Theoretical frameworks

The present study aims to contribute to existing theories of collaboration or systems within education. The following two theories have been considered. Educational theorist and linguist, Bela H. Bathany (1992) discusses the collaboration between teachers and speech therapists using a systems approach in his three-level model. The first level of the Bathany's model, ‘systems-environment’, discusses the inter-dependent relations between the system being studied and the individual or other systems with which it encounters. He describes this level as a “birds-eye view” of the landscape in which the system is sited (McCartney, 1999). The second level is described as a “moving-picture model” or ‘process’ which examines what a system does across a period of time. This often includes the process of children’s engagement with the system to achieve their learning objectives (McCartney, 1999). The third level of Bathany’s model is concerned with educational goals (features), organising the learning environment (functions) and the subsystems of teaching and administration (components) of a system. This level is referred to as the “functions/structures” or ‘still-picture’ which takes snapshots of the features, functions and components of a system, acting as a point of reference to examine the past and future (McCartney, 1999). In summary, the systems model offers four aspects to consider when investigating collaboration between teachers and SLPs; functions level (the goals of the system); structures level, (the formal decision-making mechanisms); processes, (how a system behaves) and systems environments, (how a system fits into its community) (McCartney, 1999).

Psychologist Urie Bronfenbrenner, developed what is widely known as the bioecological systems theory, initially termed an ecological model or approach (1979) more recently known as the Process-Person-Context-Time (PPCT) model (1998). Bronfenbrenner’s theory offers a framework of six environmental systems that influence a child’s development; biosystem,

microsystem, mesosystem, exosystem, macrosystem, and the chronosystem. These systems can be viewed as concentric circles that can affect human development (Yamauchi et al., 2017), as seen in Figure 4. Factors at each level of Bronfenbrenner’s system are understood to influence and be influenced by the other levels of the system (Odom et al., 2004).

Figure 4: Bronfenbrenner’s Ecological Theory of Development

Figure adapted from HQ, 2018

An example of how this theory has been used in previous research is described in the work of Odom et al., (2004), in which a review of multiple research articles (number not known), using

Chronosystem

Macrosystem

Exosystem

Mesosystem

Microsystem

Biosystem

Bronfenbrenner’s bioecological model was compiled, exploring preschool inclusion in the United States. The articles included those dated between 1990 and 2002 and was limited to research on 3- to 5- years-old children with disabilities, and typically developing children who attended inclusive preschool programs. Below is an outline of how Odem et al., (2004) have used and explained Bronfenbrenner’s model throughout their review;

Biosystem Variables: characteristics of children. • Types of disability;

• Severity of disability.

Microsystem Variables: immediate setting in which the child participates; • Forms of inclusive programs;

• Quality of classroom environments; • Environmental arrangements; • Instructional practices;

• Children’s participation and engagement; • Social relationships with peers;

• Interventions;

• Teacher behaviours and beliefs; • Collaboration among professionals.

Mesosystem: when participants in other microsystems interact. • Family and inclusion;

• Family and perceptions of inclusions;

• Factors that influence parental perceptions of inclusion • Transitions across programs;

• Community participation.

Exosystem: influences or events that influence the Microsystem, but that occur in settings that do not include the members of the Microsystem.

• Decisions made by key administrators; • Agreements occurring across agencies.

Macrosystem: variables that influence the children’s development directly, or that may have secondary influences on other levels of the ecological system.

• Cultural and linguistic diversity; • Program demographic characteristics. Chronosystem: influences across time.

• Nature of intervention changing over time; • Change in roles or type of service provided; • Parents attitudes;

• Maintenance or discontinuation of programs across time.

Significant to the present study, it was found through Odem et al’s., (2004) review that even though researchers frequently used the generic term “Developmental Disability” (DD), several studies specifically identified the following four disabilities; hearing impairment, visual impairment, Down Syndrome and Autism. For the purpose of this study, I have considered and outlined how I foresee supporting a child with SLI might fit into Bronfenbrenner’s bioecological model;

Biosystem Variables: characteristics of children.

• Types of disability (articulation, semantics, vocabulary, language, receptive, expressive);

• Severity of disability.

Microsystem Variables: immediate setting in which the child participates; • Service delivery models (itinerant, interdisciplinary)

• Interventions; (small group, large group, 1:1, teacher/student led, SLI, DD, OT, PT) • Teacher behaviours and beliefs; (confidence and knowledge, roles and responsibilities)

Mesosystem: when participants in other microsystems interact.

• Post-Qualification or Professional Development (where, how, what, who);

• Factors that influence confidence and knowledge of Early Childhood professionals • Collaboration among professionals.

Exosystem: influences or events that influence the Microsystem, but that occur in settings that do not include the members of the Microsystem.

• Social policy (Early Childhood standards and laws, licensing procedures);

• Decisions made by key administrators (determining eligibility, accommodations, modifications);

• Agreements occurring across agencies; • Pre-service training

Macrosystem: variables that influence the children’s development directly, or that may have secondary influences on other levels of the ecological system.

• Program demographic characteristics (location, public, private) • Cultural Diversity

Chronosystem: influences across time.

• Nature of intervention changing over time; • Change in roles or type of service provided;

• Maintenance or discontinuation of training programs across time.

When considering Bathany’s and Bronfenbrenner’s models, it appears that they share various similarities (systems, time, supporting young children). However, Bathany’s model focuses on the functions of a system and how several aspects of a system are working together to support young children, whilst Bronfenbrenner’s work focuses on what systems or connections have an impact on a young child’s development. Due to the nature of this study focusing on the various developmental areas of young children (speech and language, social, emotional, behavioural),

the present study will be using Bronfenbrenner’s Ecological theory of Development, to theorize how young children are best supported in early childhood.