Understanding Integrated Service Provision in Early Childhood Education

  Topic 11: Integrated Service Provision Topic overview The use of the term integrated services is sometimes unclear "because the term is used in several different ways through government policy documents. The first is where care and education are integrated; and the second where a range of child and family programs are made readily accessible and available to families" (Press, Sumsion and Wong, 2010, p.4). Topic 11: Integrated Service Provision examines the increasing complexity of children and families needs and how as early childhood educators and leaders we need to work with multiple stakeholders to support the children and families we care for. These stakeholders can include schools, allied health, early intervention, inclusion support services as well as our families and children. The number of stakeholders educators need to collaborate with suggests that integrated service provision and early childhood leaders may be key to supporting children and families' complex lives. As you explore this topic, consider your own practices. Topic rationale This topic will contribute to your learning by presenting content and experiences on:  What is the role and value of integrated services to children and families?  The relationship between leadership and collaborative practice in integrated services. By engaging in Topic 11 , you will be working towards the following learning outcomes:  be able to demonstrate the relationship between effective collaborative practice and integrated service provision;

 be able to demonstrate appropriate leadership and management strategies to facilitate collaborative teams;  be able to use strategies to build institutional cohesion and vision to guide quality ECEC practice. This topic develops knowledge and skills that will contribute towards assessment 2.  Watch, Read, Reflect Watch, Read, Reflect Watch The following videos considers the perspectives of families in relation to early intervention. Reflect on the video Partnerships with Professional and your own practices. As you’re watching, consider the following questions.  Who are the stakeholders that you need to collaboratively work with? Reading 21

Kirkby, J.; Walsh, L. & Keary, A. (2019). A case study of the generation and benefits of a community of practice and its impact on the professional identity of early childhood teachers. Professional Development in Education , (45) 2, 264-275. https://www.doi.org/10.1080/19415257.2018.1449003 Click here to access Additional Reading Cheeseman, S. (2007). Pedagogical silences in Australian early childhood social policy. Contemporary Issues in Early Childhood, 8 (3), 244–254. https://doi.org/10.2304/ciec.2007.8.3.244 Click here to access. Flottman, R.; McKernan, A. & Tayler, C., (n.d.). VEYLFDF evidence paper, Practice Principle 2: Partnerships with professionals. DET. https://www.education.vic.gov.au/Documents/childh ood/providers/edcare/pracpartner.pdf Reflect Working with key stakeholders in a child's life is part of our role as educators. We can help support children and families in so many ways. However, Cheeseman (2007) discusses that the main focus of allied health is on reducing illness and injury, which makes sense as allied health has a focus on health. From a holistic and equity perspective educators want to support children to gain their best start to life, so it is important for us to also focus on aspects of children's health. Except, Cheeseman (2007) spoke about the risk that a focus on physical health can impose on the importance of emotional and social health. She raises concerns about the focus being so much on the physical, that the social and emotional needs of children can be almost forgotten. So, whilst that stakeholders we work with may be focused on physical development or readiness for school in terms of hand writing, our role must be more balanced. Reflect back on topic 8 where Community of Practice was first discussed.

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Community of Practice < https://projectmotivator.com/alle-llc- communities-of-practice/ > Consider  How does leadership inform collaborative practice?  What role does your leadership play when working with other stakeholders and working within a Community of Practice?  What is your role in this collaborative practice?  Watch, Read, Reflect Watch, Read, Reflect Watch The following video considers the perspectives of families in relation to early intervention. The families and the children we work with are also our stakeholders as educators and we need to work collaboratively with them. We also need to respect and advocate for their rights. Reflect on the video Your child, your family and early intervention and your own practices.

Consider  What does/could a family centred and integrated service provision look like?  How can early childhood educators support families with goals such as understanding social cues or the practice of self regulation?  When working with other stakeholders, children with identified disabilities are not always the children that we are supporting. Often there are children who do not have a diagnosis, are to young to be diagnosed or just require additional support in our care. As a leader how can you support the families and children you care for, but also the educators you work with to support and understand diversity? Watch The following video considers The evolution of inclusion . Reflect Consider both of these videos, Your child, your family and early intervention and The evolution of inclusion. Reflect on the different stakeholders that as an educator you may need to work with collaboratively: families, children, allied health, schools, and your colleagues. 1. How can early childhood support inclusion of diversity in all of the different forms it can take? 2. As Shelley asks, what is the purpose to the place? What is the purpose of early childhood? 3. What is the purpose of the role of early childhood educators? 4. What is your role as a leader in supporting diveristy through collaboration with different stakeholders?

Internationally the integration of services and embedding increased allied health workers in early childhood settings is increasing, as inclusion is a basic human right. Our roles as educators and leaders is to be responsive and adapt out teaching/leadership to enact inclusion. One risk of integrated service provision can be that early childhood programs become focused on deficits and addressing these in preparation for school. However, our role as educators is recognising the potential of children in the present, as early childhood education is about providing for the potentials and possibilities of children as competant and confident learners. Inclusion and consideration of diversity should not be considered an 'extra' thing we need to do, it is our job. Within Australia, The Infants' Home at Ashfield, Sydney is one of Australia's leading examples of integrated service provision. Established in 1874, the Infants' Home has a long history of caring. View more about the Infants' Home at Ashfield. To successfully collaborate with multiple stakeholders everyone needs to be involved and the whole team needs to be heard and respected. Communication is a major key to collaborating with multiple stakeholders, particularly for intergrated service provision. Within the team:  Individual need to understand their roles and responsibilities  The team needs to works together and the educator needs to remain focused on each child’s abilities and interests  High but realistic expectations should be held for all children with a focus on children's abilities and interests  Ongoing constructive communication between educators, families and other professionals needs to occur  Information needs to be shared and a willingness to learn from each other’s varied expertise should be present  Flexibility in the program and the goals may can be important as are opportunities to support social interaction and development of relationships between children (DET, n.d.).

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Reading 22 Chapter 11 Relationships with families: Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education (2nd ed.). Oxford University Press. Click here to access. Additonal Reading Chapter 9 Interpersonal and workplace communication: Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education (2nd ed.). Oxford University Press. Click here to access. Chapter 12 Community Engagement: Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education (2nd ed.). Oxford University Press. Click here to access. Chapter 2 - Exploring Communication McCrea, N. (2015). Leading and Managing Early Childhood Settings: Inspiring People, Places and Practices . Cambridge University Press. https://www.doi.org/10.1017/CBO9781107445598 Click here to access

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 Topic Summary Topic summary In Topic 11 you have explored why working with multiple stakeholders matters to the support of the children and families we care for. Also, what needs to be considered when working with multiple stakeholders. Congratulations on completing Topic 11! You are now ready to move onto your final topic, Topic 12 Leading Collaborative Practice References For a list of all the materials we've covered in this topic, visit 'Reference list' in the left-hand site menu. Remember to check that all references and citations are in the correct APA style before you use them, particularly for assessment items.

Integrated Service Provision

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