Project title:
Promoting understanding of the work of multi-professional teams in children’s centres: the role of developmental research in tackling ‘disparate discourses’
“This study [will use] an interventionist research method to develop learning opportunities for multi-professional teams…[to] improve the experiences and learning opportunities of young children.”
Researcher:
Dr Alaster Douglas
School of Education, Centre for Learning, Teaching and Human Development
University of Roehampton
Project proposal:
This study proposes using an interventionist research method to develop learning opportunities for multi-professional teams in children’s centres with the aim of developing the activity of the integrated care of young children. Young children’s transitions between different discourses of play and therapy have been identified as problematic to manage for Early Years Professionals (EYPs) (CWDC 2009). Recognising the importance of play as a central integrating element in a child’s development and learning whilst also supporting EYPs in ensuring the benefits of young children participating fully in a pre-school community (accessed by a number of different professionals) is the focus of this work. Research argues that ‘a more robust exploration is needed of how different programmes and early years practice could fit together’ (Georgeson and Paler 2011, 1). Working with a range of professionals, I will highlight tensions observed in field work data in order to stimulate discussion and negotiation on the activity of integrated care of young children. Using developmental work research (DWR) workshops, the study aims to illustrate how critical enquiry and debate in the work of multi-professional teams can be promoted in order to improve the experiences and learning opportunities of young children.
Photo by Rashid Sadykov on Unsplash
Themes:
Enabling transformational change
Encouraging the arts
Seeking justice
Promoting wellbeing
Nurturing rooted communities
Thinking globally
Amplifying voices