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

Autor/inn/en	Cameron, David Lansing; Tveit, Anne Dorthe; Midtsundstad, Jorunn; Nilsen, Ann Christin E.; Jensen, Hanne Cecilie
Titel	An Examination of the Role and Responsibilities of Kindergarten in Multidisciplinary Collaboration on Behalf of Children with Severe Disabilities
Quelle	In: Journal of Research in Childhood Education, 28 (2014) 3, S.344-357 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2014.912996
Schlagwörter	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; Norway + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Severe disability; Schwerbehinderung; Schichtunterricht; Eltern; Security; Psychology; Sicherheit; Erzieher; Erzieherin; Kindergärtnerin; Caregiver; Caregivers; Carer; Kinderbetreuung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Stressmanagement; Stressbewältigung; Norwegen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10