Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care (Critical Cultural Studies of Childhood)

This edited volume covers issues related to educational research and practices for early childhood education and care (ECEC), highlighting interprofessional and family-professional collaboration within inclusive education in different cultural contexts. Contributors include authors from throughout Europe, including Lithuania, Norway, Iceland, Finland, Sweden, Spain, UK, and Ukraine. Chapters provide a forum for intentional dialogue about and shared understanding of successful and inspiring ECEC practices, the main barriers of interprofessional and family-professional collaboration, and opportunities for further improvement of inclusive ECEC practices. Foreword Acknowledgements Praise for Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care Contents Notes on Contributors Abbreviations List of Figures List of Tables Chapter 1: Introduction to Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care Introduction Overview of Book References Part I: Theoretical Perspectives on Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care Chapter 2: Interprofessional Collaboration in Early Childhood Education and Care Introduction Collaboration in Teams Positive Relations in the Team Learning in the Team Team Management and Leadership Team Values Collaborative Culture Conclusion References Chapter 3: Family-Professional Collaboration in Early Childhood Education and Care Introduction Ways of Approaching Family-Professional Collaboration Strategies for Enhancing Family-Professional Collaboration Parents’ and Professionals’ Readiness for Collaboration Collaborative Relationships Between Parents and Professionals Effective Communication Conclusion References Part II: Interprofessional Collaboration in Early Childhood Education and Care Chapter 4: Interprofessional Intervention Collaboration in Early Language Learning in the United Kingdom: A Descriptive Case Study Introduction Importance of Early Language Support Ecological Approach to Language Learning Methods Results Discussion Final Remarks References Chapter 5: Interprofessional Collaboration for Inclusive Education in Early Childhood Education and Care in Ukraine Introduction Literature Review The Ukrainian Context Legislation on Special Needs Education in a Collaborative Framework Interprofessional Collaboration In ECTE Suggested Model For IPC for Children With SEN Discussion References Chapter 6: Caught Between Expectations and Ambitions: Finnish Early Childhood Special Education Teachers’ Experiences of Consultation as Interprofessional Collaboration Introduction The Finnish Context Theoretical Framework Jurisdiction of Work Tasks An Expert-Driven and Participant-Driven Perspective of Consultation Methods, Participants and Ethics Participants and Data Collection Data Analysis Method Ethics and Trustworthiness Results Case 1: Frustrated Knowledge Sharer Case 2: Adapted and Collaborative Quick Fixers Case 3: Satisfied Reflection Supporters Discussion Poor Conditions: Weak Jurisdiction for Conducting the Consultative Task Balancing Between Quick Fixes and the Use of Reflection as Consultation Strategy Conclusion References Chapter 7: Developing Interprofessional Collaboration: Learning Communities in Early Childhood Education and Care in Iceland Introduction The Icelandic Context Theoretical Framework Professional Learning Community Leading from the Middle Methods, Participants and Ethics Results Establishing a Multicultural Team Forming a Multicultural Team Lifting Professional Practice: Exchange of Good Practices Developing Learning Communities Nurturing Interprofessional Collaborative ECEC Practices Discussion and Conclusions References Chapter 8: Communication in Interprofessional Teams Meeting Special Educational Needs of Children in Lithuanian ECEC Settings Introduction The Lithuanian Context Theoretical Framework Methods, Participants and Ethics Results The Results of ECEC Setting Providing Special Needs Education Interpretation of the Results The Results of ECEC Setting Providing Inclusive Education Interpretation of the Results Discussion and Conclusions References Chapter 9: The Schooling Processes of Students with Autism Spectrum Disorder in Early Childhood Education: Implications for Interprofessional Collaboration in Spain Introduction The Right to Inclusive Education for All Students with ASD as a Vulnerable Group in the Education System The Voices and Attitudes of Families and Professionals Towards Inclusion The Importance of Family-School Collaboration for Inclusion What Defines a Good Collaborative Relationship? What Are the Attitudes of Different Actors Towards Such Collaboration? Method and Participants Participants Instruments and Procedures Data Analysis Method Results How Is the Process of Schooling of Students with ASD in Ordinary Early Childhood Education Centres Being Developed from the Voices of Their Families? What Role Are Family-School Partnerships and Interprofessional Collaboration Playing in This Process? What Impact Is It Having on the Quality of Life of Families? Conclusions References Chapter 10: Interprofessional Collaboration in the Norwegian Early Childhood Education and Care Context Introduction The Norwegian Context Theoretical Framework Methods Results How Is Interprofessional Collaboration Defined? What Guidelines Are Set for Interprofessional Collaboration? Discussion and Conclusion References Part III: Family-Professional Collaboration in Early Childhood Education and Care Chapter 11: “To See a Shift in Parents’ Knowledge”: A Case Study of Family-Professional Collaboration in the United Kingdom Introduction Previous Studies on Family-Professional Collaboration Family-Professional Collaboration in the UK Method and Participants Results Individual, Parent, and Family Factors Child Factors Parent-Teacher Factors Societal Factors Discussion References Chapter 12: Family-Professional Collaboration in Early Childhood Education and Care in Ukrainian Policy Introduction The Ukrainian Context Data and Methods Results Values in Collaboration Roles in Collaboration Activities in Collaboration Discussion and Conclusion References Chapter 13: Parental Partnerships in Early Childhood Education—A Document Analysis of Teacher Education Programs and Policy Documents in Sweden and Finland Introduction Methods The Finish Context Results University Of Jyväskylä’s Early Childhood Teacher Education Program: Case Study The Swedish Context Results University of Borås, Pre-Service Preschool Teacher Program: Case Study Discussion References Chapter 14: Family-Professional Collaboration in Inclusive Early Childhood Education in Iceland—Multilingual Families and Children Introduction The Icelandic Context Theoretical Framework Family-Professional Collaboration of Diverse Families and Preschools Language Policies and Practices of Diverse Families and Inclusive Preschools Method, Participants and Ethics Ethics Results Family-Professional Collaboration on Multilingual Issues Inclusive Linguistic and Culturally Responsive Educational Practices in the Preschools Discussion References Chapter 15: Family-Professional Collaboration in Teams Meeting Special Educational Needs of Children in Lithuanian ECEC Settings Introduction The Lithuanian Context Theoretical Framework Methods, Participants and Ethics Results The Results of ECEC Setting Providing Special Needs Education Interpretation of the Results The Results of ECEC Setting Providing Inclusive Education Interpretation of the Results Discussion and Conclusion References Chapter 16: Professional and Family Relationships Within the Framework of a Family-Centred Approach in Spain Introduction What Does the Family-Centred Approach Mean? Empowerment: As a Means Family Quality of Life: As a Result What Does the Participation of the Families Entail? Conclusion References Chapter 17: Family-Professional Collaboration in Norwegian Early Childhood Education and Care Introduction The Norwegian Context Formal Family-Professional Collaboration Informal Family-Professional Collaboration Family-Professional Collaboration in Norwegian ECEC Large-Scale Surveys Small-Scale Research Studies Summarising Family-Professional Collaboration in Norwegian ECEC Discussing Parents’ Varying Possibilities for Collaboration Conclusion References Chapter 18: A Parental Perspective on Educational Support for High-Ability Children in Finland Introduction The Finish Context Inclusion and High-Ability Children Method and Participants Results Support on the Structural Level Challenges on the Structural Level Support on Interpretation and Implementation Levels Challenges on Interpretation and Implementation Levels Conclusion and Discussion References Chapter 19: The Development of Interprofessional and Family-Professional Collaboration in Early Childhood Education and Care—Lessons Learned Introduction The Theory of Practice Architectures Methods Understanding IPC Through the Three Spaces Understanding FPC Through the Three Spaces Conclusions References Index