What are the challenges for Early Childhood Education and Care practitioners when educating and caring for children who are living in Direct Provision?

Abstract

The importance of the role of the Early Childhood Education and Care (ECEC) practitioner in the life of the child is understood and acknowledged (Hayes, O'Toole and Halpenny, 2017). This study focused on discovering the challenges Early Childhood Educators face when teaching children who are living in Direct Provision. The Bronfenbrenner bioecological theory was used as the theoretical framework as it provided a context to demonstrate the significance of this relationship.

The world is currently experiencing the greatest displacement of people on a global level as confirmed by recent records (Hill, 2018). This pattern of immigration is reflected in the Irish population as there has been a significant shift in population demographics in this country in the past ten years (Lally, 2019). The Irish government has responded to the demand for accommodation by introducing a system described as Direct Provision (Reception and Integration Agency, 2010a). Figures indicate that in July 2018, 1,485 children seeking asylum were living in Direct Provision (Irish Refugee Council, 2018).

The study design included qualitative research and eight ECEC practitioners who are teaching children who live in Direct Provision were interviewed. The research found that the ECEC practitioners acknowledged the differences and demonstrated respect for the children's culture and religious identities. They recognized the importance of the parent-teacher relationships in relation to the child's development. They addressed challenges presented to them in relation to language and behaviour issues. However, What are the challenges for Early Childhood Education and Care practitioners when educating and caring for children who are living in Direct Provision?