Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5436
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dc.contributor.authorSims, Margareten
dc.date.accessioned2010-04-01T15:13:00Z
dc.date.issued2010en
dc.identifier.citationEvery Child, 16(1), p. 6-7en
dc.identifier.issn1322-0659en
dc.identifier.urihttps://hdl.handle.net/1959.11/5436en
dc.description.abstractThe 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).en
dc.languageenen
dc.publisherEarly Childhood Australia Incen
dc.relation.ispartofEvery Childen
dc.titleRe-envisaging early childhood teachingen
dc.typeJournal Articleen
dc.subject.keywordsEarly Childhood Education (excl Maori)en
dc.subject.keywordsCounselling, Welfare and Community Servicesen
dc.subject.keywordsTeacher Education and Professional Development of Educatorsen
local.contributor.firstnameMargareten
local.subject.for2008160702 Counselling, Welfare and Community Servicesen
local.subject.for2008130102 Early Childhood Education (excl Maori)en
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.seo2008940105 Childrens/Youth Services and Childcareen
local.subject.seo2008930399 Curriculum not elsewhere classifieden
local.subject.seo2008940112 Families and Family Servicesen
local.profile.schoolSchool of Educationen
local.profile.emailmsims7@une.edu.auen
local.output.categoryC3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20100401-115628en
local.publisher.placeCanberra, Australiaen
local.format.startpage6en
local.format.endpage7en
local.identifier.volume16en
local.identifier.issue1en
local.contributor.lastnameSimsen
dc.identifier.staffune-id:msims7en
local.profile.orcid0000-0003-4686-4245en
local.profile.roleauthoren
local.identifier.unepublicationidune:5566en
dc.identifier.academiclevelAcademicen
local.title.maintitleRe-envisaging early childhood teachingen
local.output.categorydescriptionC3 Non-Refereed Article in a Professional Journalen
local.relation.urlhttp://www.earlychildhoodaustralia.org.au/every_child_magazine/every_child_magazine.htmlen
local.description.statisticsepubsVisitors: 329<br />Views: 352<br />Downloads: 0en
local.search.authorSims, Margareten
Appears in Collections:Journal Article
School of Education
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