Re-envisaging early childhood teaching

Abstract

The importance of taking a holistic view has led to more integrated ways of delivering services. Sure Start in the UK provided some early leads in creating partnerships across the agencies. Whilst working in integrated teams initially caused confusion, a shared understanding gradually developed leading to articulation of key processes [Garrett & Lodge, 2009, p. 12]: •information sharing between professionals •common assessment framework for children across agencies •a lead professional being single point of contact with the child and family, who co-ordinates service provision •an online directory to co-ordinate agency support and to ensure no child falls through the gaps •'team around the child' approach. Te Whōriki ([NZ] Ministry of Education, 1993) emphasised strengthening links between different early childhood programs and the need for integrated early childhood. The more recent strategic plan (Ministry of Education, 2002) calls for major changes in funding and regulatory frameworks to '...improve the development and educational achievement of children between birth and age eight through forming strong links between ECE services, parent support and development, schools, health and social services' (p.5). The Australian government (Council of Australian Governments, 2009b, 2009c) identifies the need for integrated early childhood services which is reflected in the Early Years Learning Framework (Council of Australian Governments, 2009a).