Authors
Aino Äikäs, Henri Pesonen, Noora Heiskanen, Marja Syrjämäki, Lotta Aavikko & Elina Viljamaa.
Abstract
Children with intellectual disability and autism often receive support which is organised with interprofessional collaboration in early childhood education and care (ECEC). In Finland, a new ECEC curriculum was launched in 2022. The core curriculum and renewed legislation on ECEC emphasise collaboration between professionals and parents. In this study, we examined approaches and practices regarding collaboration and support in the context of Finnish ECEC. The data were collected from ECEC professionals (N = 104) using the method of empathy-based stories (MEBS). The MEBS used frame stories through which professionals responded to a variety of descriptions about a child’s situation, whether positive or negative. The analysis resulted in four narratives, which were about: 1) a culture of self-survival and individual responsibility, 2) interprofessional collaboration as a core method 3) one’s own and the team’s competence supporting the child, and 4) pedagogical practices in constructing inclusion. Findings suggest that, teamwork and interprofessional collaboration should be enhanced in pre- and in-service training and practices in ECEC.