View in EDS HTML Full Text PDF Full Text

An Informed Pedagogy of Community, Care, and Respect for Diversity: Evidence from a Qualitative Evaluation of Early Years Services in the West of Ireland

Saved in:
Bibliographic Details
Title: An Informed Pedagogy of Community, Care, and Respect for Diversity: Evidence from a Qualitative Evaluation of Early Years Services in the West of Ireland
Language: English
Authors: Garrity, Sheila, Moran, Lisa, McGregor, Caroline, Devaney, Carmel
Source: Child Care in Practice. 2017 23(3):305-321.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Preschool Education
Early Childhood Education
Descriptors: Foreign Countries, Preschool Education, Student Diversity, Family School Relationship, Early Childhood Education, Early Intervention, Educational Quality, Educational History, Community Needs, Child Development, Program Evaluation, Child Care, Migration, Social Services, Family Needs, Ethnography, Teaching Methods, Professional Development, Interviews, Focus Groups, Values, Qualitative Research
Geographic Terms: Ireland
DOI: 10.1080/13575279.2017.1329707
ISSN: 1357-5279
Abstract: This article draws on qualitative evidence from an evaluation of the "Greater Tomorrow" Crèche and Ballyhaunis Community Preschool in Ballyhaunis, Co Mayo, Ireland in 2016. The article focuses on the approach to practice and the underlying ethos of these two services, reflecting a clearly articulated respect for diversity and the privileging of relationships with families by the practitioners and management team. We argue for the significance of early years services in offsetting risk factors associated with adverse childhood experiences and environments, reflecting international research evidence for the potential benefits of high-quality early childhood education and care. The practice orientation within the settings operationalises the national quality and curriculum frameworks of Aistear and Síolta in foregrounding the concepts of identity and belonging, well-being, and partnership with families in daily practice. The services under study were established during a period of rapid social and cultural change in Ireland; heightened economic activity beginning in the mid-1990s was a catalyst for increasing female employment and inward migration. This article argues that in such a context, these services responded to the needs of the uniquely diverse community they serve, contributed to children's early learning and development, and provided material and emotional supports to children and parents.
Abstractor: As Provided
Number of References: 44
Entry Date: 2017
Accession Number: EJ1149280
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHg9iU5frYCHBDodBGJS8DGAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDFh4fkty2UGacm0TlwIBEICBmlYFDi4kraPd-N90cA0aI3aDLYFP0tZTfLHvsmKk2jKggaILwkcv2JJ1ragT7q7bsidRgo1QM1iqVvZx1jrOxV20r_rwtscNeB2aAFjQ_ntHwHgRsDIWzW8f1-fRZbY63rc5UmZrJs5CgO0PRX8cpRskIfh5jxvOkW4YhDzz8JxhKZeKM3Fjbp3uNOaDluI1xOF-Hj923hUM7DE=
Text:
  Availability: 1
  Value: <anid>AN0124285616;j2301jul.17;2019Apr01.13:24;v2.2.500</anid> <title id="AN0124285616-1">An Informed Pedagogy of Community, Care, and Respect for Diversity: Evidence from a Qualitative Evaluation of Early Years Services in the West of Ireland. </title> <p>This article draws on qualitative evidence from an evaluation of the "Greater Tomorrow" Crèche and Ballyhaunis Community Preschool in Ballyhaunis, Co Mayo, Ireland in 2016. The article focuses on the approach to practice and the underlying ethos of these two services, reflecting a clearly articulated respect for diversity and the privileging of relationships with families by the practitioners and management team. We argue for the significance of early years services in offsetting risk factors associated with adverse childhood experiences and environments, reflecting international research evidence for the potential benefits of high-quality early childhood education and care. The practice orientation within the settings operationalises the national quality and curriculum frameworks of Aistear and Síolta in foregrounding the concepts of identity and belonging, well-being, and partnership with families in daily practice. The services under study were established during a period of rapid social and cultural change in Ireland; heightened economic activity beginning in the mid-1990s was a catalyst for increasing female employment and inward migration. This article argues that in such a context, these services responded to the needs of the uniquely diverse community they serve, contributed to children's early learning and development, and provided material and emotional supports to children and parents.</p> <p>Keywords: ethnography; Diversity</p> <hd id="AN0124285616-2">Introduction</hd> <p>The social, cultural, and economic dimensions of life in Ireland changed significantly over the past two decades. Improving economic conditions created new employment opportunities, both for women and for the increasing numbers of immigrants to Ireland; this is in contrast to Ireland's history of high unemployment, low maternal employment, and high emigration (Cross & Turner, [<reflink idref="bib9" id="ref1">9</reflink>]; Kennedy, [<reflink idref="bib23" id="ref2">23</reflink>]). The lack of affordable, regulated childcare was a barrier to maternal employment and therefore an impediment to economic development of the time, instigating initial State attention to this sector (Langford, [<reflink idref="bib24" id="ref3">24</reflink>]). Along with the increase in economically driven immigrants, this period witnessed a significant increase in the number of refugees seeking asylum in the Republic of Ireland. Over a brief period, Ireland shifted from a largely white, Catholic, conservative society, with a traditional bread-winner model of familial economic activity (Kennedy, [<reflink idref="bib23" id="ref4">23</reflink>]), to a society characterised by increasing diversity from ethnic, cultural, and religious perspectives, wherein families' economic activity and social structure varied from its historical patterns. Along with this increasing diversity of family forms, more families than ever before rely on formal early years services for the care, early education, and socialisation of young children (POBAL, [<reflink idref="bib37" id="ref5">37</reflink>]).</p> <p>During this period an inter-disciplinary group of professionals in Ballyhaunis, a town in the west of Ireland, came together to consider the needs of local families and children who were impacted by the effects of such rapid social change. They initially focused on addressing significant disadvantages faced by asylum-seeking families residing in a local Direct Provision (DP) centre. DP was introduced in the Republic of Ireland in 1999 as a system where the State provides material needs (e.g. food, accommodation) and a small living allowance to asylum seekers. As will be shown later in this article, DP is severely criticised by academics and in public discourse, with studies indicating that resources for children and young people are severely lacking in many DP centres across Ireland. For example, Kane ([<reflink idref="bib22" id="ref6">22</reflink>]) found children regularly lacked toys and books in DP, and childcare provision was sparse across many accommodation centres. This further justifies the rationale for this study, which focused on whether the childcare services fostered interculturalism, belonging, and respect for diversity among children attending the services in Ballyhaunis.</p> <p>The initial childcare service under study, established by the Health Service Executive and community actors in Ballyhaunis, managed by the local family resource centre (FRC), provided respite childcare exclusively for families in DP. Realising the lack of affordable childcare within the locale, this service expanded in 2007 with the development of a second inclusive community preschool, open to all families in the area. Together, the crèche and preschool under study provide an integrated service. This article will focus on the findings of a research project evaluation (Moran, Garrity, McGregor, & Devaney, [<reflink idref="bib26" id="ref7">26</reflink>]) of how these childcare services meet the diverse needs of the families attending them; how they operationalise interculturalism, respect for diversity, and belonging through pedagogical practices and staff members' relationships with parents.</p> <p>To place this article in context, recent societal change relevant to this study will be outlined, including economic developments, increasing inward migration of both economic migrants and those seeking asylum in Ireland, the development of the Irish childcare system, and the international privileging of early childhood education and care (ECEC) from a research perspective. Following this, the research study itself will be discussed, including the history of the services, the research methodology, the findings, and their implications. The article will close by restating the key messages arising from this study, and highlighting their potential to influence early years provision in Ireland.</p> <hd id="AN0124285616-3">Developing the childcare sector in Ireland</hd> <p>The economic developments in Ireland beginning in the mid-1990s placed demands on the labour market within the State. To support the expanding economy a series of policy, programme, and legislative actions were initiated to encourage greater female, and especially maternal, employment. The first inclusion of childcare at a strategic policy level was the Social Partnership Agreement of 1996 (Government of Ireland, [<reflink idref="bib19" id="ref8">19</reflink>]), wherein childcare was considered from labour support and social inclusion perspectives. That same year saw the first regulations concerning childcare provision, the Pre-School Services Regulations, enacted under the Child Care Act, 1991 (Department of Health and Children [DoHC], [<reflink idref="bib11" id="ref9">11</reflink>]). The National Childcare Strategy (Department of Justice, Equality and Law Reform [DJELR], [<reflink idref="bib13" id="ref10">13</reflink>]) outlined a coordinated approach to develop the infrastructure of childcare services. European funding underpinned this development: Ireland accessed €450 million under social inclusion and labour access initiatives (Langford, [<reflink idref="bib24" id="ref11">24</reflink>]). Reflecting international research evidence, the State developed measures to enhance provision, improve quality, and expand access to ECEC, although questions remain over the success of this agenda (Barnardos/Start Strong, [<reflink idref="bib2" id="ref12">2</reflink>]).</p> <p>Whereas State attention to ECEC began as labour support (DJELR, [<reflink idref="bib13" id="ref13">13</reflink>]) ongoing developments evidenced greater awareness of the potential benefits of ECEC. The White Paper "Ready to Learn" (Department of Education and Science, [<reflink idref="bib10" id="ref14">10</reflink>]) explored ECEC in the Irish context, making international comparisons and setting recommendations for the future development of preschool education. The Centre for Early Childhood Development and Education (CECDE) addressed quality of provision, with <emph>Síolta: The National Quality Framework for Early Childhood Education</emph> (CECDE, [<reflink idref="bib8" id="ref15">8</reflink>]). This practice-based manual provides overarching themes, principles, and a set of standards that "define quality practice" and aid practitioners' understanding of and application of these measures into practice (CECDE, [<reflink idref="bib8" id="ref16">8</reflink>]). The revised Pre-School Regulations (No. 2) offered greater emphasis on the early learning and developmental needs of children attending preschool services (DoHC, [<reflink idref="bib12" id="ref17">12</reflink>]).</p> <p>Through the mid-2000s the National Council for Curriculum and Assessment (NCCA) conducted a series of consultations informing the development of <emph>Aistear: the Early Childhood Curriculum Framework</emph> (NCCA, [<reflink idref="bib29" id="ref18">29</reflink>]). Aistear is based on 12 principles with four themes considered central to children's early learning and development: well-being; exploring and thinking; identity and belonging; and communicating (NCCA, [<reflink idref="bib29" id="ref19">29</reflink>]). Aistear recognises that children are "competent and confident learners", drawing on contemporary sociological understanding of the child as an active agent, and a catalyst for the events, experiences, and relationships in their lives (French, [<reflink idref="bib17" id="ref20">17</reflink>]). Aistear (NCCA, [<reflink idref="bib29" id="ref21">29</reflink>]) promotes a curriculum approach that recognises the child as capable in leading her/his own learning, through play-based exploratory programme planning, constructing the adult as a knowledgeable, skilled professional, extending and supporting the learning experience, as a co-constructor of knowledge alongside the child.</p> <hd id="AN0124285616-4">International research on early childhood education and care</hd> <p>The increasing focus by the Irish State on ECEC is aligned to similar privileging of preschool education in other western states (Organisation for Economic Cooperation and Development [OECD], [<reflink idref="bib35" id="ref22">35</reflink>]). Longitudinal studies, primarily emanating from the USA, highlight potential economic benefits arising through high-quality ECEC provision, particularly for children who experience a less advantageous start in life. The Perry Preschool Project and the North Carolina Abecedarian study both showed significant long-term benefits including better educational attainment, reduced criminal or anti-social behaviour, greater success in adult employment, and improved long-term health in the groups of children exposed to high-quality ECEC, compared with control groups (Campbell & Ramey, [<reflink idref="bib5" id="ref23">5</reflink>]; Heckman, [<reflink idref="bib21" id="ref24">21</reflink>]; Ramey et al., [<reflink idref="bib38" id="ref25">38</reflink>]; Schweinhart & Weikart, [<reflink idref="bib39" id="ref26">39</reflink>], [<reflink idref="bib40" id="ref27">40</reflink>]). Recent studies also highlight that childcare settings which promote interculturalism can substantially impact on children's social development, enabling them to internalise an appreciation for social and cultural differences (Ogletree & Larke, [<reflink idref="bib33" id="ref28">33</reflink>]). Long-term economic analysis of ECEC shows return on investment by the state at 10%, described as "higher than the standard return on stock market equity (5.8%)" (Heckman, [<reflink idref="bib21" id="ref29">21</reflink>], p. 309). In the United Kingdom, the Effective Provision of Preschool Education (EPPE)[<reflink idref="bib1" id="ref30">1</reflink>] study examined the ECEC experience of over 3000 children from 1997 to 2004. The following summarises some of the main project findings (see Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, [<reflink idref="bib41" id="ref31">41</reflink>]):</p> <p></p> <ulist> <item> High -quality ECEC experiences impact positively on a range of developmental areas, including social, behavioural, and cognitive development.</item> <p></p> <item> The impact is greatest for socially disadvantaged children, children at risk, and children with English as an additional language; outcomes improve in settings with a socio-economic mix of families attending.</item> <p></p> <item> Higher "quality" settings have the greatest impact; these are characterised by graduate-level practitioners, an appropriate curriculum, and practice that merges education with care in a nurturing approach.</item> <p></p> <item> The pedagogical approach of such settings combines child-led and adult-led activities that value the notion of "sustained shared thinking".</item> <p></p> <item> Children fare best where the home learning environment is positively enhanced and supported through strong relationships between services and families.</item> </ulist> <p>Internationally, several research studies and policy documents illustrate the prioritisation of ECEC due to its potential to increase maternal employment, improve educational and social outcomes for children, and offer long-term economic returns to the State (European Commission, [<reflink idref="bib15" id="ref32">15</reflink>]; OECD, [<reflink idref="bib35" id="ref33">35</reflink>]; Penn, [<reflink idref="bib36" id="ref34">36</reflink>]; UNICEF, [<reflink idref="bib43" id="ref35">43</reflink>]; Urban, Vandenbroek, Lazzari, Peeters, & van Laere, [<reflink idref="bib44" id="ref36">44</reflink>]). Assessment of academic performance of 15-year-old students by the Programme for International Student Assessment highlighted students who attended pre-primary education outperforming peers who did not attend a pre-primary school setting (OECD, [<reflink idref="bib34" id="ref37">34</reflink>], p. 1). However, the "quality" of pre-primary education and how it is delivered significantly impacts on the extent to which children benefit from attending such settings (OECD, [<reflink idref="bib34" id="ref38">34</reflink>], p. 1).</p> <hd id="AN0124285616-5">Migration patterns in the Republic of Ireland</hd> <p>The improving economy of the early 1990s altered the gendered nature of employment patterns and reversed historic migration trends. While Irish society always experienced some degree of inward migration and ethnic diversity (Murray & Urban, [<reflink idref="bib28" id="ref39">28</reflink>]), the prevailing pattern had been one of net outward migration. This pattern changed significantly as a labour shortage in the late 1990s created employment opportunities for new immigrants, who along with female workers supplemented the demands of the expanding economy. Tracking inward migration illustrates this change over two decades: 17,200 people immigrated to Ireland in 1987, with 44,500 immigrating in 1997 and 151,100 immigrants in 2007 (Central Statistics Office, [<reflink idref="bib7" id="ref40">7</reflink>]). The economic recession of the late 2000s returned Ireland to a country of net outward migration, although migration to Ireland is still higher than historical levels.</p> <p>The early to mid-1990s witnessed increasing numbers of asylum seekers, pursuing refuge and protection. In 1992, 39 refugees applied for asylum in Ireland, rising to 10,325 applications in 2001 (Office of the Refugee Applications Commissioner, [<reflink idref="bib31" id="ref41">31</reflink>]). The Refugee Status Determination process, linked to the United Nations Human Rights Commission, was the initial process of validating claims in Ireland (Office of the Refugee Applications Commissioner, [<reflink idref="bib31" id="ref42">31</reflink>]); however, the Refugee Act of 1996 based responsibility with the DJELR for the assessment of refugee claims. From 2000 onwards the management of claimants during their assessment period was carried out through the Direct Provision and Dispersal system (Office of the Refugee Applications Commissioner, [<reflink idref="bib31" id="ref43">31</reflink>]), described in more depth in the next section.</p> <hd id="AN0124285616-6">Direct Provision: an overview</hd> <p>The DP system in Ireland provides for the basic needs of asylum seekers, including accommodation, meals, health care, and education for children up to the end of secondary school. DP residents receive a weekly stipend of €19.10 per adult and €15.60 per child to meet additional expenses. The DP system is delivered on behalf of the DJELR through the Reception and Integration Agency by several private contracted businesses in the Republic of Ireland. Established originally as a method of managing the increasing numbers of asylum seekers in Ireland, the model offered rudimentary yet unattractive basic provision, intended to quickly move people through the system (Fanning, [<reflink idref="bib16" id="ref44">16</reflink>]). However, DP developed into "a totalized institutional space" in which asylum seekers are "largely excluded from meaningful participation in Irish life" (Luibhéid, [<reflink idref="bib25" id="ref45">25</reflink>], p. 337) for the duration of their claim period. Critiques of the system have been widespread since its initiation: it is described as a "barbaric system" (Thornton, [<reflink idref="bib42" id="ref46">42</reflink>] as cited in Ogbu, Brady, & Kinlen, [<reflink idref="bib32" id="ref47">32</reflink>]), as "citizen based discrimination" (O'Connor, [<reflink idref="bib30" id="ref48">30</reflink>]), and as a violation of basic human rights (Breen, [<reflink idref="bib4" id="ref49">4</reflink>]). An independent working group, established by the DJELR, called for improvements to the DP system, the living conditions and the supports provided, to show "greater respect for the dignity of persons in the system and improving their quality of life" (DJELR, [<reflink idref="bib14" id="ref50">14</reflink>], pp. 12–13). Research on the impact of life within the DP system (Ogbu et al., [<reflink idref="bib32" id="ref51">32</reflink>]) outlines the range of stressors, including communal living arrangements, the lack of privacy, overcrowding, and stress of living in confined spaces.</p> <p>Concerns for children and families living in DP are well documented (Barry, [<reflink idref="bib3" id="ref52">3</reflink>]; Ogbu et al., [<reflink idref="bib32" id="ref53">32</reflink>]; Thornton, [<reflink idref="bib42" id="ref54">42</reflink>]). Some children have lived their entire lives exclusively in DP, due to the length of the asylum application process. The McMahon report (DJELR, [<reflink idref="bib14" id="ref55">14</reflink>]) states that children are unable to grow up in what most would consider "a normal family environment". With communal shared living spaces and meals provided by the institution, children are unlikely to have experienced a traditional family meal time, or a parent cooking their family meal. The McMahon report (DJELR, [<reflink idref="bib14" id="ref56">14</reflink>]) raises concerns for children's healthy growth and development, due to their institutionalised existence; research highlights that where children face "adverse childhood environments" such experiences impact on their quality of life both as children and into adulthood across a range of health, social, and economic measures (Heckman, [<reflink idref="bib21" id="ref57">21</reflink>]).</p> <hd id="AN0124285616-7">Description of the study area</hd> <p>This project draws on qualitative fieldwork conducted in two early years services managed by a FRC in Ballyhaunis, Co Mayo, Republic of Ireland. The history of the services is unique: founded in 2005, the initial service offered respite for families' resident in a DP centre located in the town. Recognising the limited facilities for young children, and the stress under which families were living, several relevant professionals, including representatives from the Health Service Executive, the local FRC, and public health practitioners, along with DP residents came together in 2003 concerned about the situation for families. After examining other options, the crèche facility was established on the grounds of and specifically catering for children resident in the DP centre. Because of high demand and large numbers of child-residents, access to the service was limited to two hours per week, per child, during the first years of operation.</p> <p>The process of establishing this service highlighted the lack of locally available, affordable childcare in the town. In response, a second service, a community preschool, was established on the grounds of and adjacent to the local FRC, serving families resident in the DP centre, the wider community in the town, and its surrounding area. The crèche continues to operate as a specialised service, offering respite and support to asylum-seeking families and younger children; however, as children reach "preschool" age they join the community preschool with other local children. The crèche and preschool operate an integrated service and are jointly managed by the local FRC.</p> <p>Because of the uniquely diverse nature of this locality, the preschool caters to families from a broad socio-economic, ethnic, and religious mix, including settled Irish, Irish Travellers, residents of the DP centre, new immigrants as well as second-generation immigrants from such countries as Pakistan, Brazil, Poland, and Lithuania, amongst others. To fully understand the extent of the local diversity, 41.5% of the town population claim a nationality other than Irish; this is in comparison with the national average of 14.9% in similarly sized Irish towns (Central Statistics Office [CSO], [<reflink idref="bib6" id="ref58">6</reflink>]). Uniquely, the town boasts Ireland's first purpose-built mosque, established in the late 1980s, indicating the diversity experienced locally has occurred in waves of immigration to the area.[<reflink idref="bib2" id="ref59">2</reflink>]</p> <hd id="AN0124285616-8">Research methodology</hd> <p>This research project was carried out on behalf of the funder, Tusla: The Child and Family Agency. The project took place between early 2015 and the spring of 2016 and focused on how these childcare services meet the diverse needs of the children and families who access their programmes. Among other areas, the study focused on the views of past and present service users about the quality of service offered, and their opinions on how the crèche and preschool impacts on children's well-being and self-confidence. Drawing on recent literature on the quality of ECEC settings, we focused on participants' opinions about the pedagogical approach of the childcare professionals, their relationships with children and parents, the extent to which a participatory ethos was embedded in ways of working in the services, commitment to training, and upskilling amongst staff members, and educational resources available to the children. This focus on quality indicators was informed by EPPE (Sylva et al., [<reflink idref="bib41" id="ref60">41</reflink>]) and Hayes ([<reflink idref="bib20" id="ref61">20</reflink>]).</p> <p>The study took an ethnographic approach, facilitating periods of time spent within the community, conducting observations within the childcare services, and spending time with practitioners and members of the management team within the FRC. Ethnography often involves a range of research methods, characterised by immersion in the field work setting and participant observation (Alvesson & Sköldberg, [<reflink idref="bib1" id="ref62">1</reflink>]). Following in the qualitative tradition, the field work consisted of interviews with parents, past and current, with staff of the services, and with members of the FRC. Focus group discussions were also conducted with groups of parents and, separately, with the early years practitioners (EYPs). Telephone interviews were arranged with parents previously resident in the DP centre and involved in the initial establishment of the services but no longer living locally. In seeking greater understanding of the lived experiences of those involved in the services, data were also gathered through observation of practice within the early years settings, focused on the way staff facilitated children's learning, the organisation and delivery of the curriculum, and practitioners' interactions with parents daily. In addition, field notes were taken while in the research environments, including the grounds of the FRC and the two ECEC services. Finally, interviews were held with "key informants"; this group was made up of the professionals originally involved in the establishment of the services, as well as local professionals who regularly liaised with the services, such as local health and social services representatives. In total 43 parents, both current and past service users, all six members of the early years staff (this includes one volunteer member), and six "key informants" took part in the research project.</p> <p>Ethical considerations arose due to the vulnerability of several research participants. Because the ethnographic nature of the study involved time with young children, although in the controlled environment of the ECEC services, and also involved adults who, due to their personal life circumstances, may be in vulnerable positions, the members of the research team were conscious of their responsibility to "do no harm" through the period of their field work and in the subsequent reporting of the study. The Research Ethics committee of National University of Ireland Galway reviewed and approved the research plans, and the study was equally guided by the Child Protection Policies of the University and of the UNESCO Child & Family Research Centre, in which this project was based.</p> <p>The data collected underwent thematic analysis, uniquely conducted by two project researchers. This dual analysis was conducted separately, with results later compared and analysed in tandem. The broad aim of the research project was to achieve an understanding of the services provided and of the impact of these on all service users, inclusive of current and past parents. The findings of this study are presented here under the following themes: the pedagogical approach taken within the settings, the professional values which underpin the services, and the role of these services in supporting families within the community.</p> <hd id="AN0124285616-9">Research findings</hd> <p></p> <hd id="AN0124285616-10">Pedagogical approach</hd> <p>Within these childcare services a culture of continuing professional development is promoted. Along with accredited training (three staff hold minimal vocational qualifications; two staff hold degrees in ECEC) a range of other training, including anti-bias curriculum planning, working with families in crisis, and implementing Síolta and Aistear, has been completed. The extent of continuing professional development is evident in the quality of service delivery and the well thought-out approach to practice. The EYPs were also trained in the High/Scope approach: this model is reflected in much of the setting's organisation, although it has evolved to a more child-led approach, as the following quotes from EYPs attest:</p> <p>normally we don't stick to the [schedule] rigidly because if the children are finished and they move on ... we do it kind of at the child's level.</p> <p>... everything is down at their level, the room is laid out, we try and offer as much material so that everyone can do it, we try and follow their leads ... </p> <p>As one of the EYPs expressed, their role in the setting is to support the children's learning, through play, building on their interests and extending their learning:</p> <p>So they'll go off then and they'll do the play and they'll play for the work time; the staff are integrating with them all the time. They're supporting their needs, they try and step back.</p> <p>Observations are key to this approach, as the lead practitioner attests:</p> <p>They're observing, seeing what might be done for the next day for the small group time</p> <p>The focus in these settings is not overtly "educational" in the traditional sense; the EYPs support children to develop the skills they believe provide a strong base for further learning. These skills, as shared at interviews and focus group discussions, include social skills, problem-solving, understanding and acknowledging feelings, developing self-help skills (toileting and hygiene, managing personal belongings, self-feeding), and following direction and routines, while also contributing to planning the routines. This is all understood within the context of the service and how the EYPs respond to the children and families:</p> <p>I suppose school is always seen as academic, it's about learning, it's about writing, reading; I just think for them [parents] to realise and I think they [parents] realise in preschool even though they are learning, it is all pre reading, pre writing the social side of things is a big key area</p> <p>It's all progression and it's to see that, that's the learning. That's the learning. Socialising with somebody, talking to somebody, solving a problem; that is learning in its most basic form</p> <p>Working in partnership with parents is another key aspect of their approach. The EYPs work in a respectful manner to explain their intentions and their aims in terms of their pedagogy, seeking to develop meaningful relationships with families, as the following quote highlights:</p> <p>I think the idea of the academic side of it, writing, reading, knowing the numbers, recognising letters that all comes through all the play and it's actually getting parents to realise; this is the base, this is the foundation</p> <p>In terms of the diversity of families in the community, the pedagogical focus adopted acknowledges difference as part of their day-to-day routine, rather than focusing on holidays or religious festivals. The service ensures ethnic, cultural, and physical/ability characteristics are reflected in the environment, from books representing different family types and different cultures, to wall displays, paint and paper colours, and spontaneous activities taken from where the children's interests are at the time, enhanced by conversations with the children:</p> <p>One of the children went to Pakistan for about six weeks, "where is he gone? Oh, he's gone home to see his family because that's where they came from". You'd be talking about it, you'd be saying and he's going to be back in six weeks' time which is a long, long time and we'll tell you when he's coming back.</p> <p>And I don't think it's about ... when Diwali is or Hanukah is or, you know ... I don't think it needs to be a big theme in the school because to me that's not integration. Integration to me is more on the ground. It's more about the two mums coming in, saying how are you, how are things?</p> <p>"Difference" is part of their everyday planning, activities, and interactions; it is taken in stride and discussed as any topic might be. The following quotes by EYPs highlight this:</p> <p>You'd acknowledge, you'd say the difference for that.</p> <p>We had a child in here with a physical disability ... she would have had a walker and she would have had a PA [personal assistant]. So we would have spoken to the children then about that; they would have said can we have a go?</p> <p>This approach highlights the respect for each member of the community and the benefit of working in partnership and being open to new understandings:</p> <p>We can learn from every single person.</p> <p>Conversations with parents indicate the value placed on their child's educational experiences and the contribution made by the services to their children's learning. At times parents expected a more teacher-led curriculum, but, through conversations with the EYPs, came to understand the intentions and importance of their methods. The following quotes from parental focus groups and interviews support this view:</p> <p>Ok it's really good because when my son started to going there, that is where he learn how to share toys to play with other children, his speech is clear, he talks, he's doing everything, he sings as other children, he is happy. He's always happy</p> <p>Because, yes because they learn something different every day. Day by day I see a difference you know?</p> <p>Comments made by parents indicate the impact of the ECEC services on the children, and how the learning that occurs within the services is carried to their home environment, highlighting the connections made:</p> <p>they will ask parents to come in, they will teach you</p> <p>I think last week ... when she came into the house she was singing ... She was singing, doing this, Mummy come on let's go and do this you know? I said ok I think you learned this in the crèche now</p> <p>While the initial focus was to provide respite for families in the DP centre, the services evolved in line with recent developments in ECEC in Ireland, focusing on quality of early learning experiences. The "key informants" commented at interview that, in their view, the pedagogical approach and the curriculum are of high quality:</p> <p>... they've a small group time which is excellent and the adult child interactions are brilliant and the materials they give the children to explore are well thought out, based on child observations, based on children's interests and materials</p> <p>... again rather than being adult directed, trying to get a lot of child initiation happening</p> <hd id="AN0124285616-11">Underpinning values</hd> <p>A clear sense of the services' underpinning values arose strongly from the interviews and focus group discussions. Data collected from EYPs and those involved in the management of the two services indicate how the manner of interactions and style of practice with both families and children evolved: care and relationship-building are privileged in the practice orientation in both settings. In addition, the services, and all those associated with them, are described as a "community" wherein people have a sense of belonging and safety. Finally, staff clearly value the variety of cultures and ethnicities present within this community, constructing this as an opportunity to learn about and from each other, through respectful interactions and relationship-building. The following data will highlight each of these themes, from different perspectives.</p> <p>This first set of quotes from EYPs indicates the caring ethos and the importance of relationship-building:</p> <p>It's about people getting on, is actually working together, having fun for the children in here, building relationships, real relationships. Acknowledging difference, accepting it.</p> <p>I think the kind of person that you are and the kind of staff is vital to a service. I think it is huge because the way you address people and that they address you, you can build real relationships instead of just this exchange at the door. ... actually real relationships</p> <p>I do think relationships between the staff and the staff with the parents and being on a level and not talking down to them, I think that's probably ... key to the whole thing</p> <p>The next quote, from the EYPs, highlights the sense of "community" within the services, followed by a quote emphasising the valuing of diversity within the settings:</p> <p>It needs to be seen that it's about community ... It doesn't matter where you're from, you deserve the same education, the same opportunities ... We're all human and this place, the preschool, is for all children.</p> <p>We were in the playground today and there was an Irish child in with her grandad and it was the Syrian child, the Irish child and the Brazilian girl. They were all playing together ... they accepted her in and she was playing as well.</p> <p>Equally, conversations with parents of the services, both past and present, demonstrate their awareness of these underpinning values. These quotes from parents, set out in the following, indicate, first, their perspectives of the caring ethic which pervades the services:</p> <p>I don't know about the others, but I feel like, oh, I am so important like, you know? They welcome parents as well, you know? They like them to feel at home ... they didn't make them, like, oh just come and drop your children and just, no, they just open up, like everybody to come in and so I think it's very good</p> <p>Yes they are very caring</p> <p>Next, their own characterisation of the services as representing a "community" for all involved:</p> <p>Each person is on our own ... but as they come together in crèche they get to know each other</p> <p>I will tell you because she made us feel as if we were part of it, she made us feel as if we were part of the community. There was no colour, there was no way she'd act different as if she was taking or teaching or running it for Irish children, no, you know she helped the children to settle in</p> <p>Because there's no prejudice you know? They don't look at our children as asylum seeker children they look at them as children</p> <p>Finally, how they perceive cultural difference is valued in the services:</p> <p>So it's nice when our children can be children, they are not afraid to express themselves and play</p> <p>And that difference is good I suppose as well, you know? That actually different nationalities and different people it enhances [the town] and it enhances every place really doesn't it at the end of the day. You know? ... Different ethnic backgrounds, different religious backgrounds perhaps as well</p> <p>The values inherent in the practice approach were also remarked on during interviews with "key informants". It was apparent that these values were present from the time these services were envisaged:</p> <p>Some of the parents would I think, when you get talking to them, you'll get a real feel of their satisfaction that they really belong to the service and that their children really belong there</p> <p>... even coming in and out, well I'd be there when parents would be dropping off or picking up, they come right into the room, it's like it's their room and the children would show them different things</p> <hd id="AN0124285616-12">Supporting families</hd> <p>Through conversations with EYPs and management at the FRC, it was clear that the original services developed with a family support orientation. Family support is about "mobilising support for children's normal development; for normal development in adverse circumstances" (Gilligan, [<reflink idref="bib18" id="ref63">18</reflink>] as cited in Moran et al., [<reflink idref="bib26" id="ref64">26</reflink>], p. 45), with this concept prevalent in the "style of practice" present in the services. This section will briefly highlight how EYPs demonstrate this orientation in their day-to-day practice:</p> <p>Sometimes as well I think just to be listened to and respected, just to be acknowledged as a person. That's how I felt that they needed to be treated and then respect their children the same way. I think that's how I felt that it was</p> <p>The support offered through these services takes on many forms. At times parents need advice from a trusting person, and so seek guidance from the EYPs or staff at the FRC; at other times they need emotional support and a brief moment of respite; and then there are times when it is the practical, instrumental act of support that is needed. The following are quotes from EYPs:</p> <p>I personally think it's very, very effective. I think that sometimes this might be the only place they feel they get some support initially. They have a fear of a lot of the community not just the asylum seekers, a lot of the people that we're dealing with have a fear of other agencies ... It's about building their knowledge</p> <p>... I just think it's listening. Sometimes it's listening to somebody</p> <p>Sometimes it's saying go in there and have a cup of tea and then go home, take five minutes. That's it. Sometimes that's all it is. And sometimes that's all the parents need</p> <p>The following statement strongly reflects the strengths-based approach, central to working from a family support orientation. It not only captures how this ethos underpins the services' central philosophy, but is an emotional trigger for the EYP in this interview:</p> <p>I'm trying to give them the support they need without them asking for it because they might feel like a failure or they're not doing their best. Every parent I believe that comes in, every parent, even children that we've had in here that have been through child protection, I really do believe every parent tries to do the best for their kids. Every single parent. They might not see it because they're so stuck in the middle of something; I'm so emotional! They might not see it because they're stuck in the middle of it themselves but I do believe that they are doing the best at that point for their child</p> <hd id="AN0124285616-13">Discussion</hd> <p>As demonstrated by evidence arising from this study, these early years services have a well thought-out approach to the curriculum that is offered in the two services. Based on the well-researched High/Scope model, the EYPs have adapted this to better reflect prevailing policy and practice expectations within the Irish context, as well as to respond to the needs of the children and families attending. Aistear's themes of well-being; exploring and thinking; identity and belonging; and communicating (NCCA, [<reflink idref="bib29" id="ref65">29</reflink>]) are clearly reflected in the pedagogical approach; EYPs provide a balance of child-led and adult-initiated activities; they draw on children's interests to extend their learning, offering flexible daily routines that accommodate spontaneous developments. Reflecting many of the findings of the EPPE study (Sylva et al., [<reflink idref="bib41" id="ref66">41</reflink>]), in particular there is clearly a privileging of both care and education within these settings, demonstrated in how the EYPs interact with the children and equally extending to the manner in which parents and practitioners interact. Parents report feeling welcomed, respected, and being offered support and encouragement, with the services perceived as a source of information and respite to aid them in their parenting role.</p> <p>Originating as a response to the conditions in the DP centre, the values that pervaded those early days remain evident in the services today. The privileging of care, the valuing of the community created within the services, and the respect that is accorded to all families and children who are involved in the settings arose strongly out of the shared narratives. These views were expressed by the staff, by the parents, and by the key informants. It is apparent that the varied and diverse cultural, religious, and ethnic make-up of the community is perceived as a strength of the service and an element from which they all benefit.</p> <p>Many of the parents involved in the research shared the genuineness they sensed the EYPs engaged with them; this was equally discussed by the EYPs themselves. Developing genuine relationships was constructed as a practice imperative, underpinning their ability to work with families in a supportive manner. The establishment of caring relationships opens the door for families to trust the EYPs in matters related to their child's development and well-being, and to their recommendations of accessing additional supportive services. Participants recount a variety of support offered, from advice to emotional and instrumental support. At times parents need little more than a supportive friend, a place to take some time, a cup of tea, and they feel ready to go on. Such acts of esteem and solidarity can be invaluable for those who feel otherwise isolated in the broader society.</p> <p>As highlighted in the findings, the EYPs and FRC staff are considered trusted actors by many parents within the community; for some, they may be the only professionals families feel they can turn to at times of distress. The staff often act as a go-between, liaising with other services, taking that first step with families, and demystifying what services are available and the manner in which families will interact with them. For families new to Ireland, families with limited English, and families who feel marginalised, the importance of this social support role should not be underestimated.</p> <p>There is a robust corpus of literature related to the long-term benefits of quality ECEC experiences for children, and this is particularly striking for disadvantaged children. Work by Heckman ([<reflink idref="bib21" id="ref67">21</reflink>]) to evaluate the benefits of such services highlights that the impact of "adverse childhood environments" can be life-long if measures are not taken to effect change for such children. The early years services evaluated through this research fit within the scope of such preventative measures, offering quality early learning experiences for children, supportive relationships with families, with the learning that occurs within the settings impacting on the home environment, as evidenced by parents' narratives (Sylva et al., [<reflink idref="bib41" id="ref68">41</reflink>]). There is a sense from families that children are well prepared for formal school, with reports from past parents supporting this perspective. The benefits of high-quality ECEC are most striking for children from disadvantaged backgrounds and for children with English as an additional language (Heckman, [<reflink idref="bib21" id="ref69">21</reflink>]; Sylva et al., [<reflink idref="bib41" id="ref70">41</reflink>]). These services cater to a highly diverse cohort of families, with many families having little or no English, with some experiencing deprivation and social exclusion, including those families living in DP. The scope of the services was such that one could not expect it to ameliorate the structural, systematic, and daily challenges posed by a life in DP (Moran, Garrity, McGregor, & Devaney, [<reflink idref="bib27" id="ref71">27</reflink>]); however, this demonstrates how an organisation can model good practice and impact on the well-being and development of children and families within these difficult circumstances. Many parents perceive the ECEC settings as a safe place, a place that welcomes them in; for the families and children involved in this study, this is a crucial support.</p> <p>This study and article focused on a locally-based integrated pair of early years services situated within a particularly unique locale. Extending this study to examine ECEC provision across a larger number of services has the potential to offer greater insight into the role of ECEC in supporting families, building community and enhancing inclusion. Such extended research may contribute to increased understanding of the potential of early years, broader than the prevailing educational and labour-support privileging of ECEC in current State policy.</p> <hd id="AN0124285616-14">Conclusion</hd> <p>The messages arising from this research project offer great insight into the ECEC sector, demonstrating the potential for such settings to meet the needs of children and their families from diverse backgrounds. What has been achieved by these services stands as an exemplar for other ECEC services, particularly those within the community sector. Situated within a highly diverse context, these services are also working with some of the most economically and socially marginalised families in Irish society. Research evidence highlights that these children and families benefit most from high-quality ECEC; therefore, the State should be cognisant of the service model developed in these settings. There are a number of characteristics that can be replicated across the sector, including: a clearly articulated philosophy, valuing diversity, respecting all families and children; this philosophy is "lived" within the settings, underpinning the approach to practice of staff and management; continuing relevant professional development and a professional approach to practice is promoted; a well-developed and thoughtful pedagogy, privileging care and creating community, adapts to the needs of the children attending; and, finally, a strengths-based approach to working in partnership with families.</p> <hd id="AN0124285616-15">Acknowledgements</hd> <p>The authors wish to acknowledge the families, staff, and management of the Greater Tomorrow Crèche, the Ballyhaunis Community Preschool, and the Ballyhaunis Family Resource Centre for facilitating this research.</p> <ref id="AN0124285616-16"> <title> Notes </title> <blist> <bibl id="bib1" idref="ref30" type="bt">1</bibl> <bibtext> The EPPE study is extremely significant because it was the first major European longitudinal study of how preschool education impacts on children's social and cognitive development between the ages of three and seven years. For more information on the study, see: <ulink href="http://www.iscfsi.bbk.ac.uk/projects/effective-provision-of-pre-school-education">http://www.iscfsi.bbk.ac.uk/projects/effective-provision-of-pre-school-education</ulink> (Accessed 12 December 2015).</bibtext> </blist> <blist> <bibl id="bib2" idref="ref12" type="bt">2</bibl> <bibtext> Ballyhaunis is recognised as one of the most multicultural towns on the island of Ireland. The first wave of immigration to the area took place in the 1970s after Iman Casings, a Middle Eastern businessman, established meat processing plants in the area which slaughtered in the Muslim, traditional halal manner. Thus, many people residing in the area claim a Muslim heritage and there are now second and third-generation Muslim immigrant families living in the Ballyhaunis area.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref52" type="bt">3</bibl> <bibtext> Notes on contributors <emph>Dr Sheila Garrity</emph> is a Lecturer in Early Childhood Studies with the Centre for Adult Learning and Professional Development and the School of Political Science and Sociology at NUI Galway. She coordinates both BA and MA degrees in Early Childhood Studies. Sheila is also a Researcher with the UNESCO Child and Family Research Centre, NUI Galway. <emph>Dr Lisa Moran</emph> is a postdoctoral researcher at the UNESCO Child and Family Research Centre, Institute for Lifecourse and Society, School of Political Science and Sociology, NUI Galway. <emph>Professor Caroline McGregor</emph> is Director of Social Work at NUI Galway and Senior Research Fellow at the UNESCO Child and Family Research Centre. Her main areas of interest are in the field of child welfare and protection in Ireland and within a wider European context. Recent research studies include a focus on outcomes for children in care; public awareness of parenting, prevention and family support services; and early intervention and prevention in child welfare. Her profile and full list of publications is available at: <ulink href="http://www.nuigalway.ie/our-research/people/political-science-and-sociology/carolinemcgregor/">http://www.nuigalway.ie/our-research/people/political-science-and-sociology/carolinemcgregor/</ulink> Up to 2012, she published under the name of Dr. Caroline Skehill. <emph>Dr Carmel Devaney</emph> is a Lecturer and Course Director of the Master Degree in Family Support Studies in the UNESCO Child and Family Research Centre, School of Political Science and Sociology, at NUI Galway. Carmel is Principal Investigator on a number of research and evaluation projects under the Partnership, Prevention and Family Support programme for Tusla, the Child and Family Agency. In recent years, Carmel has been lead researcher on a number of projects for Tusla and has designed and delivered a number of Family Support training initiatives for managers and practitioners. Carmel has also worked for many years in children and family services as both a practitioner and manager. Carmel's recent publications and conference presentations are in the area of Family Support, child welfare and protection, and wellbeing. Carmel holds a BA in Social Studies (DIT), an MA in Family Support Studies (NUI Galway), and a PhD (NUI, Galway).</bibtext> </blist> </ref> <ref id="AN0124285616-17"> <title> References </title> <blist> <bibtext> Alvesson , M. , & Sköldberg , K. (2009). Reflexive methodologies: New vistas for Qualitative Research. London : Sage.</bibtext> </blist> <blist> <bibtext> Barnardo's/Start Strong. (2012). Towards a Scandinavian childcare system for 0–12 year olds in Ireland? Retrieved July 10, 2015, from <ulink href="http://www.startstrong.ie/contents/361">http://www.startstrong.ie/contents/361</ulink></bibtext> </blist> <blist> <bibtext> Barry , K. (2014). What's food got to do with it? Food experiences of asylum seekers in Direct Provision. Retrieved December 14, 2015, from <ulink href="http://www.nascireland.org/wp-content/uploads/2014/05/WhatsFoodFINAL.pdf">http://www.nascireland.org/wp-content/uploads/2014/05/WhatsFoodFINAL.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib4" idref="ref49" type="bt">4</bibl> <bibtext> Breen , C. (2008). The policy of Direct Provision in Ireland: A violation of asylum seekers right to an adequate standard of housing. Oxford : Oxford University Press.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref23" type="bt">5</bibl> <bibtext> Campbell , F. , & Ramey , C. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development , 65 , 684 – 698. doi: 10.2307/1131410</bibtext> </blist> <blist> <bibl id="bib6" idref="ref58" type="bt">6</bibl> <bibtext> Central Statistics Office (CSO). (2011). Area profile for town Ballyhaunis Co Mayo. Retrieved December 14, 2015, from <ulink href="http://census.cso.ie/areaprofiles/areaprofile.aspx?Geog%5fType=ST&Geog%5fCode=29014">http://census.cso.ie/areaprofiles/areaprofile.aspx?Geog%5fType=ST&Geog%5fCode=29014</ulink></bibtext> </blist> <blist> <bibl id="bib7" idref="ref40" type="bt">7</bibl> <bibtext> Central Statistics Office (CSO). (2015). Population and migration estimates, April 2015. Retrieved August 18, 2016, from <ulink href="http://www.cso.ie/en/releasesandpublications/er/pme/populationandmigrationestimatesapril2015/">http://www.cso.ie/en/releasesandpublications/er/pme/populationandmigrationestimatesapril2015/</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref15" type="bt">8</bibl> <bibtext> Centre for Early Childhood Development and Education (CECDE). (2006). Síolta: The national quality framework for early childhood education. Dublin : Centre for Early Childhood Development and Education.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref1" type="bt">9</bibl> <bibtext> Cross , C. , & Turner , T. (2006). Irish workers' perceptions of the impact of immigrants: A cause for concern? Irish Journal of Management , 27 (2), 215 – 245.</bibtext> </blist> <blist> <bibtext> Department of Education and Science. (1999). Ready to learn: White paper on early childhood education. Dublin : Stationary Office.</bibtext> </blist> <blist> <bibtext> Department of Health and Children (DoHC). (1996). Child care (pre-school services) Regulations 1996. Dublin : Stationary Office.</bibtext> </blist> <blist> <bibtext> Department of Health and Children (DoHC). (2006). Child care (pre-school services) regulations (no. 2) 2006. Dublin : Stationary Office.</bibtext> </blist> <blist> <bibtext> Department of Justice, Equality and Law Reform (DJELR). (1999). National childcare strategy: Report of the expert working group on childcare. Dublin : Stationary Office.</bibtext> </blist> <blist> <bibtext> Department of Justice, Equality and Law Reform (DJELR). (2015). Working group to report to government working group on the protection process on improvements to the protection process, including direct provision and supports to asylum seekers final report June 2015. Dublin : Stationary Office.</bibtext> </blist> <blist> <bibtext> European Commission/EACEA/Eurydice/Eurostat. (2014). Key data on early childhood education and care in Europe: 2014 Edition. Eurydice and Eurostat Report. Luxembourg : Publications Office of the European Union.</bibtext> </blist> <blist> <bibtext> Fanning , B. (2002). Racism and social change in the Republic of Ireland. Manchester : Manchester University Press.</bibtext> </blist> <blist> <bibtext> French , G. (2007). Children's early learning and development: A research paper. Dublin : National Council for Curriculum and Development.</bibtext> </blist> <blist> <bibtext> Gilligan , R. (2000). Adversity, resilience and young people: The protective value of positive school and spare time experiences. Children and Society , 14 (1), 37 – 47. doi: 10.1111/j.1099-0860.2000.tb00149.x</bibtext> </blist> <blist> <bibtext> Government of Ireland. (1996). Partnership 2000 for inclusion, employment and competitiveness. Dublin : Department of the Taoiseach.</bibtext> </blist> <blist> <bibtext> Hayes , N. (2008). The role of early childhood care and education—An anti-poverty perspective. Dublin : Combat Poverty Agency.</bibtext> </blist> <blist> <bibtext> Heckman , J. J. (2008). Schools, skills, and synapses. Economic Inquiry , 46 (3), 289 – 324. doi: 10.1111/j.1465-7295.2008.00163.x</bibtext> </blist> <blist> <bibtext> Kane , C. (2008). A right to play. Mayo : Mayo County Childcare Committee.</bibtext> </blist> <blist> <bibtext> Kennedy , F. (2001). Cottage to Crèche: Family change in Ireland. Dublin : Institute of Public Administration.</bibtext> </blist> <blist> <bibtext> Langford , S. (2006). The development of childcare policy in Ireland during 1996–2006. In CESR a decade of reflection early childhood care and education in Ireland: 1996–2006 (pp. 65 – 69). CSER early childhood care and education seminar series, Seminar II. Dublin : Centre for Social and Educational Research.</bibtext> </blist> <blist> <bibtext> Luibhéid , E. (2004). Childbearing against the state? Asylum seeker women in the Irish republic. Women's Studies International Forum , 27 , 335 – 349. doi: 10.1016/j.wsif.2004.10.004</bibtext> </blist> <blist> <bibtext> Moran , L. , Garrity , S. , McGregor , C. , & Devaney , C. (2016). 'Hoping for a better tomorrow': A process study evaluation of the greater tomorrow Crèche and Ballyhaunis community preschool services, Ballyhaunis, Co. Mayo. Galway : The UNESCO Child and Family Research Centre, The National University of Ireland.</bibtext> </blist> <blist> <bibtext> Moran , L. , Garrity , S. , McGregor , C. , & Devaney , C. (2017). 'Hoping for a better tomorrow': A qualitative study of stressors, informal social support and parental coping in a direct provision centre in the West of Ireland. Journal of Family Studies. Retrieved January 27, 2017, from <ulink href="http://dx.doi.org/10.1080/13229400.2017.1279562">http://dx.doi.org/10.1080/13229400.2017.1279562</ulink></bibtext> </blist> <blist> <bibtext> Murray , C. , & Urban , M. (2011). Diversity and equality in early childhood: An Irish perspective. London : Gill & MacMillian.</bibtext> </blist> <blist> <bibtext> National Council for Curriculum and Assessment (NCCA). (2009). Aistear: The early childhood curriculum framework. Dublin : National Council for Curriculum and Assessment.</bibtext> </blist> <blist> <bibtext> O'Connor , C. (2003). Direct discrimination? An analysis of the scheme of Direct Provision in Ireland. Dublin : FLAC.</bibtext> </blist> <blist> <bibtext> Office of the Refugee Applicants Commissioner (ORAC). (2001). Annual report 2001, Office of the Refugee Commissioner.</bibtext> </blist> <blist> <bibtext> Ogbu , H. , Brady , B. , & Kinlen , L. (2014). Parenting in direct provision: Parents' perspectives regarding stresses and supports. Child Care in Practice , 20 (3), 256 – 269. doi: 10.1080/13575279.2013.875462</bibtext> </blist> <blist> <bibtext> Ogletree , Q. , & Larke , P. (2010). Implementing multicultural practices in early childhood education. National Forum for Intercultural Issues Journal , 7 (1), 1 – 9.</bibtext> </blist> <blist> <bibtext> Organisation of Economic Cooperation and Development. (2011). PISA in focus – Does participation in pre-primary education translate into better learning outcomes at school? Paris : Author. Retrieved December 14, 2015, from <ulink href="http://www.oecd-ilibrary.org/education/does-participation-in-pre-primary-education-translate-into-better-learning-outcomes-at-school%5f5k9h362tpvxp-en">http://www.oecd-ilibrary.org/education/does-participation-in-pre-primary-education-translate-into-better-learning-outcomes-at-school%5f5k9h362tpvxp-en</ulink></bibtext> </blist> <blist> <bibtext> Organisation of Economic Cooperation and Development (OECD). (2016). Education indicators in focus: May 2016. Paris : Author. Retrieved July 6, 2016, from <ulink href="http://www.oecd-ilibrary.org/education/what-are-the-benefits-from-early-childhood-education%5f5jlwqvr76dbq-en">http://www.oecd-ilibrary.org/education/what-are-the-benefits-from-early-childhood-education%5f5jlwqvr76dbq-en</ulink></bibtext> </blist> <blist> <bibtext> Penn , H. (2011). Policy rationales for early childhood services. International Journal of Child Care and Education Policy , 5 (1-16), 1 – 16. doi: 10.1007/2288-6729-5-1-1</bibtext> </blist> <blist> <bibtext> POBAL. (2014). Annual early years sector survey 2013. Retrieved September 12, 2015, from https://<ulink href="http://www.pobal.ie/Publications/Documents/Pobal%20Annual%20Early%20Years%20Sector%20Survey%202013%20Report.pdf">www.pobal.ie/Publications/Documents/Pobal%20Annual%20Early%20Years%20Sector%20Survey%202013%20Report.pdf</ulink></bibtext> </blist> <blist> <bibtext> Ramey , C. , Campbell , F. , Burchinal , M. , Skinner , M. , Gardner , D. , & Ramey , S. (2000). Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science , 4 (1), 2 – 14. doi: 10.1207/S1532480XADS0401_1</bibtext> </blist> <blist> <bibtext> Schweinhart , I. , & Weikart , D. (1993). A summary of significant benefits: The high/scope Perry preschool study through to 27. Ypsilanti , MI : High/Scope Press.</bibtext> </blist> <blist> <bibtext> Schweinhart , L. J. , & Weikart , P. (1998). Why curriculum matters in early childhood education. Educational Leadership: Journal of the Department of Supervision and Curriculum Development, N.E. A. , 55 (6), 57 – 60.</bibtext> </blist> <blist> <bibtext> Sylva , K. , Melhuish , E. , Sammons , P. , Siraj-Blatchford , I. , & Taggart , B. (2004). The effective provision of pre-school education project: Findings from pre-school to end of key stage 1.</bibtext> </blist> <blist> <bibtext> Thornton , L. (2014). The rights of others: Asylum seekers and direct provision in Ireland. Irish Community Development Law Journal , 3 (2), 22 – 42.</bibtext> </blist> <blist> <bibtext> United Nations International Children's Emergency Fund (UNICEF). (2008). The child care transition, innocenti report card 8. Florence : UNICEF Innocenti Research Centre.</bibtext> </blist> <blist> <bibtext> Urban , M. , Vandenbroek , M. , Lazzari , A. , Peeters , J. , & van Laere , K. (2011). Competence requirements in early childhood education and care (CoRe). Project report. London : University of East London/Ghent: University of Ghent.</bibtext> </blist> </ref> <aug> <p>By Sheila Garrity; Lisa Moran; Caroline McGregor and Carmel Devaney</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib23" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib24" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib37" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib22" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib26" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib11" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib13" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib10" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib12" firstref="ref17"></nolink> <nolink nlid="nl11" bibid="bib29" firstref="ref18"></nolink> <nolink nlid="nl12" bibid="bib17" firstref="ref20"></nolink> <nolink nlid="nl13" bibid="bib35" firstref="ref22"></nolink> <nolink nlid="nl14" bibid="bib21" firstref="ref24"></nolink> <nolink nlid="nl15" bibid="bib38" firstref="ref25"></nolink> <nolink nlid="nl16" bibid="bib39" firstref="ref26"></nolink> <nolink nlid="nl17" bibid="bib40" firstref="ref27"></nolink> <nolink nlid="nl18" bibid="bib33" firstref="ref28"></nolink> <nolink nlid="nl19" bibid="bib41" firstref="ref31"></nolink> <nolink nlid="nl20" bibid="bib15" firstref="ref32"></nolink> <nolink nlid="nl21" bibid="bib36" firstref="ref34"></nolink> <nolink nlid="nl22" bibid="bib43" firstref="ref35"></nolink> <nolink nlid="nl23" bibid="bib44" firstref="ref36"></nolink> <nolink nlid="nl24" bibid="bib34" firstref="ref37"></nolink> <nolink nlid="nl25" bibid="bib28" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib31" firstref="ref41"></nolink> <nolink nlid="nl27" bibid="bib16" firstref="ref44"></nolink> <nolink nlid="nl28" bibid="bib25" firstref="ref45"></nolink> <nolink nlid="nl29" bibid="bib42" firstref="ref46"></nolink> <nolink nlid="nl30" bibid="bib32" firstref="ref47"></nolink> <nolink nlid="nl31" bibid="bib30" firstref="ref48"></nolink> <nolink nlid="nl32" bibid="bib14" firstref="ref50"></nolink> <nolink nlid="nl33" bibid="bib20" firstref="ref61"></nolink> <nolink nlid="nl34" bibid="bib18" firstref="ref63"></nolink> <nolink nlid="nl35" bibid="bib27" firstref="ref71"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1149280
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: An Informed Pedagogy of Community, Care, and Respect for Diversity: Evidence from a Qualitative Evaluation of Early Years Services in the West of Ireland
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Garrity%2C+Sheila%22">Garrity, Sheila</searchLink><br /><searchLink fieldCode="AR" term="%22Moran%2C+Lisa%22">Moran, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22McGregor%2C+Caroline%22">McGregor, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Devaney%2C+Carmel%22">Devaney, Carmel</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Child+Care+in+Practice%22"><i>Child Care in Practice</i></searchLink>. 2017 23(3):305-321.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Needs%22">Community Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Migration%22">Migration</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Services%22">Social Services</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Needs%22">Family Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13575279.2017.1329707
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1357-5279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article draws on qualitative evidence from an evaluation of the "Greater Tomorrow" Crèche and Ballyhaunis Community Preschool in Ballyhaunis, Co Mayo, Ireland in 2016. The article focuses on the approach to practice and the underlying ethos of these two services, reflecting a clearly articulated respect for diversity and the privileging of relationships with families by the practitioners and management team. We argue for the significance of early years services in offsetting risk factors associated with adverse childhood experiences and environments, reflecting international research evidence for the potential benefits of high-quality early childhood education and care. The practice orientation within the settings operationalises the national quality and curriculum frameworks of Aistear and Síolta in foregrounding the concepts of identity and belonging, well-being, and partnership with families in daily practice. The services under study were established during a period of rapid social and cultural change in Ireland; heightened economic activity beginning in the mid-1990s was a catalyst for increasing female employment and inward migration. This article argues that in such a context, these services responded to the needs of the uniquely diverse community they serve, contributed to children's early learning and development, and provided material and emotional supports to children and parents.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 44
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1149280
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1149280
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13575279.2017.1329707
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 305
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Family School Relationship
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Community Needs
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Migration
        Type: general
      – SubjectFull: Social Services
        Type: general
      – SubjectFull: Family Needs
        Type: general
      – SubjectFull: Ethnography
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Values
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Ireland
        Type: general
    Titles:
      – TitleFull: An Informed Pedagogy of Community, Care, and Respect for Diversity: Evidence from a Qualitative Evaluation of Early Years Services in the West of Ireland
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Garrity, Sheila
      – PersonEntity:
          Name:
            NameFull: Moran, Lisa
      – PersonEntity:
          Name:
            NameFull: McGregor, Caroline
      – PersonEntity:
          Name:
            NameFull: Devaney, Carmel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-print
              Value: 1357-5279
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Child Care in Practice
              Type: main
ResultId 1