Early years teachers’ perspectives of integrated working and professional development: a qualitative exploration in a local authority in London
DProf thesis
Allen, S. 2022. Early years teachers’ perspectives of integrated working and professional development: a qualitative exploration in a local authority in London. DProf thesis Middlesex University Health, Social Care and Education
Type | DProf thesis |
---|---|
Title | Early years teachers’ perspectives of integrated working and professional development: a qualitative exploration in a local authority in London |
Authors | Allen, S. |
Abstract | An important strand of early years policy development has been an increased focus on integrated service provision. This has been part of government policy initiatives during the past two decades that have sought to promote children’s development and enhance their life chances (Barnes et al. 2018). Collaboration between professionals from different disciplines is considered to effectively support multifaceted issues that may adversely affect young children’s development (Gordon et al. 2016; Vandekerckhove et al. 2019). However, integrated working has been identified as a complex area of practice (Canavan et al. 2009; Wong and Sumsion 2013; Nutbrown 2018) that takes place in a fluid landscape of children’s services. Developing the proficiency to collaborate effectively and responsively with others requires additional layers of expertise, as well as the specialist knowledge and skills associated with particular professional roles (Edwards, 2010a; Cumming and Wong 2012). |
Sustainable Development Goals | 4 Quality education |
Middlesex University Theme | Health & Wellbeing |
Department name | Health, Social Care and Education |
Institution name | Middlesex University |
Publication dates | |
06 Jan 2023 | |
Publication process dates | |
Deposited | 06 Jan 2023 |
Accepted | 24 May 2022 |
Output status | Published |
Language | English |
https://repository.mdx.ac.uk/item/8q373
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Accepted author manuscript
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