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An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children with Severe Disabilities

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Title: An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children with Severe Disabilities
Language: English
Authors: Cameron, David Lansing, Tveit, Anne Dorthe, Midtsundstad, Jorunn, Nilsen, Ann Christin E., Jensen, Hanne Cecilie
Source: Journal of Research in Childhood Education. 2014 28(3):344-357.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Kindergarten
Preschool Education
Descriptors: Foreign Countries, Kindergarten, Preschool Education, Preschool Children, School Role, School Responsibility, Severe Disabilities, Shift Studies, Parents, Security (Psychology), Preschool Teachers, Child Caregivers, Parent Teacher Cooperation, Interdisciplinary Approach, Case Studies, Interviews, Teacher Student Relationship, Stress Management, Barriers, Cooperation
Geographic Terms: Norway
DOI: 10.1080/02568543.2014.912996
ISSN: 0256-8543
Abstract: The purpose of this study was to examine the role and responsibilities of Norwegian kindergarten (i.e., preschool for ages 0-6 years) from the perspective of participants involved in multidisciplinary collaboration on behalf of children with severe disabilities and their families. The authors employed a multiple-case study approach comprising 26 interviews across six cases. Findings suggest that kindergarten is considered an important partner for families and a major contributor to the provision of services. Kindergartens were valued for their (1) close relationships and intimate knowledge of children as individuals, (2) the sense of security and relief of stress that they provided to parents, and (3) for acting as a "driving force" in multidisciplinary collaboration. Findings are discussed in relation to two contrasting views of the kindergarten professional as an early childhood expert and as a compassionate caregiver who, in many ways, functions as an extension of the parental role. The authors conclude that it is the latter of these two perspectives that dominates perceptions of kindergarten professionals among participants.
Abstractor: As Provided
Number of References: 43
Entry Date: 2014
Accession Number: EJ1032912
Database: ERIC
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  Value: <anid>AN0096652131;40z01jul.14;2019Feb13.16:56;v2.2.500</anid> <title id="AN0096652131-1">An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children With Severe Disabilities. </title> <p>The purpose of this study was to examine the role and responsibilities of Norwegian kindergarten (i.e., preschool for ages 0–6 years) from the perspective of participants involved in multidisciplinary collaboration on behalf of children with severe disabilities and their families. The authors employed a multiple-case study approach comprising 26 interviews across six cases. Findings suggest that kindergarten is considered an important partner for families and a major contributor to the provision of services. Kindergartens were valued for their (<reflink idref="bib1" id="ref1">1</reflink>) close relationships and intimate knowledge of children as individuals, (<reflink idref="bib2" id="ref2">2</reflink>) the sense of security and relief of stress that they provided to parents, and (<reflink idref="bib3" id="ref3">3</reflink>) for acting as a "driving force" in multidisciplinary collaboration. Findings are discussed in relation to two contrasting views of the kindergarten professional as an early childhood expert and as a compassionate caregiver who, in many ways, functions as an extension of the parental role. The authors conclude that it is the latter of these two perspectives that dominates perceptions of kindergarten professionals among participants.</p> <p>Keywords: early care and education; early childhood educators; teacher parent relations; kindergarten</p> <p>Across the world, the role and influence of early childhood education (ECE) in the lives of children and families has increased dramatically in recent decades (Lee & Hayden, [<reflink idref="bib22" id="ref4">22</reflink>]; United Nations Educational, Scientific and Cultural Organization [UNESCO], [<reflink idref="bib40" id="ref5">40</reflink>]). In Norway, enrollment in kindergarten (the term used for ECE in Norway) is higher today than at any time in history. By the end of 2011, 80% of children between age 1 and 2 years and 97% of children between age 3 and 5 years attended kindergarten (Statistics Norway, 2012). Thus, in the Norwegian context, participation in kindergarten is largely considered a natural part of the educational journey from childhood to adulthood. From a political point of view, this perception was underscored in 2006 when the government department responsible for kindergarten moved to the Ministry of Education and Research alongside compulsory school.</p> <p>For the families of young children with disabilities, collaboration with kindergarten and a range of other services has been a topic of research for many years (e.g., Butera, [<reflink idref="bib8" id="ref6">8</reflink>]; Dettmer, Thurston, & Dyck, [<reflink idref="bib11" id="ref7">11</reflink>]; Kagan & Neville, [<reflink idref="bib20" id="ref8">20</reflink>]; Odom et al., [<reflink idref="bib31" id="ref9">31</reflink>]). Legal mandates now guarantee access to multidisciplinary support via the provision of individual plans (IPs) and individualized family service plans (IFSPs) (Individuals With Disabilities Education Act [IDEA], [<reflink idref="bib17" id="ref10">17</reflink>]; Norwegian Ministry of Health and Care Services [NMHCS], [<reflink idref="bib27" id="ref11">27</reflink>]), and family-centered, multidisciplinary collaboration has become recommended practice (Atkins-Burnett & Allen-Meares, [<reflink idref="bib3" id="ref12">3</reflink>]; Fowler, Yates, & Ostrowsky, [<reflink idref="bib14" id="ref13">14</reflink>]).</p> <p>Indeed, it is generally taken for granted that children and families will benefit from comprehensive, multidisciplinary support. This assumption has also been demonstrated empirically. For example, research has found that collaborative approaches help to clarify roles (DeVore & Russell, [<reflink idref="bib12" id="ref14">12</reflink>]; Mogharreban & Bruns, [<reflink idref="bib24" id="ref15">24</reflink>]), increase children's social participation and parental expertise (Hunt, Soto, Maier, Liboiron, & Bae, [<reflink idref="bib16" id="ref16">16</reflink>]), facilitate transition to school (Branson & Bingham, [<reflink idref="bib6" id="ref17">6</reflink>]; DeVore & Russell, [<reflink idref="bib12" id="ref18">12</reflink>]), and contribute to identifying children's difficulties and addressing them early (Chao, Bryan, Burstein, & Ergul, [<reflink idref="bib10" id="ref19">10</reflink>]; Hunt et al., [<reflink idref="bib16" id="ref20">16</reflink>]). Outcomes for families also include increased parental satisfaction, reduced stress, and extended family networks (see Atkins-Burnett & Allen-Meares, [<reflink idref="bib3" id="ref21">3</reflink>]). Given the growth in the proportion of young children attending kindergarten (Statistics Norway, [<reflink idref="bib38" id="ref22">38</reflink>]; UNESCO, [<reflink idref="bib40" id="ref23">40</reflink>]), it is clear that the professionals working in these settings hold a key position in determining the quality of multidisciplinary collaboration.</p> <hd id="AN0096652131-2">THE KINDERGARTEN PROFESSIONAL</hd> <p>In recent years, national and international policies have intensified the regulation of kindergarten (Norwegian Ministry of Education and Research [NMER], [<reflink idref="bib26" id="ref24">26</reflink>]; Oberhuemer, [<reflink idref="bib30" id="ref25">30</reflink>]; Organisation for Economic Co-operation and Development [OECD], [<reflink idref="bib32" id="ref26">32</reflink>]; Ortlipp, Arthur, & Woodrow, [<reflink idref="bib33" id="ref27">33</reflink>]). These regulations have coincided with efforts to professionalize the field by establishing standards of practice and professional competency, which are presumed to raise the status of early childhood educators (Nørregård-Nielsen, [<reflink idref="bib29" id="ref28">29</reflink>]; Ortlipp et al., [<reflink idref="bib33" id="ref29">33</reflink>]). Although some have praised this movement, others have expressed concern over an emphasis on promoting educational objectives for preschool-age children at the cost of social development and creativity (Bredekamp & Copple, [<reflink idref="bib7" id="ref30">7</reflink>]). On the one hand, it is suggested that the prevailing focus on academic expertise among early childhood professionals (e.g., infant development, child psychology) helps to establish a professional habitus that is highly effective (Urban, [<reflink idref="bib41" id="ref31">41</reflink>]). On the other hand, it is argued that the political agenda associated with the "language of 'quality'" (Urban, [<reflink idref="bib41" id="ref32">41</reflink>], p. 138) leads to a loss in the traditionally valued, relational nature of the early childhood culture and actually serves to undermine professional autonomy.</p> <p>In broad terms, these two perspectives represent a dichotomy between the role of the kindergarten professional as "expert," in which formalized knowledge and skills are emphasized (e.g., via professional training, teaching in specific skill areas), and an understanding of the kindergarten worker as "caregiver," in which personal characteristics and relational skills are emphasized (e.g., compassion, emotional bonds with children). This frame of reference has many parallels in the literature on professionalism in the social services.</p> <p>For example, Schön ([<reflink idref="bib36" id="ref33">36</reflink>]) drew a distinction between formal and often generalized knowledge, which is verbalized and based on established theory, and practical knowledge, which is essentially tacit. According to Schön, practitioners draw on both of these forms of knowledge in their everyday judgments and actions. Correspondingly, Abbott ([<reflink idref="bib1" id="ref34">1</reflink>]) wrote, "Academic knowledge legitimizes professional work by clarifying its foundations and tracing them to major cultural values. In most modern professions, these have been the values of rationality, logic, and science" (p. 54). However, Abbott also pointed out that professionals create and are created by their profession, and personal as well as professional values are intertwined in everyday life. People with similar values often choose similar routes to employment (e.g., teacher training), and these choices (e.g., a career as a kindergarten teacher) serve to strengthen and shape the professional culture that emerges (Abbott, [<reflink idref="bib1" id="ref35">1</reflink>]).</p> <p>Thus, regardless of which understanding of the kindergarten profession one chooses to emphasize, there is little doubt that the culture of kindergarten is different from that of other public agencies with which families of children with disabilities are involved (e.g., hospitals, social welfare services). The family, of course, represents a very different type of culture, influenced by the parents' background, personal resources, internal relationships, and a wide range of other factors. Not surprisingly, collaboration across these different cultures is not always straightforward.</p> <hd id="AN0096652131-3">MULTIDISCIPLINARY COLLABORATION AND KINDERGARTEN</hd> <p>Multidisciplinary collaboration has been described as being subject to the bureaucracy of public organizations and the demands of one's profession (Nylehn, [<reflink idref="bib28" id="ref36">28</reflink>]). From this perspective, kindergarten professionals' involvement in multidisciplinary collaboration is in large part a requirement of the profession itself. Collaboration is, in this sense, simply "part of the job" and seldom occurs spontaneously (Nylehn, [<reflink idref="bib28" id="ref37">28</reflink>]). Consequently, research indicating that successful collaboration is heavily dependent on the degree of individual engagement or a professional's "personal" commitment (Blue-Banning, Summers, Frankland, Nelson, & Beegle, [<reflink idref="bib5" id="ref38">5</reflink>]; Cameron & Tveit, [<reflink idref="bib9" id="ref39">9</reflink>]; Sandberg & Vuorinen, [<reflink idref="bib35" id="ref40">35</reflink>]) presents a major hurdle to engendering effective collaboration in public organizations such as kindergartens. Whereas legal mandates may require that kindergarten workers collaborate with families and other social services on behalf of children with disabilities, there is simply no guarantee that the actors involved in the collaboration will commit themselves to this endeavor.</p> <p>Whether collaboration with families is successful appears to be influenced by how secure the kindergarten teacher is in his or her professional role (Foot, Howe, Cheyne, Terras, & Rattray, [<reflink idref="bib13" id="ref41">13</reflink>]; Sandberg & Vuorinen, [<reflink idref="bib35" id="ref42">35</reflink>]). Research suggests that teachers who are secure in their professional roles are more open to input from parents (Foot et al., [<reflink idref="bib13" id="ref43">13</reflink>]) and that families consistently identify caring, supportive, and competent professionals to be among the most important components of early childhood support (Butera, [<reflink idref="bib8" id="ref44">8</reflink>]; Cameron & Tveit, [<reflink idref="bib9" id="ref45">9</reflink>]; Wesley, Buysse, & Tyndall, [<reflink idref="bib42" id="ref46">42</reflink>]). Despite the positive implications of these findings, it remains unclear how different understandings of the role of the kindergarten professional may affect their contributions to multidisciplinary collaboration. A first step in clarifying this picture is to examine the roles and responsibilities of kindergarten professionals with regard to multidisciplinary collaboration from the perspective of actors involved in these efforts.</p> <p>Moreover, the vulnerable position that kindergarten children with disabilities are in suggests a need to clarify how multidisciplinary collaboration on their behalf can be engendered and sustained. Given the dominant position that the institution of kindergarten has taken in many countries, there is little doubt that kindergarten professionals can play an important part in this effort. This investigation seeks to take a step toward addressing these issues by examining how parents and other professionals involved in multidisciplinary collaboration on behalf of children with severe disabilities understand and interpret the role and responsibilities of the kindergarten.</p> <hd id="AN0096652131-4">METHOD</hd> <p>This study followed a multiple-case study design (Yin, [<reflink idref="bib43" id="ref47">43</reflink>]) in which participants comprised family members and professionals engaged in multidisciplinary collaboration on behalf of six children with severe disabilities. Built into the design is a process of triangulation in which we considered the perspectives of different actors across multiple cases to clarify the meaning of the phenomena identified (Stake, [<reflink idref="bib37" id="ref48">37</reflink>]). The multiple-case design was selected out of an instrumental interest, in which meaning is generated through replication and comparison across cases (Yin, [<reflink idref="bib43" id="ref49">43</reflink>]), enabling us to draw moderate generalizations. In other words, it is not the intrinsic interest in each case that was the focus of this study. However, the fact that participants with different backgrounds were "clustered" around specific children gave them a fixed frame of reference in which to anchor their responses.</p> <hd id="AN0096652131-5">Participants</hd> <p>Participants comprised adults involved in supporting six children (age 2–5 years) with IPs. In Norway, IPs are used for young children with special needs in much the same way as IFSPs (IDEA, [<reflink idref="bib17" id="ref50">17</reflink>]) and other public policy guidelines are applied in other countries. Children who receive an IP often have significant physical and/or developmental disabilities and the need for long-term, coordinated support (NMHCS, [<reflink idref="bib27" id="ref51">27</reflink>]). The children in this study had a range of disabilities, including cerebral palsy, Down syndrome, and multiple disabilities identified at birth or soon thereafter. Five of the children were boys and one was a girl. None of these children was directly observed or interviewed. Two parents were interviewed together in four of the six cases. Thus, we conducted a total of 26 interviews with 30 different individuals (Table 1).</p> <p>TABLE 1 Interview Participants</p> <p> <ephtml> <table><thead valign="bottom"><tr><td /><td>Case 1</td><td>Case 2</td><td>Case 3</td><td>Case 4</td><td>Case 5</td><td>Case 6</td></tr></thead><tbody><tr><td>Parents</td><td>2</td><td>2</td><td>1</td><td>2</td><td>2</td><td>1</td></tr><tr><td>IP coordinators</td><td>1</td><td>1</td><td>1</td><td>1</td><td>1</td><td>1</td></tr><tr><td>Specialists</td><td>1</td><td>1</td><td /><td>2</td><td>1</td><td>1</td></tr><tr><td>Kindergarten teachers</td><td>1</td><td>1</td><td>1</td><td>1</td><td>1</td><td>1</td></tr><tr><td>Kindergarten assistants</td><td /><td>1</td><td /><td>1</td><td /><td /></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note.</emph> The category "Specialists" includes 5 special educators, 1 physiotherapist (case 4), and one counselor from the Educational Psychological Services (case 2). IP = Individual plan.</p> <p>To some degree, the choice of IP coordinator is influenced by the family's needs and wishes; however, it is often the case that this role is assigned to a particular public service professional by the local health authority. In this study, four of the IP coordinators were public health nurses, one was a physiotherapist, and one was a social worker. Many of the activities of the multidisciplinary team in these cases were coordinated through the IP. Thus, selecting cases in which children had an IP gave us a structure around which we could identify participants as well as a policy mechanism that also could be analyzed.</p> <hd id="AN0096652131-6">Procedures</hd> <p>Participants were drawn from two municipalities in southern Norway. An administrative leader in the agency for early childhood special services within one of these municipalities assisted in recruiting participants. As this person had frequent and regular contact with families and kindergartens that met the criteria for participation, she was able to bring our request to parents who then contacted us directly. Four families were recruited in this manner. In the second municipality, we identified kindergartens that provided support to children with severe disabilities and sent invitations to participate to the directors of kindergartens. Directors then forwarded our request to parents. In this municipality, the parents of two children attending two different kindergartens contacted us after receiving our invitation and agreed to participate. Once we had obtained formal permission from all of the parents in the study, we then contacted the other members of the children's IP team; most members were willing and able to participate. Ethical guidelines of the Norwegian Social Science Data Services were followed throughout the investigation, consent forms were signed by participants, and identifying information has been changed to protect their anonymity.</p> <hd id="AN0096652131-7">Interviews</hd> <p>We conducted interviews with parents and professionals who were most directly involved in supporting the six children with IPs. The interviews ranged from 1 to 2 hours in length and took place in the kindergartens that children attended or in the families' homes. Interviews were semistructured and involved the use of interview guides to ensure that a broad set of themes were covered: (<reflink idref="bib1" id="ref52">1</reflink>) background information, (<reflink idref="bib2" id="ref53">2</reflink>) understanding of the problem, (<reflink idref="bib3" id="ref54">3</reflink>) the roles and responsibilities of different participants, (<reflink idref="bib4" id="ref55">4</reflink>) communication and climate for collaboration, and (<reflink idref="bib5" id="ref56">5</reflink>) dreams and expectations for the future. Questions were developed on the basis of a review of similar studies and the research team's professional experience, including working in kindergarten and related services. Although slightly different guides were used for parents, kindergarten staff, and other participants, the themes covered in each of the interviews were the same. Questions were open ended and the interviews were characterized by flexibility, following the participants' initiatives and concerns. Examples of questions include "What do you see as the principal reason for collaborating?" "How would you describe the child's abilities and challenges?" "What form does collaboration take with different participants?" "How do you see your own role in the collaboration?" "How do you view the role and responsibilities of other participants?</p> <hd id="AN0096652131-8">Analysis</hd> <p>We began our analysis by transcribing the interviews and distributing the transcripts to the five members of the research team. After several rounds of review, we derived a range of broad categories to explore more deeply. Three of the researchers then coded these different cases using the themes we had developed. The qualitative research software Nvivo 8 was used in this process. The first author then recoded categories identified as dealing with the roles and responsibilities of kindergarten into a number of subthemes. This approach is essentially inductive, though the process of developing categories for exploration was informed by theory.</p> <hd id="AN0096652131-9">FINDINGS</hd> <p>In the following section, we discuss our findings across cases, concentrating on three major themes that emerged regarding the roles and responsibilities of kindergarten: (<reflink idref="bib1" id="ref57">1</reflink>) closeness and familiarity, (<reflink idref="bib2" id="ref58">2</reflink>) security and relief from stress, and (<reflink idref="bib3" id="ref59">3</reflink>) kindergarten as the "driving force." Our analysis revealed a striking degree of uniformity in responses from participants from different backgrounds with respect to these three themes. Nevertheless, as the parents were considered the most important partner for the kindergarten personnel, and those who were perhaps most attentive to the role of kindergartens, the voices of parents are accentuated in this study. Furthermore, given the obvious importance that parents have in the lives of their children, it is clear that their opinions weigh heavily on the potential for successful collaboration. At the close of the article, we consider the implications of these findings for multidisciplinary collaboration in the context of the debate over the role of the kindergarten professional as early childhood "expert" versus compassionate "caregiver."</p> <hd id="AN0096652131-10">Closeness and Familiarity</hd> <p>Parents and professionals were undivided in their belief that kindergarten was an essential part of the lives of these children. "Aside from the parents," a counselor from the Educational Psychological Services (EPS) reported, the kindergarten was certainly "the most important." Indeed, virtually all of the participants stressed the central role that the kindergarten plays in supporting small children with special needs and their families. The value placed on kindergartens was typically tied to the substantial amount of time that the children spent in these settings and the close relationships that formed between kindergarten employees and the children in their care. Comments such as "We're the ones who see him the most" (Assistant, Case 4) were frequently used to describe the position of the kindergarten in the collaboration<emph>.</emph> Such close bonds to families also provided the kindergartens with insight into the child's development and individual needs that other professionals seldom shared.</p> <p>I think it is important that the kindergarten is involved since we have him the whole time. I mean in relation to, for example, the public health nurse who is in the picture only every once in a while. I think we see both the positive and the negative things ... the challenges, you know, the things that we are working on. (Kindergarten teacher, Case 1)</p> <p>This perception was reiterated by parents and other professionals: "His daily routine is defined by kindergarten and his life in kindergarten, I think. Either good or bad, that's the way it is" (Coordinator, Case 6). Thus, other actors also viewed the value of the kindergarten professionals' contribution as being connected to their familiarity with the children and their needs. When asked what role kindergarten professionals played in the IP meetings, one mother had this to say: "They're the ones that have him every day.... I think they play a very important role and I am very glad that they come in there.... They have an overview of the situation that I can't give" (Mother, Case 6). In short, it is clear that the intimate knowledge kindergartens held concerning the everyday lives of children in their care was recognized and valued by families, other human service professionals, as well as those working in the kindergartens themselves.</p> <p>Although research has considered the impact of time spent in early childhood educational settings on a range of longitudinal outcomes (e.g., Anderson et al., [<reflink idref="bib2" id="ref60">2</reflink>]; Podmore, [<reflink idref="bib34" id="ref61">34</reflink>]), the meaning of time spent in kindergarten for collaboration appears to be largely overlooked in the literature. On the one hand, the advantage of having kindergarten teachers and assistants who are deeply engaged in and knowledgeable about the lives of children seems obvious. On the other hand, it has taken years to explicitly recognize that parents' contribution to collaboration is in large part tied to their intimate knowledge of the child and the family's home conditions (James & Chard, [<reflink idref="bib18" id="ref62">18</reflink>]). Participants in this study clearly recognize that kindergarten professionals possess a degree of "insider knowledge" as a result of their familiarity with the child and the time they spend together. Not surprisingly, this position contributes to forming the role of the kindergarten in the collaboration.</p> <p>Although the responses presented above reflect the kind of first-hand knowledge that professionals working in kindergarten held about children's daily experiences, participants also drew attention to the intimacy and emotional ties formed between kindergarten workers and children. One mother's description of her child's kindergarten illustrates this idea:</p> <p>You see when he comes, that, "Oh, here he is!" and see the other adults go by and give him a little pat on the cheek. Yeah, they're very inclusive and he is, you know, a child who belongs there just like all the other children. (Mother, Case 3)</p> <p>Similarly, kindergarten workers often emphasized that the children should have "good experiences" and described themselves as purposefully or intentionally shifting the focus away from teaching or training children toward other types of goals.</p> <p>We see Fredrik every day, often many, many hours per day.... So the most important thing we can do is to make his day to day comfortable and enjoyable, you know? And the best thing for Fredrik might not be the best thing for other children.... That's why we have so much support around him, in order to create a secure environment and place for him to develop. (Kindergarten teacher, Case 3)</p> <p>In keeping with this finding, values associated with the child's well-being, feelings of safety, and social participation within the group were topics that came up in many of the interviews. For example, participants frequently expressed the desire that children with special needs were included along the same lines as children without disabilities.</p> <hd id="AN0096652131-11">Security and Relief From Stress</hd> <p>For parents, the emotional investment that kindergarten professionals made in the lives of these children also appeared to represent a sense of relief and security. There is, of course, a degree of overlap between this theme and the idea that kindergartens were praised for their intimate ties to the children and their families. However, our findings suggest that the tight bond they shared with children permitted a level of parent–professional partnership not seen with other professionals involved in the study. As the quote below suggests, there was a sense that a portion of the overwhelming responsibility that accompanies parenting a child with a severe disability was transferred to the kindergarten in this case.</p> <p>Because they do a whole lot of the things that we are supposed to do, but we know that they do it and, therefore, maybe that we don't, um.... need to be so focused on it that we get it done because we know that they've done it in kindergarten. It means that we might get more time to do some of the things that are normal for other families. (Mother, Case 4)</p> <p>The Norwegian Kindergarten Act (NMER, [<reflink idref="bib26" id="ref63">26</reflink>]) states that kindergarten shall collaborate with the home to, "safeguard the child's need for care and play, and promote learning and holistic development" (§ 1). Thus, although safeguarding the child's need for care can be seen as a guiding political principle, it also appears to have been a strongly held value of the kindergarten professionals in this study. As one kindergarten teacher put it, "It's important for us that the parents know that we are doing our best for him and that they can feel secure that he is doing well when he is with us" (Case 3).</p> <p>In many ways, the kindergartens in this study demonstrate an approach to collaboration that is consistent with the relationship-based approaches described by Atkins-Burnett and Allen-Meares ([<reflink idref="bib3" id="ref64">3</reflink>]). Intended outcomes for such approaches include, among other things, parental satisfaction, reduced family stress, and increased family resources and supports (Atkins-Burnett & Allen-Meares, [<reflink idref="bib3" id="ref65">3</reflink>]). Correspondingly, parents placed a great deal of importance on kindergarten workers holding positive attitudes and being open to the challenge of including a child with a severe disability. The following quote illustrates this interpretation:</p> <p>We feel like they want Herman there and there aren't any barriers ... that they actually think it's exciting [ ... ] and they've never had kids with disabilities there. But they saw it as, "Now we're going to learn and this is exciting and new!" ... To have that as your starting point, we got that feeling right from the start. That made it a lot easier for us. (Father, Case 5)</p> <p>There are clearly few other professionals involved in the lives of these families who are better suited to address such challenges than the kindergarten professionals who meet these children on a daily basis. However, the openness and positive attitudes expressed by kindergarten staff also suggest that the emotional ties between kindergartens and families did not stem purely from frequent contact with the children. In some instances, it may well have been the case that more time together led to stronger relationships. On other occasions, such as the one above, it seems appropriate to tie this finding to a general attitude and approach to relationships with families and children that are consistent with the emotional-relational habitus of the kindergarten profession (Urban, [<reflink idref="bib41" id="ref66">41</reflink>]).</p> <hd id="AN0096652131-12">Kindergarten as "Driving Force"</hd> <p>Building on the previous theme, we found that participants also drew attention to the degree of commitment and willingness of kindergartens professionals to make "extra" effort to support children with disabilities and act as a "driving force" in the collaboration. Whether because of their familiarity with the children, their emotional investment, or simply their professional culture, kindergarten professionals were described as demonstrating these qualities more than any other group of professionals.</p> <p>I think a lot of kindergartens get by because people work an extra hour here and there and take stuff home with them to work on ... that's what makes what they do so good. Like, you can't just hang the kids on the wall with Velcro and take them down when you have time. (Mother, Case 3)</p> <p>For one of the fathers interviewed (Case 5), it was the willingness of his son's kindergarten to build a network of professionals and carry the collaboration forward that was praised. "I feel that it is the kindergarten that is in a way the driving force behind the collaboration. They set the dates for the evaluations and get the other services on track. They're the ones that have followed things up." In fact, the responsibilities this father describes are as a matter of policy normally placed in the hands of the IP coordinator, a role that is administratively given to the public health nurse in the municipality. Conflicting views over who should be given this role represent one of the few areas for which there was some disagreement among professionals and parents about the role of kindergarten. Whereas parents and many of the professionals from the health-related services argued that the kindergarten was best suited to perform this role (and, indeed, actually did so on frequent occasions), few kindergarten professionals supported this position. Participants from the kindergartens argued that they lacked the resources to perform the task effectively and the administrative obligations of the position would distract from their attention to the children. Despite somewhat contrasting views on this point, kindergartens were largely praised for their efforts to bring together professionals from different fields on behalf of these children. Indeed, it was not solely the parents of these children who had this impression. "They're good at that in kindergarten, getting everybody involved into the picture," noted one EPS counselor (Case 2).</p> <p>This finding is consistent with previous research in Norway suggesting that kindergartens are considered among the most inclusive public environments that children with disabilities experience (Bjerkestrand & Pålerud, [<reflink idref="bib4" id="ref67">4</reflink>]; Tøssebro & Lundeby, [<reflink idref="bib39" id="ref68">39</reflink>]). Such positive views of the efforts made by kindergarten professionals are, perhaps, not surprising given evidence indicating that parents' desire to collaborate with preschool derives from the need to supervise and receive feedback concerning their child's development as well as support their own social needs (Foot et al., [<reflink idref="bib13" id="ref69">13</reflink>]). However, when one considers that parents tend to hold rather high expectations with regard to the potential of collaboration to address problems that children experience (Laloumi-Vidali, [<reflink idref="bib21" id="ref70">21</reflink>]), the importance of kindergartens taking initiative and making a genuine effort in this regard is not easily underestimated.</p> <p>Several examples of this sort of initiative taking were found across the six cases. For example, one set of parents described the effort made by a kindergarten assistant to bring a child to swimming lessons as an additional activity. Relying on her training as a swimming instructor, she provided the child with an opportunity that went well beyond the requirements of her position. We surmise that it is probably a combination of multiple factors that caused kindergarten professionals to go beyond what is expected of them. As one participant put it:</p> <p>I believe a lot of the day-to-day for these children is connected to the level of engagement from the people that work with them. Those who are closest to them are the ones that are important. If the EPS counselor has a PhD in education doesn't make any difference if the assistant sits and does her nails while they're at work. (Physical therapist, Case 4)</p> <p>In summary, our findings indicate that participants valued the efforts of kindergarten personnel to act as a driving force in coordinating services with other professionals and providing support beyond what might be ordinarily expected of them. As one mother described the kindergarten employees, "They take the time to talk to you.... They are very positive and focused on problem-solving" (Case 3).</p> <hd id="AN0096652131-13">Interpretation of Findings</hd> <p>The purpose of this study was to examine the roles and responsibilities of kindergartens from the perspective of participants involved in multidisciplinary collaboration on behalf of six children with severe disabilities. Findings suggest that the kindergarten is seen as an important partner in these collaborations. Kindergarten professionals were praised for (<reflink idref="bib1" id="ref71">1</reflink>) their familiarity and closeness to children, (<reflink idref="bib2" id="ref72">2</reflink>) the sense of security and relief of stress that they offered to parents, and (<reflink idref="bib3" id="ref73">3</reflink>) acting as a "driving force" in the collaboration.</p> <p>We posit that participating kindergarten professionals' close relationships with children and the unique insight that they had concerning the children as individuals (e.g., interests, day-to-day activities) represent informal, tacit forms of professional knowledge (Schön, [<reflink idref="bib36" id="ref74">36</reflink>]). In other words, it was not the formal or professional expertise (Abbott, [<reflink idref="bib1" id="ref75">1</reflink>]; Schön, [<reflink idref="bib36" id="ref76">36</reflink>]) pertaining to, for example, children's development or the kindergarten's educational approaches that participants emphasized. Rather, it was the experiential knowledge and the emotional bonds held with these children that participants brought to the forefront. Whereas kindergarten professionals likely possess both types of knowledge and skills, the former was clearly more strongly communicated in these cases. In the following section, we consider how the dominant conceptualization of the role of the kindergarten professional as, first and foremost, "caregiver" may affect their contribution to multidisciplinary collaboration.</p> <hd id="AN0096652131-14">IMPLICATIONS OF THE FINDINGS FOR COLLABORATION</hd> <p>Abbott ([<reflink idref="bib1" id="ref77">1</reflink>]) suggests that professions begin when people "start doing full-time the thing that needs doing" (p. 10). In the case of the kindergarten profession, one may ask, what is the thing that needed doing? For participants in this study, the most valued role of the kindergarten appears to be that of caring for the child. At its core, this task can be seen as an extension of the role of the parents themselves. In other words, the role of the kindergarten appears to be based on a need or desire to supplement the efforts of parents and relieve them from the challenges they face in caring for their child with a disability. To some degree, this is not surprising given that much of the impetus behind the expansion of kindergarten in the Norwegian welfare state is rooted in political efforts to encourage the widest possible participation in the workforce (Horrigmo & Nylehn, [<reflink idref="bib19" id="ref78">19</reflink>]). From a historical perspective, one can argue that the essential "thing that needed doing" was, in fact, to care for the child during the workday when parents were not able to do so.</p> <hd id="AN0096652131-15">The "Caregiver" Contribution</hd> <p>Although the caregiver image of the kindergarten professional runs contrary to efforts to professionalize the field, the emotional bond that it symbolizes is nonetheless important for ensuring children's development and well-being. Findings from this investigation suggest that this is also an important element for multidisciplinary collaboration on behalf of these children. Arguably one of the greatest contributors to successful home-kindergarten collaboration is the presence of a shared frame of reference between kindergarten professionals and parents (Foot et al., [<reflink idref="bib13" id="ref79">13</reflink>]). In this study, families and kindergartens appear to hold a shared frame of reference that centered on a close bond with the child and a strong desire to include the child in a safe and supportive environment. Moreover, kindergarten's role as "driving force" reflects a high degree of engagement, which has been found to be an essential condition for successful collaboration (Blue-Banning et al., [<reflink idref="bib5" id="ref80">5</reflink>]; Cameron & Tveit, [<reflink idref="bib9" id="ref81">9</reflink>]; Sandberg & Vuorinen, [<reflink idref="bib35" id="ref82">35</reflink>]).</p> <p>Lundeby and Tøssebro ([<reflink idref="bib23" id="ref83">23</reflink>]) noted that because parents' competency concerning their child with special needs is different from the professionals who support them, parents' knowledge can sometimes be seen as having little relevance in educational contexts. The authors argued for "a true negotiating partnership" among parents and professionals (p. 271), in which the value of parents' knowledge is recognized. In order for such a relationship to be achieved, it is assumed that a high degree of trust must be established between parents and professionals. This trust may be more easily achieved when participants hold similar values and a shared frame of reference.</p> <p>According to Grimen ([<reflink idref="bib15" id="ref84">15</reflink>]), the development of trust is dependent on the transference of something of value to which expectations are also tied. For example, a trusting collaboration involves the exchange of information, which carries with it the expectation that the information will then be used. Trust contributes to information being more easily exchanged, greater cohesion of services, and ultimately a more successful collaboration (Grimen, [<reflink idref="bib15" id="ref85">15</reflink>]). In our view, the trust that participants held in kindergarten's ability to live up to the expectations that were communicated within these relationships is likely to contribute positively to establishing and maintaining multidisciplinary collaboration.</p> <hd id="AN0096652131-16">Barriers to Family-Centered Services</hd> <p>However, whereas kindergarten professionals do not appear to have any difficulty living up to the expectations that dominate these relationships, perhaps the expectations themselves set limits on the potential for kindergartens to contribute to the collaboration. There is little doubt that many kindergarten teachers have specific knowledge and skills that enable them to make sound educational choices with regard to the activities and interventions they engage in with children. However, participants in this study devoted little attention to this type of expertise in their descriptions of the roles and responsibilities of kindergarten professionals. The absence of attention to this type of knowledge implies a poor prognosis for kindergarten professionals' ability to influence collaboration in ways that reach beyond the limited expectations held for them. In short, over-reliance on informal or tacit knowledge (Schön, [<reflink idref="bib36" id="ref86">36</reflink>]) suggests that other valuable information regarding children's educational needs may be overlooked or ignored.</p> <p>For example, kindergarten professionals' knowledge of the child is different from that of other actors because they see the child together in a group with other children. Their contribution might therefore be based on insights gained from seeing the child as a part of a community and the opportunities and difficulties that are encountered in this context. Clarifying that it is their responsibility to make this tacit knowledge available to other professionals and parents may contribute to ensuring that their role also reflects that of the "expert" with regard to the child's present and future development. This is just one example of how a clearer articulation of the type of specialized knowledge held by kindergarten professionals would likely serve to strengthen their contribution without undermining it.</p> <p>In addition, Abbott ([<reflink idref="bib1" id="ref87">1</reflink>]) makes the case that knowledge that is not perceived as highly specialized is unlikely to be valued by other professionals or those receiving their support. In other words, professional knowledge is more likely to be construed as lacking in merit when it is presented in a manner that is all too accessible. In the case of the kindergarten professional, there is arguably a risk that one's professional role will be undervalued if the formal knowledge and skills of the profession are not successfully communicated outwardly. Moyles ([<reflink idref="bib25" id="ref88">25</reflink>]) described this dilemma rather eloquently:</p> <p>Here in lies one of many paradoxes in early childhood: it seems impossible to work effectively with very young children without the deep and sound commitment signified by the use of words like "passionate." Yet this very symbolisation gives a particular emotional slant to the work of early childhood practitioners which can work for or against them in their everyday roles and practices, bringing into question what constitutes professionalism and what being a "teacher" means in such diversified contexts. (p. 81)</p> <hd id="AN0096652131-17">Limitations</hd> <p>A number of limitations to this investigation are worthy of note. First, the children and families that were the starting point for the cases were recruited through self-selection. This might lead to bias, in that participating parents may already have positive relationships with kindergartens and have the time and resources to participate in the study and to establish strong collaborations with service providers. Second, there is a risk that the intrinsic value of each case is lost in our cross-case analysis, even though this approach might be considered justifiable given the uniformity in participants' responses. Had our intention been primarily to identify barriers to successful collaboration, it would have been beneficial to devote greater attention to contrasting views among participants. Finally, it is possible that the prominence we placed on the perspectives of parents in this investigation may have contributed to an overemphasis on factors that are more highly valued by parents than other participants.</p> <hd id="AN0096652131-18">CONCLUSION</hd> <p>Urban ([<reflink idref="bib41" id="ref89">41</reflink>]) suggested that the dominant view of the early childhood professional builds on a "hierarchical mode" of producing and applying expert knowledge, and that this conceptualization fits poorly with the relational nature of kindergarten practice (p. 135). Our findings run contrary to this conclusion and suggest that, in this context, it is in fact the relational or "caregiver" image of the kindergarten professional that seems to dominate. Whereas lack of attention to expert, formalized knowledge may place unnecessary limits on kindergarten professionals' contribution to collaboration, the emphasis participants placed on care, security, and emotional bonds with children is undeniably part of what made their contribution seem so valuable to participants. From the perspective of the parents in this study, this position is one that was plainly recognized and shared. As one mother stated, "That feeling of being a mother that's there, I can't expect the others to have it, because it's just everything.... I know and understand that, but I want them to have a little bit of that too."</p> <hd id="AN0096652131-19">FUNDING</hd> <p>This study was supported by a grant from the Norwegian Research Council under the Program for Practice-based Research & Development (PraksisFoU).</p> <ref id="AN0096652131-20"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Abbott, A. (1988). 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  Data: An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children with Severe Disabilities
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Childhood+Education%22"><i>Journal of Research in Childhood Education</i></searchLink>. 2014 28(3):344-357.
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– Name: TypeDocument
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  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22School+Responsibility%22">School Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Severe+Disabilities%22">Severe Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Shift+Studies%22">Shift Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Security+%28Psychology%29%22">Security (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Caregivers%22">Child Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02568543.2014.912996
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0256-8543
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to examine the role and responsibilities of Norwegian kindergarten (i.e., preschool for ages 0-6 years) from the perspective of participants involved in multidisciplinary collaboration on behalf of children with severe disabilities and their families. The authors employed a multiple-case study approach comprising 26 interviews across six cases. Findings suggest that kindergarten is considered an important partner for families and a major contributor to the provision of services. Kindergartens were valued for their (1) close relationships and intimate knowledge of children as individuals, (2) the sense of security and relief of stress that they provided to parents, and (3) for acting as a "driving force" in multidisciplinary collaboration. Findings are discussed in relation to two contrasting views of the kindergarten professional as an early childhood expert and as a compassionate caregiver who, in many ways, functions as an extension of the parental role. The authors conclude that it is the latter of these two perspectives that dominates perceptions of kindergarten professionals among participants.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 43
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1032912
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1032912
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02568543.2014.912996
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 344
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: School Role
        Type: general
      – SubjectFull: School Responsibility
        Type: general
      – SubjectFull: Severe Disabilities
        Type: general
      – SubjectFull: Shift Studies
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Security (Psychology)
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Child Caregivers
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children with Severe Disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cameron, David Lansing
      – PersonEntity:
          Name:
            NameFull: Tveit, Anne Dorthe
      – PersonEntity:
          Name:
            NameFull: Midtsundstad, Jorunn
      – PersonEntity:
          Name:
            NameFull: Nilsen, Ann Christin E.
      – PersonEntity:
          Name:
            NameFull: Jensen, Hanne Cecilie
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-print
              Value: 0256-8543
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Research in Childhood Education
              Type: main
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