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The ICF-CY and collaborative problem solving in inclusive Early Childhood Education and Care
Jönköping University, School of Education and Communication, HLK, CHILD.ORCID iD: 0000-0003-4492-2384
2018 (English)In: An emerging approach for education and care: Implementing a worldwide classification of functioning and disability / [ed] S. Castro & O. Palikara, London: Routledge, 2018, p. 134-146Chapter in book (Refereed)
Abstract [en]

The wide-ranging educational, economic and social benefits of Early Childhood Education and Care (ECEC), at both individual and societal levels, are increasingly acknowledged in large parts of the world. Major changes in physical, socio-emotional and cognitive areas of development occur during these years, and meaningful educational experiences have been shown to have long-lasting effects upon a child’s cognitive development, socio-emotional development and learning (Pianta, Barnett, Burchinal, & Thornburg, 2009; Shonkoff & Phillips, 2000; Sylva, 2010). International and European communities (EU, 2011; OECD, 2014; UNESCO, 2015; UN, 2015) regard quality of ECEC as a foundation for later school achievement, success in the modern knowledge based economy and lifelong learning.

Place, publisher, year, edition, pages
London: Routledge, 2018. p. 134-146
Keywords [en]
ICF-CY, Disability, Early Childhood Education and Care
National Category
Educational Sciences Medical and Health Sciences
Identifiers
URN: urn:nbn:se:hj:diva-38465DOI: 10.4324/9781315519692Scopus ID: 2-s2.0-85050299842ISBN: 978-1-138-69817-8 (print)ISBN: 978-1-315-51969-2 (electronic)OAI: oai:DiVA.org:hj-38465DiVA, id: diva2:1173303
Available from: 2018-01-12 Created: 2018-01-12 Last updated: 2018-11-01Bibliographically approved

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Björck-Åkesson, Eva

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CiteExportLink to record
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  • apa
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