The v
alue of interprofession
al service provision for children
and f
amilies h
as h
ad widespre
ad support intern
ation
ally. However, rese
archers h
ave c
alled for gre
ater focus on service users' experiences to inform future development. Nonetheless, young children's experiences of such pr
actice in e
arly ye
ars settings
are under rese
arched. Dr
awing on findings from
a study of interprofession
al pr
actice from the perspectives of five young children with
addition
al needs, this
article suggests
a theoretic
al
and methodologic
al conceptu
al fr
amework
as
a guide to underst
anding how children p
articip
ate in
and sh
ape integr
ated service provision.
The stance is framed by social practice theory, whereby our everyday practice draws on, challenges and is constrained by history, context and relationships. Shotter's (an id="bbb0190">2008a>an>) work revealing meaning-making in conversational exchanges and Dreier's conceptualisation of trajectories of participation (2003, 2008) guided the analyses of digital video recordings of children's participation in interprofessional practice in early years settings. Findings showed young children shaping the nature of provision. The theoretical constructs and methods revealed the otherwise hidden dialogic nature of interprofessional practice, highlighting children's influence on elements of fine-grained expert practice. Careful attention to children's perspectives, revealed through analysis of their multimodal voices, contributes to settings' capacity for planning, modifying and evaluating effective integrated working.