10,974
Views
7
CrossRef citations to date
0
Altmetric
Articles

Multiagency working in the early years: confidence, competence and context

&
Pages 380-397 | Received 02 Jul 2013, Accepted 30 Aug 2013, Published online: 16 Oct 2013

References

  • Allen, G. 2011. Early Intervention: The Next Steps. Independent Report to Her Majesty’s Government. London: The Cabinet Office.
  • Anning, A. 2005. “Investigating the Impact of Working in Multi-Agency Service Delivery Settings in the UK on Early Years Practitioners’ Beliefs and Practices.” Journal of Early Childhood Research 3 (1): 19–50.
  • Anning, A., D. Cottrell, N. Frost, J. Green, and M. Robinson. 2006. Developing Multiprofessional Teamwork for Integrated Children’s Services. Maidenhead: Open University Press.
  • Broadhead, P., C. Meleady, and M. A. Delgado. 2008. Children, Families and Communities: Creating and Sustaining Integrated Services. Maidenhead: Open University Press.
  • Campbell-Barr, V. 2010. Providing a Context for Looking at Quality and Value in Early Years Education. Newport: Office for National Statistics.
  • Colyer, H., M. Helme, and I. Jones 2005. The Theory-Practice Relationship in Interprofessional Education. London: Higher Education Academy. http://repos.hsap.kcl.ac.uk/content/m10143/latest/occp7.pdf.
  • D’Amour, D., M. Ferrada-Videla, L. San Martin Rodriguez, and M. Beaulieu. 2005. “The Conceptual Basis for Interprofessional Collaboration: Core Concepts and Theoretical Frameworks.” Journal of Interprofessional Care 19 (1): 116–131.
  • DfE (Department for Education) 2011a. Provision for Children Under Five Years of Age in England. Accessed January 2011. http://www.education.gov.uk/rsgateway/DB/SFR/s001009/sfr13-2011.pdf.
  • DfE (Department for Education) 2011b. The Core Purpose of Sure Start Children’s Centres. London: DfE. http://media.education.gov.uk/assets/files/pdf/s/sure%20start%20childrens%20centres%20core%20purpose.pdf.
  • DfE (Department for Education) 2011c. Payment by Results for Sure Start Children’s Centres. http://www.education.gov.uk/childrenandyoungpeople/strategy/laupdates/a0077798/payment-by-results-for-surestart-childrens-centres-local-authority-trials.
  • DfE (Department for Education) 2011d. Support and Aspiration: A New Approach to Special Educational Needs and Disability – A Consultation. http://webarchive.nationalarchives.gov.uk/20130401151715http://www.education.gov.uk/publications/standard/publicationDetail/Page1/CM%208027.
  • DfES (Department for Education and Skills) 2003. Every Child Matters. London: Her Majesty’s Stationery Office.
  • DfES (Department for Education and Skills) 2004. Choice for Parents, The Best Start for Children: A Ten-Year Strategy for Childcare. London: Her Majesty’s Stationery Office.
  • DH/DfES (Department of Health & Department for Education and Skills) 2004. National Service Framework for Children, Young People and Maternity Services. London: Her Majesty’s Stationery Office.
  • DH/HD (Department of Health & Home Department) 2003. The Victoria Climbie Inquiry: Report of an Inquiry by Lord Laming. London: The Stationery Office.
  • Dreier, O. 1999. “Personal Trajectories of Participation across Contexts of Social Practice.” Outlines 1: 5–32.
  • Dreier, O. 2002. “Learning in Personal Trajectories of Participation.” Proceedings of the international society for theoretical psychology conference, Canada.
  • Edwards, A., H. Daniels, T. Gallagher, J. Leadbetter, and P. Warmington. 2009. Improving Inter-professional Collaborations: Multi-agency working for children’s wellbeing. Abingdon: Routledge.
  • Field, F. 2010. The Foundation Years: Preventing Poor Children from becoming Poor Adults. A Report of the Independent Review of Poverty and Life Chances. London: The Cabinet Office.
  • Freeth, D., M. Hammick, I. Koppel, S. Reeves, and H. Barr 2002. A Critical Review of Evaluations of Interprofessional Education, Occasional Paper No. 2. London: LTSN – Centre for Health Sciences and Practice.
  • Georgeson, J. M. 2009. “The Professionalisation Of The Early Years Workforce.” Chap. 8 in Professional Learning in Early Childhood Settings, edited by S. Edwards and J. Nutall, 115–130. Rotterdam: Sense Publishers.
  • Hall, E. 2005. “‘Joined-up Working’ between Early Years Professionals and Speech and Language Therapists: Moving Beyond ‘Normal’ Roles.” Journal of Interprofessional Care 19 (1): 11–21
  • Holland, D., and J. Lave. 2009. “Social Practice Theory and the Historical Production of Persons.” Actio: An International Journal of Human Activity Theory 2: 1–15.
  • Johnson, R. B., and A. J. Onwuegbuzie. 2004. “Mixed Methods Research: A Research Paradigm Whose Time Has Come.” Educational Researcher 33 (7): 14–26.
  • Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Lord, P., C. Southcott, and C. Sharp. 2011. Targeting Children’s Centre Services on the most Needy Families (LGA Research Report). Slough: NFER.
  • McInnes, K. 2007. A Practitioner’s Guide to Interagency Working in Children’s Centres: A Review of the Literature. Barkingside: Barnardo’s Policy and Research Unit.
  • McLaughlin, H. 2004. “Partnerships: Panacea or Pretence?” Journal of Interprofessional Care 18 (2): 103–113.
  • Melhuish, E., J. Belsky, and A. Leyland. 2005. Early Impact of Sure Start Local Programmes on Children and Families, SS Report 13. London: DfES.
  • Melhuish, E., J. Belsky, A. H. Leyland, J. Barnes, and National Evaluation of Sure Start Research Team. 2008. “Effects of fully-established Sure Start Local Programmes on 3-year-old Children and their Families Living in England: A Quasi-experimental Observational Study.” Lancet 372: 1641–1647.
  • NESS (National Evaluation of Sure Start) 2006. Changes in the Characteristics of Sure Start Local Programme Areas between 2001/2 and 2003/4. Nottingham: DfES.
  • O’Halloran, C., S. Hean, D. Humphris, and J. MacLoel-Clark. 2006. “Developing Common Learning: The New Generation Project Undergraduate Curriculum Model.” Journal of Interprofessional Care 20: 12–28.
  • Osgood, J. 2010. “Negotiating Professionalism: Towards a Critically Reflective Emotional Professionalism.” Early Years 30 (2): 119–133.
  • Osgood, J. 2012. Narratives from Nursery: Negotiating Professional Identities in Early Childhood. Abingdon: Routledge.
  • Packer, M. 2001. Changing Classes: School Reform and the New Economy. Cambridge: Cambridge University Press.
  • Payler, J. K., and J. Georgeson. 2013. ?Personal Action Potency: Early Years Practitioners Participating in Interprofessional Practice In Early Years Settings.? International Journal of Early Years Education 21 (1): 39?55.
  • Payler, J., E. Meyer, and D. Humphris. 2007. ?Theorising Interprofessional Pedagogic Evaluation: Framework for Evaluating the Impact of Interprofessional CPD on Practice Change.? Learning in Health and Social Care 6 (3): 156?169.
  • Reeves S., L. Perrier, J. Goldman, D. Freeth, and M. Zwarenstein 2013. Interprofessional Education: Effects on Professional Practice and Healthcare Outcomes (Update) (Review). The Cochrane Library, Issue 3. http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD002213.pub3/pdf.
  • Reeves, S., M. Zwarenstein, J. Goldman, H. Barr, D. Freeth, M. Hammick, and I. Koppel. 2009. Interprofessional Education: Effects on Professional Practice and Health Care Outcomes (Review). The Cochrane Collaboration. Chichester: John Wiley & Sons.
  • Rogoff, B. 2003. The Cultural Nature of Human Development. Oxford: Oxford University Press.
  • Rose, J. 2011. “Dilemmas of Inter-Professional Collaboration: Can they be Resolved?” Children & Society 25: 151–163.
  • Schweinhart, L. J., and D. P. Weikart. 1997. Lasting Differences, The High/Scope Preschool Curriculum Comparison. Ypsilanti, MI: HighScope Press.
  • Smulian, M. 2013. “Sure Start ‘hollowed out’, says Labour.’ Local Government Chronicle, January 29 http://www.lgcplus.com/briefings/joint-working/education/sure-start-hollowed-out-says-labour/5054213.article.
  • Sylva, K., E. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2011. “Pre-school Quality and Educational Outcomes at Age 11: Low Quality has Little Benefit.” Journal of Early Childhood Research 9 (2): 109–124.
  • Tajfel, H., and J. Turner. 2001. “An Integrative Theory of Intergroup Conflict.” In Intergroup Relations: Essential Readings, edited by M. A. Hogg and D. Abrams, 94–109. Philadelphia, PA: Psychology Press.
  • Thomas, G., and A. Loxley. 2007. Deconstructing Special Education and Constructing Inclusion. Maidenhead: Open University Press.
  • Urrieta Jr, L. 2007. “Figured Worlds and Education: An Introduction to the Special Issue.” The Urban Review 39 (2): 107–116.
  • Vincent, C., and A. Braun. 2011. “‘I think a lot of it is Common Sense …’ Early Years Students, Professionalism and the Development of a ‘Vocational Habitus.” Journal of Education Policy 26 (6): 771–785.
  • Walker, D., and H. Nocon. 2007. “Boundary-Crossing Competence: Theoretical Considerations and Educational Design.” Mind, Culture, and Activity 14 (3): 178–195.
  • Warmington, P., H. Daniels, A. Edwards, S. Brown, J. Leadbetter, D. Martin, D. Middleton, S. Parsons, and A. Popova. 2005. “Surfacing Contradictions: Intervention Workshops as Change Mechanisms in Professional Learning”. Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, September 14–17, 2005.
  • Wong, S., J. Sumsion, and F. Press. 2012. “Early Childhood Professional and Inter-Professional Work in Integrated Early Childhood Services in Australia.” Australasian Journal of Early Childhood 37 (1): 81–88.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.