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Thinking about practice in integrated children’s services: considering transdisciplinarity

Nolan, Andrea, Cartmel, Jennifer and Macfarlane, Kym 2012, Thinking about practice in integrated children’s services: considering transdisciplinarity, Children Australia, vol. 37, no. 3, pp. 94-99, doi: 10.1017/cha.2012.27.

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Title Thinking about practice in integrated children’s services: considering transdisciplinarity
Author(s) Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Cartmel, Jennifer
Macfarlane, Kym
Journal name Children Australia
Volume number 37
Issue number 3
Start page 94
End page 99
Total pages 6
Publisher Cambridge University Press
Place of publication Cambridge, England
Publication date 2012-09-10
ISSN 1035-0772
2049-7776
Keyword(s) integrated children's services
transdisciplinary practice
Summary Integrated service delivery in the early childhood education and care sector is burgeoning as a direct result of government agendas in Australia that privilege services for young children and families, especially those considered most vulnerable and at risk. In many cases this means reviewing and revising current practice to work more collaboratively with other professionals. This paper reports the findings of one aspect of a larger Australian study entitled: ‘Developing and sustaining pedagogical leadership in early childhood education and care professionals’. The focus of this paper is the understandings and practices of professionals in both Queensland and Victoria working in integrated Children's Services across the education, care, community and health sectors. The notion of transdisciplinary practice is also explored as a way to sustain practice. Qualitative data collection methods, including the ‘Circles of Change’ process, the ‘Significant Change’ method and semi-structured interviews were used. The findings indicate concerns around professional identity, feeling valued, role confusion and the boundaries imposed by funding regulations. Working in a transdisciplinary way was generally considered a useful way to move practice forward in these settings, although the ramifications for leadership that this approach brings requires further consideration.
Language eng
DOI 10.1017/cha.2012.27
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2012, Cambridge University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30060238

Document type: Journal Article
Collection: School of Education
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