Cross-Disciplinary Collaboration Supporting Children with Special Educational Needs in Early Childhood Education: A Scoping Review.
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| Title: | Cross-Disciplinary Collaboration Supporting Children with Special Educational Needs in Early Childhood Education: A Scoping Review. |
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| Authors: | Sun, Yihan1 (AUTHOR), Skouteris, Helen1 (AUTHOR), Tamblyn, Andrea1 (AUTHOR), Berger, Emily2 (AUTHOR), Blewitt, Claire1 (AUTHOR) Claire.blewitt@monash.edu |
| Source: | Early Childhood Education Journal. Jan2026, Vol. 54 Issue 1, p381-398. 18p. |
| Subject Terms: | *Early childhood education, *Inclusive education, *Interdisciplinary research, *Children with disabilities, *Teaching teams, Health care teams, Empirical research |
| Abstract: | The need for cross-disciplinary collaboration to meet the diverse needs of young children in Early Childhood Education and Care [ECEC] is evident. When multi-disciplinary professionals work together collaboratively, children with special educational needs are more likely to receive child-centred, holistic, and integrated support. This scoping review systematically (1) identified the research evidence available on cross-disciplinary collaboration initiatives that include inclusive ECEC settings as one collaborating party; (2) compared and clarified key terminologies and definitions around collaboration; (3) categorised the enablers and barriers reported towards cross-disciplinary collaboration within ECEC; and (4) explored the preliminary outcomes of cross-disciplinary collaboration. A total of 20 articles were included. Findings contribute to the emerging field of cross-disciplinary collaboration in ECEC, offering valuable insights for future research and implementation efforts aimed at optimising outcomes for young children. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The need for cross-disciplinary collaboration to meet the diverse needs of young children in Early Childhood Education and Care [ECEC] is evident. When multi-disciplinary professionals work together collaboratively, children with special educational needs are more likely to receive child-centred, holistic, and integrated support. This scoping review systematically (1) identified the research evidence available on cross-disciplinary collaboration initiatives that include inclusive ECEC settings as one collaborating party; (2) compared and clarified key terminologies and definitions around collaboration; (3) categorised the enablers and barriers reported towards cross-disciplinary collaboration within ECEC; and (4) explored the preliminary outcomes of cross-disciplinary collaboration. A total of 20 articles were included. Findings contribute to the emerging field of cross-disciplinary collaboration in ECEC, offering valuable insights for future research and implementation efforts aimed at optimising outcomes for young children. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-024-01836-0 |
