A3 Book section, Chapters in research books
Interprofessional Intervention Collaboration in Early Language Learning in the United Kingdom : A Descriptive Case Study (2023)


Harju-Luukkainen, H. (2023). Interprofessional Intervention Collaboration in Early Language Learning in the United Kingdom : A Descriptive Case Study. In S. Alisauskiene, N. Bahdanovich Hanssen, & D. Kairienė (Eds.), Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care (pp. 45-59). Palgrave Macmillan. Critical Cultural Studies of Childhood. https://doi.org/10.1007/978-3-031-34023-9_4


JYU authors or editors


Publication details

All authors or editorsHarju-Luukkainen, Heidi

Parent publicationInterprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care

Parent publication editorsAlisauskiene, Stefanija; Bahdanovich Hanssen, Natallia; Kairienė, Daiva

ISBN978-3-031-34022-2

eISBN978-3-031-34023-9

Journal or seriesCritical Cultural Studies of Childhood

ISSN2731-636X

Publication year2023

Publication date05/08/2023

Pages range45-59

Number of pages in the book344

PublisherPalgrave Macmillan

Place of PublicationCham

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.1007/978-3-031-34023-9_4

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/93407


Abstract

A large variety of language education policies are put into practice in early childhood education contexts every day, on multiple levels of the education system. The policies are in praxis interpreted, negotiated and finally (re)constructed by the teachers. In the UK many children enter school with significantly delayed language skills, and many of them are learning English as an additional language. In this chapter I take a closer look at an intervention programme from inner London schools. This programme provides a holistic, universal framework to upskill early years education staff and families in developing children’s language development. In this chapter I engage with a descriptive case study on the intervention programme, where the aim is to describe the programme and especially its inclusive and interprofessional collaboration practices connected to families. As the theoretical frame I will use the ecological perspective of language learning developed by van Lier, where family and interprofessional collaboration becomes significant attributes for language learning of the children. Also, where families are an important part of the interprofessional team. Finally, at the end of the chapter I will critically discuss the findings related to the theoretical frame.


Keywordsearly childhood education and carelanguage educationlanguage developmentlanguage learninginterventionmulti-professionalismhome-school collaboration

Free keywordsearly language intervention; family; interprofessional collaboration


Contributing organizations


Ministry reportingYes

Reporting Year2023

Preliminary JUFO rating3


Last updated on 2024-03-04 at 21:56