Childminders’ Close Relationship Model of praxis
An ecocultural study in Ireland
Bibliographic Data
| ID | 21685745 |
|---|---|
| Authors | Miriam O’Regan (0000-0001-9272-5815, Technological University Dublin, corresponding author), Ann Marie Halpenny (0000-0003-0208-0609, Technological University Dublin), Nóirín Hayes (0000-0001-8086-5474, Professor Emerita, Technological University Dublin, Dublin, Ireland) |
| Year | 2020 |
| Volume | 28 |
| Issue | 5 |
| Pages | 675-689 |
| Publication date | 2020-09-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Early Childhood Education Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1350-293X • E-ISSN: 1752-1807 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1350293x.2020.1817239 |
| OpenAlex | W3089016464 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
The present study seeks to address the dearth of research focussed on childminding (family day care or family childcare) in Ireland, despite its significant role in national childcare provision. One overarching aim was to explore childminders’ cultural models of praxis and pedagogy in the Irish context. This research was conducted within the theoretical framework of Ecocultural Theory (ECT) (Weisner, 2002. “Ecocultural Understanding of Children’s Developmental Pathways.” Human Development 1759: 275–281), referencing concepts in Attachment Theory, in the context of historical and current policy in Ireland, Europe and the US over the last 30 years. A mixed method approach was adopted using the Ecocultural Family Interview for Childminders (EFICh) protocol, which included holistic ratings, field notes, photographs taken by participants, and a case study survey. This article describes one cultural model identified among childminders in this study, a Close Relationship Model of praxis in a home-from-home environment, prioritising love and fun in mixed age childcare, developing enduring relationships in an extended childminding family. To effectively engage professional childminders in Ireland, any proposed system of regulation, support, and education should be aligned with this cultural model to maximise the benefits of childminding for children’s outcomes in the twenty-first century
Attachment theory · Context effect · Early childhood education · Epistemology · Geography · Irish · Pedagogy · Praxis · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Family and Disability Support Research · Psychology · Social Psychology
Global Perspectives on Resilience in Children and Youth
Attachment and development
Security of Children's Relationships With Nonparental Care Providers
Null
Cultural Models in Language and Thought
Ecocultural Understanding of Children's Developmental Pathways
Religion as Culture
Children's Perspectives on Happiness and Subjective Well‐being in Preschool
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
Catholic Identity in Contemporary Ireland
Children's wellbeing and cortisol levels in home-based and center-based childcare
Special section on understanding and improving quality in family child care
Putting the “family” in family child care
Child care as family support
Narratives of ‘Innocent Irish Childhoods
Intergenerational Learning and Education in Schools and Beyond
Developing Professional Early Childhood Educators in England and Hungary
The Ecocultural Project of Human Development
Practice to research
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |