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

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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