An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children with Severe Disabilities
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| Title: | An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children with Severe Disabilities |
|---|---|
| Language: | English |
| Authors: | Cameron, David Lansing, Tveit, Anne Dorthe, Midtsundstad, Jorunn, Nilsen, Ann Christin E., Jensen, Hanne Cecilie |
| Source: | Journal of Research in Childhood Education. 2014 28(3):344-357. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Kindergarten Preschool Education |
| Descriptors: | Foreign Countries, Kindergarten, Preschool Education, Preschool Children, School Role, School Responsibility, Severe Disabilities, Shift Studies, Parents, Security (Psychology), Preschool Teachers, Child Caregivers, Parent Teacher Cooperation, Interdisciplinary Approach, Case Studies, Interviews, Teacher Student Relationship, Stress Management, Barriers, Cooperation |
| Geographic Terms: | Norway |
| DOI: | 10.1080/02568543.2014.912996 |
| ISSN: | 0256-8543 |
| Abstract: | The purpose of this study was to examine the role and responsibilities of Norwegian kindergarten (i.e., preschool for ages 0-6 years) from the perspective of participants involved in multidisciplinary collaboration on behalf of children with severe disabilities and their families. The authors employed a multiple-case study approach comprising 26 interviews across six cases. Findings suggest that kindergarten is considered an important partner for families and a major contributor to the provision of services. Kindergartens were valued for their (1) close relationships and intimate knowledge of children as individuals, (2) the sense of security and relief of stress that they provided to parents, and (3) for acting as a "driving force" in multidisciplinary collaboration. Findings are discussed in relation to two contrasting views of the kindergarten professional as an early childhood expert and as a compassionate caregiver who, in many ways, functions as an extension of the parental role. The authors conclude that it is the latter of these two perspectives that dominates perceptions of kindergarten professionals among participants. |
| Abstractor: | As Provided |
| Number of References: | 43 |
| Entry Date: | 2014 |
| Accession Number: | EJ1032912 |
| Database: | ERIC |
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| Abstract: | The purpose of this study was to examine the role and responsibilities of Norwegian kindergarten (i.e., preschool for ages 0-6 years) from the perspective of participants involved in multidisciplinary collaboration on behalf of children with severe disabilities and their families. The authors employed a multiple-case study approach comprising 26 interviews across six cases. Findings suggest that kindergarten is considered an important partner for families and a major contributor to the provision of services. Kindergartens were valued for their (1) close relationships and intimate knowledge of children as individuals, (2) the sense of security and relief of stress that they provided to parents, and (3) for acting as a "driving force" in multidisciplinary collaboration. Findings are discussed in relation to two contrasting views of the kindergarten professional as an early childhood expert and as a compassionate caregiver who, in many ways, functions as an extension of the parental role. The authors conclude that it is the latter of these two perspectives that dominates perceptions of kindergarten professionals among participants. |
|---|---|
| ISSN: | 0256-8543 |
| DOI: | 10.1080/02568543.2014.912996 |
