Transitions dans la petite enfance

Abstract

Given the frequency of transitions young children now make, the new political focus in Scotland on home-based day-care and the lack of evidence around transitions, the climate was right to scope a study of childminding and transitions. There is a pressing need to know more about the nature and types of provision childminders offer, the role they play in child and family life, their levels of expertise and how this is supported, and with this complex backdrop how they work with children in transition. So as to understand better the largely invisible and poorly understood role of childminders in transition for the children in their care, the focus of this chapter is therefore on the consultation process undertaken in a small scale scoping study with seventeen childminders on their approaches to supporting children in transition: the results will inform the design of a Scottish wide study which aims to understand whether a focus on transitions enhances the contribution of childminders to child and family well being, continuity of care over time, support for parents facing challenges in their lives, as well as for those who are working and in need of regular out-of-home care for their children. The first phase of this study was conducted between June and August 2015 with the support of the SCMA. The context of the Scoping Study The Scottish Government places great significance on the early years of life (Scottish Government, 2008). The present administration has put the closing of the poverty related attainment gap at the heart of their manifesto. Children aged 3-5 are currently offered 600 hours per annum of free early learning and childcare rising to 1140 free hours by 2020 (30 hours per week during the 'school year' or about 22 hours per week if spread over the full year). This huge expansion means a huge increase in staffing and space. In addition policy has determined that about 25% of two year olds would have improved life chances if this hours offer was available to them. Linked to this Scottish early learning and childcare challenge is the desire to ensure we get it right for all children: consequently there has been a programme of trials of different models for the expansion of early learning and childcare (Scottish Government, 2016a) including what are described as 'blended models' involving childminders. In the same year a 'Blueprint for Expansion' (Scottish Government, 2016b) is out for consultation. It focuses on quality, flexibility, accessibility and affordability and discusses an enhanced role for childminders. Childminding in Scotland: the state of play Family day-care: licensed home-based ECEC, is the most prevalent for children under 'Development, independence and confidence' Means helping children to be independent and supporting development eg, making choices (empowering), putting shoes or jacket on, playing games and helping. Building their confidence (sensitive to parents) Means preparing for change-eg new child minder, nursery, moving away, talking, being positive about change, preparing, keep...

The potential of early years’ childcare to reduce mental health inequalities of school age children in Scotland

“…childminders or nannies) might lead to a small reduction in inequalities in mental health, although there was a lot of uncertainty around this scenario since single professional care was relatively rare in the GUS children. There has been very little research into childminders and other home-based childcare ( Ang et al, 2017 ; Dunlop, 2017 ) therefore direct comparison with other research is not possible. Childcare might contribute to health inequalities via differential exposure (i.e.…”