What are the features of successful multiprofessional work? How can schools, local authorities and individual fieldworkers work effectively to achieve the best possible outcomes for the children and families with whom they are working? How can the Every Child Matters policy agenda be implemented successfully? This book examines a series of case studies of multiprofessional work, in order to understand what works and why. In the successful case studies, the fieldworkers were able to reflect on the organisational contexts in which they were operating. This was achieved through a carefully managed series of feedback loops, which ensured that good quality information was shared at all levels. With an effective communication system in place they could resolve difficulties and evolve new ways of working together to improve their joint practice. The book draws on complexity theory to provide the analytical tools for exploring and developing the communication systems that underpin effective multiprofessional practice. Both accessible and practical, it argues that the effectiveness of work with children, young people and their families is crucially dependent on the quality of their relationships with fieldworkers - communication is key. Multiprofessional Communication is important reading for students on courses with a focus on multiprofessional working, as well as practitioners and policy makers in Education, Health and Social Care.
Evangelou M, Sylva K, Wild M, Glenny G, Kyriacou M, 'Early Years Learning and Development - Literature Review. Research Report DCSF-RR176', (2009) Abstract
The Secretary of State for Children, Schools and Families announced in June 2008 a review of the Early Years Foundation Stage (EYFS) for 2010; the purpose of the current report was to provide part of an evidence-base to inform this review. This study aimed to identify and review evidence in respect of the process of development for children from birth to age five, and identify and review evidence of findings pertaining to the distribution of children's development at the end of the academic year in which they turn five years old. The focus was on research findings published since 2000 to update the evidence base on which the Early Years Foundation Stage (EYFS) was originally based but some seminal publications prior to this date were included. The time-frame of three months was too short to permit a detailed review of the primary literature. A dual strategy was therefore adopted combining primary searches and consultation with developmental psychologists (via the British Psychological Society's Developmental Section) and tutors via the Early Childhood Studies Degree Network.