‘It all depends … ’ A Real Life Learning model informing childminding pedagogy in Ireland

Abstract

This doctoral research addressed the dearth of research focussed on childminding in Ireland, despite its significant role in national childcare provision. One overarching aim was to explore childminders' pedagogy. The research was conducted within the theoretical framework of Ecocultural Theory (ECT) against the backdrop of Irish Early Childhood Education and Care (ECEC) policy on the eve of mandatory regulation of childminding. A mixed method approach was adopted, using the Ecocultural Family Interview for Childminders (EFICh) , including participants' photographs, a case study survey, researcher field notes and holistic ratings. (Tonyan, Holli A. 2017.

Childminding professionalism and professionalisation in Ireland: A different story

“…With the goal of creating a stable family niche in mind, childminders viewed their relationships with minded children and their families primarily as a type of extended family, with an emphasis on nurturing paedagogy similar to parents at home (Hayes, 2007; O’Regan et al, 2021).…”

“…So, while on my leave, I did my Quality Awareness Programme and my First Aid, and started writing up policies and procedures, and then in about March 2011, I had my first two little girls come and join us, and it's just gone on from there. -Mary With the goal of creating a stable family niche in mind, childminders viewed their relationships with minded children and their families primarily as a type of extended family, with an emphasis on nurturing paedagogy similar to parents at home (Hayes, 2007;O'Regan et al, 2021).…”

“…The question of professionalism among childminders is often raised in the context of the professionalisation of early childhood educators more broadly (Urban et al, 2011), despite significant differences between centre-based provision and home-based, self-employed childminders. These differences can be seen most clearly in the close relationships between childminder, family and children (O’Regan et al, 2020; Tonyan, 2017), the flexible, real-life paedagogy (O’Regan et al, 2021) as well as the necessity of business practices in managing a sustainable childminding service (Greener, 2009). These differences impact both childminders’ understanding of professionalism and the process of professionalisation in childminding.…”