalism: engagement with others through communities of practice. First International Conference on Emerging Research. Middlesex University, Dubai, Nov 2011
Pedagogical leadership
Allen, S. 2011. Pedagogical leadership. in: Whalley, M. (ed.) Leading Practice in Early Years Settings Exeter Learning Matters. pp. 65-81
Supporting pedagogy and practice in early years settings
Allen, S. and Whalley, M. 2010. Supporting pedagogy and practice in early years settings. Exeter Learning Matters.
The dynamics of difference: making it work’ interprofessional learning
Allain, L., Bell, L., Ahmet, L., Allen, S. and Villadsen, A. 2009. The dynamics of difference: making it work’ interprofessional learning. Middlesex University Learning and Teaching Conference. Middlesex University