Early years teachers’ perspectives of integrated workingand professional development: a qualitative explorationin a local authority in London

DProf thesis


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
TypeDProf thesis
TitleEarly years teachers’ perspectives of integrated workingand professional development: a qualitative explorationin a local authority in London
AuthorsAllen, 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).
This project explores measures that can enhance support for early years teachers in integrated working practice. Bronfenbrenner’s bio-ecological model (Bronfenbrenner and Morris 2006) is employed as a theoretical framework for the research. This model draws attention to the importance of the early years teacher’s reciprocal interactions with key actors in integrated working and how these might be influenced by personal characteristics, contextual and temporal factors.
The research is framed as a qualitative interview study that incorporates the use of in-depth interviews and the experimental use of a walking interview with one participant. Thematic analysis of the participants’ data reveals an array of measures to support the early years teacher to engage in integrated working. Findings from the research are supplemented by exploration of the current evidence base to identify recommendations for practice. These include a focused consideration of the role of reciprocal interactions in integrated working practice, the use of technology to support communication, practical tasks in professional development and an exploration of the wider field of support to help the early years teacher to manage the ‘complex realities of practice’ (Dalli et al. 2012: 7).

Sustainable Development Goals4 Quality education
Middlesex University ThemeHealth & Wellbeing
Department nameHealth, Social Care and Education
Institution nameMiddlesex University
Publication dates
Print06 Jan 2023
Publication process dates
Deposited06 Jan 2023
Accepted24 May 2022
Output statusPublished
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/8q373

Restricted files

Accepted author manuscript

  • 66
    total views
  • 0
    total downloads
  • 5
    views this month
  • 0
    downloads this month

Export as

Related outputs

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.
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