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

Conference paper


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
TypeConference paper
TitleHow can practitioners be supported to work on early intervention programmes within multidisciplinary teams?
AuthorsAllen, S.
Abstract

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.

Research GroupCentre for Education Research and Scholarship (CERS)
Conference26th Annual EECERA conference: Happiness, Relationships, Emotion & Deep Level Learning
Publication dates
Print02 Sep 2016
Publication process dates
Deposited12 Dec 2016
Accepted28 Apr 2016
Completed02 Sep 2016
Output statusPublished
Additional information

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

Web address (URL)http://www.eecera.org/custom/uploads/2016/09/dublin-2016.pdf
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/86vw3

  • 52
    total views
  • 0
    total downloads
  • 4
    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 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.
Leading practice in a multi-professional context
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
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