Centre for Applied Research in Education (CARE), Hogeschool van Amsterdam, Amsterdam, The Netherlands.
Research Institute for Child Development and Education, Universiteit van Amsterdam, Amsterdam, The Netherlands.
J Interprof Care. 2020 May-Jun;34(3):362-372. doi: 10.1080/13561820.2019.1650731. Epub 2019 Sep 25.
Inclusive early childhood education and care (ECEC) requires interprofessional collaboration between professionals with diverse professional backgrounds. Following developments in human services, there is a growing interest in the role of interprofessional teams in community-based settings for young children. In a three-year longitudinal study, we investigated interprofessional collaboration (IPC) between staff from childcare, education and youth care. At the individual level, a survey was used for the analysis of IPC competences. At the network level, we investigated professional relationships between individuals using social network analysis. Results of a multilevel mixed linear model showed an increase in interdependence and reflection on process of individual staff, followed by the progressive development of perceived team performance. Smaller networks with higher density and professionals' centrality predicted more positive perceptions of inclusive ECEC. We discuss our findings in the context of growing interest in interprofessional teams in ECEC.
全纳式幼儿教育和保育（ECEC）需要不同专业背景的专业人员之间进行跨专业合作。在人类服务领域的发展之后，人们对儿童社区环境中跨专业团队的作用越来越感兴趣。在一项为期三年的纵向研究中，我们调查了儿童保育、教育和青年关怀工作人员之间的跨专业合作（IPC）。在个人层面上，使用问卷调查来分析 IPC 能力。在网络层面上，我们使用社会网络分析来研究个人之间的专业关系。多层次混合线性模型的结果表明，个体工作人员的相互依存性和对过程的反思有所增加，随后团队绩效的感知逐渐发展。密度较高、专业人员处于中心位置的较小网络预示着对全纳式 ECEC 的看法更加积极。我们在 ECEC 中对跨专业团队日益增长的兴趣背景下讨论了我们的发现。
