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Young children shaping interprofessional practice in early years settings: towards a conceptual framework for understanding experiences and participation

Payler, Jane; Georgeson, Jan and Wong, Sandie (2016). Young children shaping interprofessional practice in early years settings: towards a conceptual framework for understanding experiences and participation. Learning, Culture and Social Interaction, 8 pp. 12–24.

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URL: http://www.sciencedirect.com/science/article/pii/S...
DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.lcsi.2015.09.003
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Abstract

The value of interprofessional service provision for children and families has had widespread support internationally. However, researchers have called for greater focus on service users’ experiences to inform future development. Nonetheless, young children’s experiences of such practice in early years settings are under researched. Drawing on findings from a study of interprofessional practice from the perspectives of five young children with additional needs, this article suggests a theoretical and methodological conceptual framework as a guide to understanding how children participate in and shape integrated service provision.
The stance is framed by social practice theory, whereby our everyday practice draws on, challenges and is constrained by history, context and relationships. Shotter’s (2008) work revealing meaning-making in conversational exchanges and Dreier’s conceptualisation of trajectories of participation (2003; 2008) guided the analyses of digital video recordings of children’s participation in interprofessional practice in early years settings. Findings showed young children shaping the nature of provision. The theoretical constructs and methods revealed the otherwise hidden dialogic nature of interprofessional practice, highlighting children’s influence on elements of fine-grained expert practice. Careful attention to children’s perspectives, revealed through analysis of their multimodal voices, contributes to settings’ capacity for planning, modifying and evaluating effective integrated working.

Item Type: Journal Item
Copyright Holders: 2015 Elsevier Ltd
ISSN: 2210-6561
Project Funding Details:
Funded Project NameProject IDFunding Body
Interprofessional practice as trajectories of participation in early years settings.Not SetUniversity of Winchester
Not SetNot SetUniversities Council for the Education of Teachers Travel Scholarship
Not SetNot SetPlymouth University
Keywords: interprofessional practice; principles; early years education and care; young children's participation
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Education Futures
Item ID: 45258
Depositing User: Jane Payler
Date Deposited: 05 Feb 2016 14:37
Last Modified: 27 Oct 2017 05:09
URI: http://oro.open.ac.uk/id/eprint/45258
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