Getting a better picture of the ‘whole’ child: A case for interprofessional learning in early childhood staff training

ABSTRACT

Building on the innovative shared training programmes of healthcare professionals world-wide, this paper sets out to break new ground by considering a case for Interprofessional Learning (IPL) in the field of Early Childhood Education and Care (ECEC). Recent responses to staff training across the ECEC spectrum have realised that professionals no longer operate alone but are required to work as effective teams within their EC settings. However, preparation to embrace this new team spirit tends to take place in uniprofessional contexts with limited experiences to engage in shared training opportunities with other students from different disciplines. After examining a rationale for IPL and considering its theoretical underpinning and evidence-base, this paper reports on an illustrative IPL case study where a group of teachers and EC professionals engaged in a shared training programme on the effective implementation of a play-based framework into practice. Drawing on the findings of both the case study and the wider research evidence, the potential benefits and limitations of IPL within ECEC are then addressed. Three key themes emerged as crucial to future IPL possibilities in the ECEC sector: the role of the IPL facilitator, the motivation and attitudes of the participants involved and the learning context in terms of time, space and content.

KEYWORDS:

• shared training
• early childhood
• education
• care
• interprofessional learning

Additional information

Notes on contributors

Dorothy McMillan

Dr Dorothy McMillan, until recently, was a senior lecturer in Early Childhood Education at Stranmillis University College, Belfast teaching on the PGCE (Early Years), BA and MA in Early Childhood Studies degree programmes. Her research interests are focused on training and early years professionalism, including management and leadership.

Glenda Walsh

Dr Glenda Walsh is Head of Early Years Education and principal lecturer at Stranmillis University College, Belfast.  Her research centres on quality issues in Early Childhood and Primary Education particularly in the field of pedagogy and curriculum with a direct focus on play and playful pedagogies in practice.

Andrea Doherty

Dr Andrea Doherty is a senior lecturer in Early Years Education with STEM at Stranmillis University College, Belfast. Her research interests include play, playful pedagogies, teacher education, child development theory and outdoor education.