Examining interdisciplinary collaboration within a comprehensive early childhood education framework

Abstract

This article describes a study on interdisciplinary collaboration within a Head Start framework in an urban program in the Northeast. This one-year qualitative study explores   the experiences of the interdisciplinary team directly involved in implementing an agency-wide literacy project. The goal of this research was to deepen the current knowledge base about the benefits and challenges of an interdisciplinary approach to support optimal child outcomes by learning from practicing professionals' perspectives.       Findings are discussed in terms of literatures relevant to advancing young children's school readiness with an emphasis on the collaborative process. This article also identifies next steps useful to professionals and scholars interested in initiating or studying interdisciplinary collaboration within comprehensive early childhood education programs.