Stefanija Alisauskiene is Professor of Education at Vytautas Magnus University, Lithuania. Natallia Bahdanovich Hanssen is Professor of Special Needs Education at Nord University, Norway.Daiva Kairiene is Researcher at Education Academy at Vytautas Magnus University, Lithuania.

• Chapter 1 Introduction To Interprofessional And Family-Professional Collaboration In Early Childhood Education And Care.- Part I Theoretical Perspectives On Interprofessional And Family – Professional Collaboration For Inclusive Early Childhood Education And Care.- Chapter 2 Interprofessional Collaboration In Early Childhood Education And Care.- Chapter 3 Family–Professional Collaboration In Early Childhood Education And Care.- Part Ii Interprofessional Collaboration In Early Childhood Education And Care.- Chapter 4 Interprofessional Intervention Collaboration In Early Language Learning In The Uk - A Descriptive Case Study.- Chapter 5 Interprofessional Collaboration For Inclusive Education In Early Childhood Education And Care In Ukraine.- Chapter 6 Caught Between Expectations And Ambitions: Finnish Early Childhood Special Education Teachers Experiences Of Consultation As Interprofessional Collaboration.- Chapter 7 Developing Interprofessional Collaboration: Learning Communities InEarly Childhood Education And Care In Iceland.- Chapter 8 Communication In Interprofessional Teams Meeting Special Educational Needs Of Children In Lithuanian Ecec Settings.- Chapter 9 The Schooling Processes Of Students With Autism Spectrum Disorder In Early Childhood Education: Implications For Interprofessional Collaboration In Spain.- Chapter 10 Interprofessional Collaboration In The Norwegian Early Childhood Education And Care Context.- Part Iii Profesional - Family Collaboration In Early Childhood Education And Care.- Chapter 11 “To See A Shift In Parents’ Knowledge” – A Case Study Of Family Professional Collaboration In The Uk.- Chapter 12 Family-Professional Collaboration In Early Childhood Education And Care In Ukrainian Policy.- Chapter 13 Parental Partnerships In Early Childhood Education - A Document Analysis Of Teacher Education Programs And Policy Documents In Sweden And Finland.- Chapter 14 Family – Professional Collaboration In Inclusive Early Childhood Education In Iceland: Multilingual Families And Children.- Chapter 15 Family-Professional Collaboration In Teams Meeting Special Educational Needs Of Children   In Lithuanian Ecec Settings.- Chapter 16 Professional And Family Relationships Within The Framework Of A Family-Centred Approach.- Chapter 17 Family–Professional Collaboration In Norwegian Early Childhood Education And Care.- Chapter 18 A Parental Perspective On Educational Support For High-Ability Children In Finland.- Chapter 19 the development of interprofessional and family-professional collaboration in early childhood education and care ecec—lessons learned.

Stefanija Alisauskiene is Professor of Education at Vytautas Magnus University, Lithuania. Natallia Bahdanovich Hanssen is Professor of Special Needs Education at Nord University, Norway.Daiva Kairiene is Researcher at Education Academy at Vytautas Magnus University, Lithuania.

• Chapter 1 Introduction To Interprofessional And Family-Professional Collaboration In Early Childhood Education And Care.- Part I Theoretical Perspectives On Interprofessional And Family – Professional Collaboration For Inclusive Early Childhood Education And Care.- Chapter 2 Interprofessional Collaboration In Early Childhood Education And Care.- Chapter 3 Family–Professional Collaboration In Early Childhood Education And Care.- Part Ii Interprofessional Collaboration In Early Childhood Education And Care.- Chapter 4 Interprofessional Intervention Collaboration In Early Language Learning In The Uk - A Descriptive Case Study.- Chapter 5 Interprofessional Collaboration For Inclusive Education In Early Childhood Education And Care In Ukraine.- Chapter 6 Caught Between Expectations And Ambitions: Finnish Early Childhood Special Education Teachers Experiences Of Consultation As Interprofessional Collaboration.- Chapter 7 Developing Interprofessional Collaboration: Learning Communities InEarly Childhood Education And Care In Iceland.- Chapter 8 Communication In Interprofessional Teams Meeting Special Educational Needs Of Children In Lithuanian Ecec Settings.- Chapter 9 The Schooling Processes Of Students With Autism Spectrum Disorder In Early Childhood Education: Implications For Interprofessional Collaboration In Spain.- Chapter 10 Interprofessional Collaboration In The Norwegian Early Childhood Education And Care Context.- Part Iii Profesional - Family Collaboration In Early Childhood Education And Care.- Chapter 11 “To See A Shift In Parents’ Knowledge” – A Case Study Of Family Professional Collaboration In The Uk.- Chapter 12 Family-Professional Collaboration In Early Childhood Education And Care In Ukrainian Policy.- Chapter 13 Parental Partnerships In Early Childhood Education - A Document Analysis Of Teacher Education Programs And Policy Documents In Sweden And Finland.- Chapter 14 Family – Professional Collaboration In Inclusive Early Childhood Education In Iceland: Multilingual Families And Children.- Chapter 15 Family-Professional Collaboration In Teams Meeting Special Educational Needs Of Children   In Lithuanian Ecec Settings.- Chapter 16 Professional And Family Relationships Within The Framework Of A Family-Centred Approach.- Chapter 17 Family–Professional Collaboration In Norwegian Early Childhood Education And Care.- Chapter 18 A Parental Perspective On Educational Support For High-Ability Children In Finland.- Chapter 19 the development of interprofessional and family-professional collaboration in early childhood education and care ecec—lessons learned.

Stefanija Alisauskiene is Professor of Education at Vytautas Magnus University, Lithuania. Natallia Bahdanovich Hanssen is Professor of Special Needs Education at Nord University, Norway.Daiva Kairiene is Researcher at Education Academy at Vytautas Magnus University, Lithuania.

• Chapter 1 Introduction To Interprofessional And Family-Professional Collaboration In Early Childhood Education And Care.- Part I Theoretical Perspectives On Interprofessional And Family – Professional Collaboration For Inclusive Early Childhood Education And Care.- Chapter 2 Interprofessional Collaboration In Early Childhood Education And Care.- Chapter 3 Family–Professional Collaboration In Early Childhood Education And Care.- Part Ii Interprofessional Collaboration In Early Childhood Education And Care.- Chapter 4 Interprofessional Intervention Collaboration In Early Language Learning In The Uk - A Descriptive Case Study.- Chapter 5 Interprofessional Collaboration For Inclusive Education In Early Childhood Education And Care In Ukraine.- Chapter 6 Caught Between Expectations And Ambitions: Finnish Early Childhood Special Education Teachers Experiences Of Consultation As Interprofessional Collaboration.- Chapter 7 Developing Interprofessional Collaboration: Learning Communities InEarly Childhood Education And Care In Iceland.- Chapter 8 Communication In Interprofessional Teams Meeting Special Educational Needs Of Children In Lithuanian Ecec Settings.- Chapter 9 The Schooling Processes Of Students With Autism Spectrum Disorder In Early Childhood Education: Implications For Interprofessional Collaboration In Spain.- Chapter 10 Interprofessional Collaboration In The Norwegian Early Childhood Education And Care Context.- Part Iii Profesional - Family Collaboration In Early Childhood Education And Care.- Chapter 11 “To See A Shift In Parents’ Knowledge” – A Case Study Of Family Professional Collaboration In The Uk.- Chapter 12 Family-Professional Collaboration In Early Childhood Education And Care In Ukrainian Policy.- Chapter 13 Parental Partnerships In Early Childhood Education - A Document Analysis Of Teacher Education Programs And Policy Documents In Sweden And Finland.- Chapter 14 Family – Professional Collaboration In Inclusive Early Childhood Education In Iceland: Multilingual Families And Children.- Chapter 15 Family-Professional Collaboration In Teams Meeting Special Educational Needs Of Children   In Lithuanian Ecec Settings.- Chapter 16 Professional And Family Relationships Within The Framework Of A Family-Centred Approach.- Chapter 17 Family–Professional Collaboration In Norwegian Early Childhood Education And Care.- Chapter 18 A Parental Perspective On Educational Support For High-Ability Children In Finland.- Chapter 19 the development of interprofessional and family-professional collaboration in early childhood education and care ecec—lessons learned.