Educating Professionals Who Will Work with Children in the Early Years: An Evidence-Informed Interdisciplinary Framework

Autor/inn/en	Grant, Julian; Gregoric, Carolyn; Jovanovic, Jessie; Parry, Yvonne; Walsh, Kerryann
Titel	Educating Professionals Who Will Work with Children in the Early Years: An Evidence-Informed Interdisciplinary Framework
Quelle	In: Early Years: An International Journal of Research and Development, 41 (2021) 1, S.48-63 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walsh, Kerryann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2018.1488819
Schlagwörter	Preschool Education; Preschool Children; Interdisciplinary Approach; Preservice Teacher Education; Participatory Research; Innovation; Preschool Teachers; Child Caregivers; Caregiver Training; Delphi Technique; Employment Qualifications; Pedagogical Content Knowledge; Child Development; Outcomes of Education + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehramtsstudiengang; Lehrerausbildung; Forschungstätigkeit; Erzieher; Erzieherin; Kindergärtnerin; Caregiver; Caregivers; Carer; Kinderbetreuung; Delphi-Methode; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Pädagogische Kompetenz; Kindesentwicklung; Lernleistung; Schulerfolg
Abstract	The first five years of a child's life are irrefutably important, establishing life-long health, social and economic outcomes. To optimize these outcomes, global policy is directing professionals from a range of disciplinary backgrounds to work more collaboratively than ever before with children in the early years. Such collaborations have proven problematic as individual disciplines and pre-service education requirements vary widely. Using Community-Based Participatory Research and Diffusion of Innovation approaches, this study aimed to develop an educational framework for professionals working with children in the early years and their families, to begin a cultural change for interdisciplinary collaboration and participation across the early years. Systematic reviews, modified Delphi rounds and focus groups identified the diverse demands of multiple professions, qualification levels and workforce agendas, as well as highlighting shared outcomes, knowledge and intentions across disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01