Cross-Disciplinary Collaboration Supporting Children with Special Educational Needs in Early Childhood Education: A Scoping Review
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| Title: | Cross-Disciplinary Collaboration Supporting Children with Special Educational Needs in Early Childhood Education: A Scoping Review |
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| Language: | English |
| Authors: | Yihan Sun (ORCID |
| Source: | Early Childhood Education Journal. 2026 54(1):381-398. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Special Needs Students, Early Childhood Education, Educational Cooperation, Interdisciplinary Approach, Special Education, Child Care, Barriers, Influences, Vocabulary, Definitions, Educational Research |
| DOI: | 10.1007/s10643-024-01836-0 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | The need for cross-disciplinary collaboration to meet the diverse needs of young children in Early Childhood Education and Care [ECEC] is evident. When multi-disciplinary professionals work together collaboratively, children with special educational needs are more likely to receive child-centred, holistic, and integrated support. This scoping review systematically (1) identified the research evidence available on cross-disciplinary collaboration initiatives that include inclusive ECEC settings as one collaborating party; (2) compared and clarified key terminologies and definitions around collaboration; (3) categorised the enablers and barriers reported towards cross-disciplinary collaboration within ECEC; and (4) explored the preliminary outcomes of cross-disciplinary collaboration. A total of 20 articles were included. Findings contribute to the emerging field of cross-disciplinary collaboration in ECEC, offering valuable insights for future research and implementation efforts aimed at optimising outcomes for young children. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503875 |
| Database: | ERIC |
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| Abstract: | The need for cross-disciplinary collaboration to meet the diverse needs of young children in Early Childhood Education and Care [ECEC] is evident. When multi-disciplinary professionals work together collaboratively, children with special educational needs are more likely to receive child-centred, holistic, and integrated support. This scoping review systematically (1) identified the research evidence available on cross-disciplinary collaboration initiatives that include inclusive ECEC settings as one collaborating party; (2) compared and clarified key terminologies and definitions around collaboration; (3) categorised the enablers and barriers reported towards cross-disciplinary collaboration within ECEC; and (4) explored the preliminary outcomes of cross-disciplinary collaboration. A total of 20 articles were included. Findings contribute to the emerging field of cross-disciplinary collaboration in ECEC, offering valuable insights for future research and implementation efforts aimed at optimising outcomes for young children. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01836-0 |
