Working together with fellow professionals across different sectors of children's services is central to good practice for all those who work with children and young people. This book looks at how children's services can work together more effectively; by taking an approach that is grounded in research, the book engages critically with both the benefits and the pitfalls of integrated working.

The importance of relationships, roles, responsibilities and strategic planning is discussed, and chapters cover:

What integrated working looks like in practice; How early years services work; Ethnicity; Child and Adolescent Mental Health Services (CAMHS); Disability and integrated working

The book encourages the reader to reflect on their own background and how this influences their view of specific children, families and fellow professionals, as well as their own practice. Suitable for all those working with children and young people from Birth to 19 in any aspect of children's services, this book will ensure professionals work together successfully to the benefit of all.

Integrated Early Years Services: Co-Location, Roles and Development

Integrated Early Years Services: Co-Location, Roles and Development

Integrated early years services: Co-location, roles and development

Chapter Overview

This chapter discusses issues concerning co-location, professional roles and qualifications/training in early years children's services. It employs a case study from a Scottish local authority to highlight the tensions between innovative structures, conceptual change and workforce development (Davis and Hughes, 2005). It illustrates different perspectives on integrated working and culminates in a discussion that considers a number of key questions:

  • Can structural change and a holistic pedagogical approach enable systematic integration of care and education services?
  • What are the problems with linking early years and play with schooling?
  • What are the barriers to developing a hybrid pedagogue role and what might an integrated early years team look like?

Students/practitioners are asked to consider ...

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