In their article, Jokimies et al. (2025) further the understanding of the consultative work of Early Childhood Special Education Teachers (ECSETs). They identify and present three profiles of consultative work based on survey responses from 207 ECSETs from across Finland. These are modellers, advisors and spontaneous practitioners. While the profiles shared several features, they differed in their emphasis on different forms of consultative work. The aim of the study was to identify how ECSETs carried out their consultative work and how work-related factors were connected to consultative practices. The study formulates the consultative work of ECSETs as a multifaceted approach to work that assumes shape in different operating environments, influenced by various structural aspects. The goal of the consultative work is to strengthen the support children receive through advising Early Childhood Education and Care (ECEC) staff and further developing their professional practice.
Modellers emphasised advising staff through practical action. They conducted their consultative work through pedagogical modelling, and co-teaching in the child groups. They also observed staff and reflected on their pedagogical practices. Advisors utilised individual and more formal consultative discussions. They assumed more of an expert role, particularly concerning the needs of individual children. Spontaneous practitioners utilised all aforementioned ways of working. Additionally, they utilised immediate and informal methods, like spontaneously sharing information with staff and having impromptu exchanges.
Although the objectives set for consultative work were largely similar among the profile groups, the ways in which the work was carried out positioned the profile groups differently in relation to consultative work. This reflects the diverse and dynamic environments of ECEC, where the consultative work of ECSETs is shaped several boundary conditions. It is also noteworthy that most of the ECSETs had received no formal education on the practice of consultative work. In this study, consultative work was viewed as a broader work modality extending beyond mere formal consultation, encompassing ECSETs’ modelling work and more hands-on professional assistance in the child groups.
These results demonstrate that the consultative work of ECSETs plays an important role in strengthening the support delivered to children, but it appears very diverse in the field of ECEC. As consultative work is context-specific, there is no universally applicable way of implementing it. However, its starting point should be in appropriate and research-based consultative practices. This necessitates the development of consultative structures, the strengthening of a shared understanding of consultation and consultative work, and a reflective review of current approaches to consultation.
The lack of education in consultative work poses a significant challenge to its implementation. It highlights the need for strengthening the consultative skills of ECSETs both at degree level and in continuing professional education. Strengthening the consultative work of Early Childhood Special Education Teachers not only improves the success of individual consultations, but also creates conditions for commitment to collaboration, a shared language and understanding of the nature of this work. Ultimately, the goal of consultative work is to strengthen the support children receive by developing the practice of staff. This highlights the need for examining the effectiveness on children of consultative work.
Reference to the original article: Jokimies, E., Heiskanen, N., Savolainen, H., & Närhi, V. (2025). Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner. Early Childhood Research Quarterly, 70, 358–366. https://doi.org/10.1016/j.ecresq.2024.11.005
