Enhancing Early Childhood Education: Identifying Components of Interprofessional Collaboration
Abstract/Description/Artist Statement
Preschoolers’ academic performance provides the foundation for their learning and development. Interprofessional practice can enhance children’s educational outcomes, particularly those with developmental disabilities. Despite this, there is very little research identifying components of effective interprofessional teams in early childhood settings. Our scoping review aimed to identify essential components of effective interprofessional collaboration in early childhood settings. These components can be used to inform training for pre-service professionals to learn how to effectively collaborate and better support the diverse needs of students.
Our team conducted two systematic searches of the literature. In total, 5239 articles were screened, first based on their title and abstract, followed by their full text. Of the included articles, the following data were extracted: the IPEC Core Competency(ies) addressed, a summary of the outcomes reported by the articles’ authors, and a summary of the recommendations described by the articles’ authors. The researchers conducted directed content analysis to sort the summaries of outcomes and recommendations by the IPEC Core Competencies.
Our scoping review identified 18 relevant articles; our analysis provided suggestions for pre-service interprofessional training as well as recommendations of ways that pre-existing teams might improve their collaboration using the established core competencies. Recommendations included utilizing more common language among professionals in order to make conversations more inclusive. These recommendations can guide effective interprofessional collaboration in early childhood settings, which will enhance children’s educational outcomes.
Faculty Advisor/Mentor
Danika Pfeiffer, PhD CCC-SLP
Faculty Advisor/Mentor Email
dlpfeiff@odu.edu
Faculty Advisor/Mentor Department
Speech-Language Pathology
College/School Affiliation
Ellmer College of Health Sciences
Student Level Group
Undergraduate
Presentation Type
Oral Presentation
Enhancing Early Childhood Education: Identifying Components of Interprofessional Collaboration
Preschoolers’ academic performance provides the foundation for their learning and development. Interprofessional practice can enhance children’s educational outcomes, particularly those with developmental disabilities. Despite this, there is very little research identifying components of effective interprofessional teams in early childhood settings. Our scoping review aimed to identify essential components of effective interprofessional collaboration in early childhood settings. These components can be used to inform training for pre-service professionals to learn how to effectively collaborate and better support the diverse needs of students.
Our team conducted two systematic searches of the literature. In total, 5239 articles were screened, first based on their title and abstract, followed by their full text. Of the included articles, the following data were extracted: the IPEC Core Competency(ies) addressed, a summary of the outcomes reported by the articles’ authors, and a summary of the recommendations described by the articles’ authors. The researchers conducted directed content analysis to sort the summaries of outcomes and recommendations by the IPEC Core Competencies.
Our scoping review identified 18 relevant articles; our analysis provided suggestions for pre-service interprofessional training as well as recommendations of ways that pre-existing teams might improve their collaboration using the established core competencies. Recommendations included utilizing more common language among professionals in order to make conversations more inclusive. These recommendations can guide effective interprofessional collaboration in early childhood settings, which will enhance children’s educational outcomes.