Early Childhood Studies: A Multiprofessional Perspective

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McGraw-Hill Education (UK), Nov 1, 2005 - Education - 237 pages
This book critically engages the reader in issues that relate to young children and their lives from a multiprofessional perspective. Whilst offering a theoretically rigorous treatment of issues relating to early childhood studies, the book also provides practical discussion of strategies that could inform multiprofessional practice.

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When I read this book, at the first impression I would be eager to know what is a multiprofessional perspective. In my own literal undestanding, I will think of early childhood studies as A Multiprofessional Perspective which means the educators study early childhoood from psychological, sociological, educational,and pediatric perspective. Is what I understood literally the true intention of the authors of this book? Let me figure it out.
Harden R M (1998) Effective multiprofessional education: a three-dimensional perspective. Medical Teacher 20, 5, 402-408
Part 2
Effective multiprofessional education – a three dimensional perspective
R M Harden
The question with multiprofessional education is not whether it is effective or not. Rather it is in what circumstances and in what way can this important educational strategy be effective? Multiprofessional education can be viewed as a three dimensional model. The potential value of multiprofessional education can be viewed from three dimensions. These are:
1 The context in which the multiprofessional education is to be applied. This includes the phase or stage of education, the category of students and the learning situation or educational format.
2 The curriculum goals. These are the expected outcomes of the training programme.
3 The approach to multiprofessional education adopted. Multiprofessional education is not one entity, but a continuum with a number of clearly identifiable steps or stages (Table 1):
Table 1: Eleven steps in the multiprofessional education continuum
1 Isolation Each profession organizes its own teaching and is unaware of what is taught or learned in other professions
2 Awareness Teachers aware of what is covered by other professions but no formal contact with regard to conceptualization, planning or implementation of teaching programme
3 Consultation Consultation about the teaching programmes between teachers from different professions
4 Nesting Aspects relating to the work of other professions are included in otherwise uniprofessional courses
5 Temporal
Coordination Timetable arranged so that two or more professions can be scheduled for the same learning experience, eg a lecture but little formal interaction during the session
6 Sharing Two professions plan and implement joint teaching, with interaction between the professions in one part of a course. The remainder of the course has a uniprofessional focus
7 Correlation Sessions are scheduled in the programme for multiprofessional consideration of topics in an otherwise uniprofessional course
8 Complementary Programme (mixed programme) Multiprofessional teaching runs alongside uniprofessional teaching
9 Multiprofessional The emphasis in the course is on multiprofessional education. Each profession looks at themes from the perspective of their own profession
10 Interprofessional Each profession looks at the subject from the perspective of their own and other professions
11 Transprofessional The multiprofessional education is based on the experience of the real world which provides a filter for the students’ learning
From Harden's view: I can deduct that young children can be researched by not only the early childhood educator but also other professions. The author of this book encourages the readers to engage in the issues of young children and their lives from the multiprofessional perspective.
The following is about multi-professional working to meet the needs of the child.
Multi-Professional Working
Multi-professional working requires people from different professions and agencies to work together towards meeting the needs of the child.
Within the Every Child Matters agenda, there is now an even greater requirement for different professions to share expertise and information with each other. Commonly these professions may include;
Education support services provided by the local authority - for example, educational psychologists, specialist teachers, specialist teaching assistants.


Facts Frameworks and Fantasies
Part Three Childrens Childhoods
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About the author (2005)

Liz Jones is Senior Lecturer at Manchester Metropolitan University. Her recent publications include Action Researcg and Post-Modernism: Congruence and Critique (Open University Press, 2002).

Rachel Holmes is Senior Lecturer at Manchester Metropolitan University. She was a member of the project team that developed Birth to Three Matters: A Frameword to Support Children in their Earliest Years.

John Powell is Senior Lecturer in Early Childhood Studies and Multiprofessional coordinator at Manchester Metropolitan University. Prior to this his career in social work spanned more than 20 years, providing him with a rich set of experiences of direct work with families and young children.

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