Titlebook: Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and ; Stefanija Alisauskiene,Natallia Bahd

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Family-Professional Collaboration in Early Childhood Education and Carefessional collaboration (FPC). The chapter is not intended to be comprehensive. Rather, the aim is to examine the concept of family–professional collaboration in Early Childhood Education and Care (ECEC) from multiple viewpoints and demonstrate the diversity of the concept.

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Interprofessional Intervention Collaboration in Early Language Learning in the United Kingdom: A Desion system. The policies are in praxis interpreted, negotiated and finally (re)constructed by the teachers. In the UK many children enter school with significantly delayed language skills, and many of them are learning English as an additional language. In this chapter I take a closer look at an int

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The Schooling Processes of Students with Autism Spectrum Disorder in Early Childhood Education: Implchildhood education in ordinary centres. In Spain, early childhood education schools receive advice from the Early Attention Teams (EAT), which are multi-professional public services. Among the main functions of these teams are to collaborate in the detection of children in situations of vulnerabili

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“To See a Shift in Parents’ Knowledge”: A Case Study of Family-Professional Collaboration in the Unitries define FPC from different perspectives. The early years foundation stage (EYFS) statutory framework (2021) sets the standards for this work in the UK. This sociocultural-oriented research is largely influenced by the latest research connected to family professional collaboration. The aim of th