Personal Action Potency
Personal action potency
Young children with special need benefit from having an interprofessional approach to their care and education
Social practice theory developed by Dreier, contributed to the term social context, social context are recreated by the people living in tht time and place.
Social practice theories are important and personal action potency are important factors inorder to understand the complexity behind the interprofessional working for the care and education for young children with SEN
First case study – garden private day nursery
Special funded SEN places by authorities. Contacting a EYAT if have concern about a child SEN needs, others viewed early years staff from a historical perspective which affected the interprofsseional working. i.e staff in a day care are poorly qualified people who are not experts in the education sector. Therefore the communication can break down during this process. – difficult to communicate to outside agencies, found lack of support and nursery staff have to use own initiative within the setting to support these young children. Personal action potency in the interprofessional arenas, with the potential to extend their collaboration working to other agencies for other children in the setting, was limited by lack of access in spite of competent, confident staff with high levels of personal agency in the context of the setting
Second case study- chatter community preschool
No automatic funning for SEN children. Inclusive grant will have to be applied. The EYAT makes a more dominate role as working within the school they will carry out most task, however they do not support the staff at all times. Staff find it difficult when the EYAT communicate directly with the parent as staff believe the rapport with the parent could be damaged if they are kept in the shadow which will affect their parent and staff relationship. The setting supported other early year settings in every childs a talker. Using direct links the
Young children with special need benefit from having an interprofessional approach to their care and education
Social practice theory developed by Dreier, contributed to the term social context, social context are recreated by the people living in tht time and place.
Social practice theories are important and personal action potency are important factors inorder to understand the complexity behind the interprofessional working for the care and education for young children with SEN
First case study – garden private day nursery
Special funded SEN places by authorities. Contacting a EYAT if have concern about a child SEN needs, others viewed early years staff from a historical perspective which affected the interprofsseional working. i.e staff in a day care are poorly qualified people who are not experts in the education sector. Therefore the communication can break down during this process. – difficult to communicate to outside agencies, found lack of support and nursery staff have to use own initiative within the setting to support these young children. Personal action potency in the interprofessional arenas, with the potential to extend their collaboration working to other agencies for other children in the setting, was limited by lack of access in spite of competent, confident staff with high levels of personal agency in the context of the setting
Second case study- chatter community preschool
No automatic funning for SEN children. Inclusive grant will have to be applied. The EYAT makes a more dominate role as working within the school they will carry out most task, however they do not support the staff at all times. Staff find it difficult when the EYAT communicate directly with the parent as staff believe the rapport with the parent could be damaged if they are kept in the shadow which will affect their parent and staff relationship. The setting supported other early year settings in every childs a talker. Using direct links the