| Abstract [eng] |
Early support for children and their families is more frequently realised in framework of social models, which are related with collaboration. The importance of collaboration is accepted, but data of previous research allows to doubt about success of this practice. There is identified need of qualitative research, which would be oriented not just to the formal evaluation of collaboration, but to the description and explanation of collaboration conception, aims, interactions and context. The research problem questions are: What are the content peculiarities of professional’s awareness to provide early support? What theoretical approaches are used as basis for early support? What meanings given to collaboration of professionals and professionals - parents do exist and how they are constructed? What are the factors of collaborative culture in teams? What are the possibilities of interpretative research, while constructing the knowledge about culture of collaboration in teams? The ethnographic two cases‘ study strategy is used in this research. Through inductive and qualitative analysis of empirical data, it was highlighted the importance of family-centred practice and professional’s and parent’s situated learning. There were analysed different theoretical approaches of organisational and collaborative culture, theoretical presumptions of family-centred practice, collaboration of professionals and families, interprofessional collaboration. There was presented national legitimation of provision of early support services for children and families. According to the interpretations, which was based on research participants’, researcher’s and theoretical approaches, there was disclosed the system of collaboration meanings and identified presumptions of family-centred practice and collaborative culture in interprofessional teams development. |
