Situated Learning within Early Years Physiotherapy for Child Disability - an Embodied Dialogical Approach

Abstract

This paper explores situated learning between parents and therapists within a distinctive child health setting - early years community physiotherapy for infants and young children with disability. Early physiotherapy supports parents with treatment planning and translation of therapeutic principles into family routines, to optimise child development during a critical period. Observing how learning is socially organised within this context has rarely been undertaken and new understandings of how this is achieved within parent, therapist and child interactions could enhance praxis. We used novel methodology for this setting. Video case studies involving the triadic relationship of parent, child and physiotherapist were analysed using multimodal conversation analysis. Interview data supplemented analysis.We observed a recurring interactional structure. Shared observations of the child's sensorimotor behaviour elicit reflective responses from the other adult, which are built upon to provide summative feedback. Interactions vary according to the relational context and evolving interactional dynamics in sessions. Our synthesis connects these findings with dialogic learning theory and Goodwin's understanding of cooperative organisation in knowledge construction.The study highlights how communication of shared observations, if reciprocated, play a key role in collaborative learning by bridging differential knowledge, supporting therapeutic interventions, and recognising the parent's role in treatment direction.Copyright © 2025, The Authors. All rights reserved.