How can practitioners be supported to work on early intervention programmes within multidisciplinary teams?

This study aims to develop understanding about training opportunities for practitioners who work on early intervention programmes within multidisciplinary teams. The study relates to independent reviews, which have advocated 'early intervention' as an effective approach to support young children's future outcomes (Field, 2010, Marmot, 2010, Allen, 2011). Moreover, Tickell (2011) has advised that the benefits of early intervention are only fully realised when professionals work effectively together. Nutbrown (2012) and Betram and Pascal (2014) have called for effective training to support practitioners to undertake their roles in early years practice. The study draws on the Effective Provision of Pre-School Education (EPPE) project (Sylva et al., 2004), which established the relationship between high quality provision and improved outcomes for children, especially for the most disadvantaged children. Sylva et al. (2004) noted that effective provision was supported by a well-qualified staff. A qualitative approach was used in this study to gain practitioners' perspectives on training to support their role when working with other professionals. An interpretive paradigm was used to explore their interview responses. The research was undertaken in accordance with BERA's (2011) ethical guidance, with consideration of Whitmarsh's (2012) principles of respect, beneficence and justice by seeking to avoid any harm or exploitation of research participants involved in the study. Initial data from this study suggests that practitioners would value further training opportunities that would support them to undertake their role within multidisciplinary team contexts. The study aims to contribute to the wider debate on training for the early years workforce.

Conference theme: Happiness, Relationships, Emotion & Deep Level Learning