Early childhood service delivery for families living with childhood disability: Disabling families through problematic implicit ideology
MetadataShow full item record
The aim of this paper is to unpack the implicit ideology underpinning early childhood service delivery for families living with childhood disability. The family as the unit of care is central to the philosophy and practice of early childhood services. However, the practice of family-centred care can be problematic; it is based upon neo-liberal assumptions of 'idealised' families, underestimates the profound impact of childhood disability on the family, and encourages service providers to conflate parents' involvement in care with responsibility for it. Further, the notion of chronic sorrow is often applied in order to describe parents and/or families as either 'in denial' or too aggrieved to enact their therapeutic imperative, and individualised and psychologised interpretations are made. Service delivery in early childhood settings often reinforces— rather than acts to reduce—social, cultural and economic injustices. Clearly then, childhood disability remains institutionalised, but just within the institution of the family. Attention to the largely silenced, yet multiple, shifting, and complex issues faced by families living with childhood disability is required and will likely have implications for early childhood service delivery.
Used with permission from Early Childhood Australia, http://www.earlychildhoodaustralia.org.au/
Showing items related by title, author, creator and subject.
Sims, M.; Saggers, Sherry; Hutchins, T.; Guilfoyle, A.; Targowska, A.; Jackiewicz, S. (2008)We believe that the Australian early childhood sector is not performing well. The incidence of poor outcomes for children is increasing, and we believe that current service delivery is not capable of addressing this. We ...
Increasing Accessibility to Science in Early Childhood Teacher Education Through Collaboration Between Teacher Educators and Science/Engineering AcademicsHowitt, Christine; Blake, Elaine; Calais, Martina; Carnellor, Yvonne; Frid, Sandra; Lewis, Simon; Mocerino, Mauro; Parker, Lesley; Sparrow, Len; Ward, Jo; Zadnik, Marjan (2012)Various reports have identifi ed urgent needs for science education in Australia, in particular, in relation to maintaining and increasing capability to teach science at all levels of schooling (e.g. Australian Academy ...
The genetic architecture of reactive and proactive aggression: relations to disruptive behaviour problems through developmentHanly, James (2009)Over the past two decades there has been increasing interest in the distinction between reactive (RA) and proactive aggression (PA; Card & Little, 2006; Polman, Orobio de Castro, Koops, van Boxtel & Merk, 2007). RA describes ...