NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ932625
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0957-5146
Participatory Concepts of Multidisciplinary/Professional Working on an Early Childhood Studies Degree Course in the UK
Bath, Caroline
Early Years: An International Journal of Research and Development, v31 n2 p181-192 2011
This paper aims to explore democratic values in higher education pedagogies, as related to an Early Childhood Studies (ECS) degree course in an English university. It seeks to find out what constitutes a multi-disciplinary course from both student and tutor perspectives. It is contextualised by the concepts of participation embedded in the idea of multi-professional team work, in order to establish how these ideas could contribute a strong ethical focus to the concept of multidisciplinary study. The study was designed within the paradigm of participatory action research and findings suggest that, although students make links between different disciplinary discourses, tutors feel that their professional identity and knowledge can be constrained by the course structure. The paper suggests that more work needs to be done on the validation of early childhood courses to allow opportunities for multi-professional working to be modelled. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom