Childminding professionalism and professionalisation in Ireland
A different story
Bibliographic Data
| ID | 12724751 |
|---|---|
| Authors | Miriam O’Regan (0000-0001-9272-5815, corresponding author), Ann Marie Halpenny (0000-0003-0208-0609, Technological University Dublin), Nóirín Hayes (0000-0001-8086-5474, Technological University Dublin) |
| Year | 2022 |
| Volume | 20 |
| Issue | 3 |
| Pages | 307-321 |
| Publication date | 2022-02-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x221077171 |
| OpenAlex | W4214627204 |
| Language | EN |
| References cited | 27 |
This research focussed on documenting the praxis and paedagogy of paid, professional childminding (family childcare/day care) in Ireland. It explored professionalism and professionalisation among childminders in the context of the evolving understanding of professionalism in Early Childhood Education and Care (ECEC) nationally and internationally. The research was conducted within the framework of Ecocultural Theory (ECT) on the eve of mandatory regulation of childminding against the backdrop of Irish ECEC policy. A mixed method approach was adopted, using the Ecocultural Family Interview for Childminders (EFICh), including participants’ photographs, case study surveys, researcher field notes and holistic ratings. We present findings related to childminder professionalism and professionalisation, highlighting its significant differences from centre-based provision. It is vital to understand childminding as an ecocultural adaptation to create a stable family niche, relationally and economically. It helps to explain childminders’ approach to just-in-time training as adult learners, their desire for public recognition of childminding’s differences and unique value, and their need for supportive supervision in their family home ahead of annual inspection. Imposed professionalism is rejected in favour of a participatory approach sensitive to agentic childminders’ professional development. To support and develop professional 21st century childminding, Ireland requires a tailored regulatory system specific to childminding
Citizen journalism · Context (archaeology · Early childhood education · Irish · Participatory action research · Pedagogy · Political science · Praxis · Professional development · Public relations · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Law · Psychology · Rural development and sustainability
Education at a Glance 2019
Childminders’ Close Relationship Model of praxis
Ecocultural Understanding of Children's Developmental Pathways
Building a model of early years professionalism from practitioners’ perspectives
Do mothers want professional carers to love their babies
Everyday routines
Childminders, parents and policy
Neoliberal governmentality and the respatialisation of childcare in Ireland
Entrepreneurship and institution-building in the case of childminding
| Highly cited | No |
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