Participatory concepts of multidisciplinary/professional working on an Early Childhood Studies degree course in the UK

BATH, Caroline (2011). Participatory concepts of multidisciplinary/professional working on an Early Childhood Studies degree course in the UK. Early Years: an international journal of research and development, 31 (2), 181-192.

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Link to published version:: https://doi.org/10.1080/09575146.2011.561484
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    Abstract

    This paper aims to explore democratic values in higher education pedagogies, as related to an Early Childhood Studies (ECS) degree course in an English university. It seeks to find out what constitutes a multi-disciplinary course from both student and tutor perspectives. It is contextualised by the concepts of participation embedded in the idea of multi-professional team work, in order to establish how these ideas could contribute a strong ethical focus to the concept of multidisciplinary study. The study was designed within the paradigm of participatory action research and findings suggest that, although students make links between different disciplinary discourses, tutors feel that their professional identity and knowledge can be constrained by the course structure. The paper suggests that more work needs to be done on the validation of early childhood courses to allow opportunities for multi-professional working to be modelled.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/09575146.2011.561484
    Page Range: 181-192
    Depositing User: Helen Garner
    Date Deposited: 16 Dec 2011 11:40
    Last Modified: 11 May 2018 22:56
    URI: http://shura.shu.ac.uk/id/eprint/4181

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