Getting a better picture of the ‘whole’ child: A case for interprofessional learning in early childhood staff training

Abstract

ABSTRACT Building on the innovative shared training programmes of healthcare professionals world-wide, this paper sets out to break new ground by considering a case for Interprofessional Learning (IPL) in the field of Early Childhood Education and Care (ECEC). Recent responses to staff training across the ECEC spectrum have realised that professionals no longer operate alone but are required to work as effective teams within their EC settings. However, preparation to embrace this new team spirit tends to take place in uniprofessional contexts with limited experiences to engage in shared training opportunities with other students from different disciplines. After examining a rationale for IPL and considering its theoretical underpinning and evidence-base, this paper reports on an illustrative IPL case study where a group of teachers and EC professionals engaged in a shared training programme on the effective implementation of a play-based framework into practice. Drawing on the findings of both the case study and the wider research evidence, the potential benefits and limitations of IPL within ECEC are then addressed. Three key themes emerged as crucial to future IPL possibilities in the ECEC sector: the role of the IPL facilitator, the motivation and attitudes of the participants involved and the learning context in terms of time, space and content.