Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489355
Title: Children under three in group care settings : a study of children's experiences and adults' perspectives
Author: Clare, Ann Elizabeth
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2008
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Abstract:
Government policy in the UK since 1989 has led to increasing numbers of children under three attending group day care whilst their mothers return to work The experience of young children in day care remains an under researched area. Two research questions underpin this thesis: What are the experiences of children under three in group care settings? What are the perspectives of the adults involved? This thesis contributed new knowledge to understanding of children's experiences of group day care through an investigation of fifteen children under the age of three in group care settings over a period of four years. The thesis also examines the perspectives of the adults involved; parents, managers and staff. The thesis first reviews the literature on the history of childcare in the UK and critically examines research into the implications of children under three attending daycare. Methodological and ethical issues are then identified and discussed. The study then presents narrative cases studies of children's experiences by using observational data to present four case study narratives of children in group care settings and one of a child cared for at home by his mother. The case study observations are analysed using different methods: diary form, cohort overview, a monthly account and two using a Framework for analysis which was developed as part of the study. The study includes analysis of interview data which were gathered to illuminate the perspectives of the adults involved. Findings raise questions about the grouping of children in age cohorts, the knowledge and skills of the adult in interacting with children and in challenging their learning, relationships between parents, practitioners, and the crucial role of the manager in leading a day care setting.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.489355  DOI: Not available
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