Dissertation: Career Expectations and Aspirations of Early Childhood Degree Students

A study into the career expectations and
aspirations of Level 8 BA (Hons) Early

Childhood Care and Education (ECCE)
degree students and their potential
involvement in and impact on the early
childhood sector in Ireland
Rebekah P. E. Mui - T00191672

BA (Honours) Early Childhood Care and Education
Institute of Technology Tralee
Supervisor - Mary Leonard
Submitted to the Institute of Technology, Tralee

May 2017
i
DECLARATION
Title: A study into the career expectations and aspirations of Level 8 BA (Hons) Early
Childhood Care and Education (ECCE) degree students and their potential involvement
in and impact on the early childhood sector in Ireland
Supervisor: Mary Leonard
This project is presented in partial fulfilment of the requirements for the degree of
Bachelor of Arts in Early Childcare in Education to the Institute of Technology, Tralee.
It is entirely my own work and has not been submitted to any other university or higher
education institution, or for any other academic award in this institute. Where use has
been made of the work of other people it has been fully acknowledged and fully
referenced.
Signature: _________________________
Rebekah Mui Pei Ern
5th May 2017
ii
DEDICATION

. . . . '
To my parents and every member of my beloved family, thank you for your love and
support.
i
ACKNOWLEDGEMENTS
To my supervisor, Ms. Mary Leonard: You have been a wonderful and incredibly
helpful supervisor. Thank you.
Sincere thanks to Dr. Carol OShea for your suggestions that helped inspire the
research proposal.
Warmest thanks to my research participants. Without your help, co-operation and

goodwill, none of this would have been possible. May each of you find success in your
careers and futures.
ii
TABLE OF CONTENTS
Page:
Declaration: i
Dedication: .. ii
Acknowledgements: .. iii
Declaration: iv
List of Figures: viii
List of Tables: .. x
Glossary of Terms: .. xi
Abstract: .. xiii
Chapter 1: Introduction 1
1.1 Background 2
1.2 Rationale for the Study.. 3
1.3 Aims and Objectives of Study... 4
1.4 Research Question. 4
1.5 Conclusion.. 4
1.6 Overview of Forthcoming Chapters 5
Chapter 2: Review of Literature
2.2 Introduction 6
iii
2.1 Introduction and Background. 7
2.2 ECCE Practitioners Qualifications in Ireland... 8
2.3 ECCE Professionalism in Ireland .. 11
2.4 Working Conditions and Wages in the Irish ECCE Sector 14
2.5 Impact of ECCE Degree Programmes 16
2.6 Conclusion... 19
Chapter 3: Methodology. 20
3.1 Introduction. 21
3.2 Problem Statement.. 21
3.3 Research Approach and Design.. 21
3.4 Measures. 23
3.5 Study Sample/Sampling/Participants.. 23
3.6 Methods of Data Collection. 24
3.7 Methods of Data Analysis... 25
3.8 Methodological Rigour 26
3.9 Ethical Considerations.. 27
3.10 Limitations. 29
3.11 Delimitations. 30
3.12 Conclusion.. 31
iv
Chapter 4: Results......... 32
4.1 Introduction............... 33
4.2 Questionnaire Results 33
4.2.1. Previous Qualifications. 33
4.2.2. Previous Experiences Working with Children.. 34
4.2.3. Reasons for Enrolling in BA (Hons) ECCE course... 35
4.2.4. Effect of Course Experiences on Participants Professional Identities 37
4.2.5 ECCE Career Goals 38
4.2.6 Participants Career and Education Plans.. 39
4.2.7 Factors Affecting Participants Consideration of ECCE Career. 41
4.2.8 Recognition of ECCE Practitioners and ECCE Qualifications... 42
4.2.9. Issues in the Irish ECCE Sector.. 45
4.2.10 Areas of Potential Growth and Change in the Irish ECCE Sector.. 46
4.2.11 Intentions to Impact Sector. 47
4.3 Focus Group Results 50
4.3.1. Role and Professional Identity of ECCE Practitioners. 50
4.3.2. Working in the ECCE Sector.... 51
4.3.3. Minimum Qualifications........... 51
4.3.4. Wages in the ECCE Sector 52
4.4 Conclusion. 53
v
Chapter 5: Discussion. 54
5.1 Introduction. 55
5.2 Will Participants Enter the ECCE Sector? . 55
5.3 Evolution of Professional Identities and Goals... 56
5.4 Incentives to Work in ECCE 57
5.5 Interest in Related Fields 59
5.6 The Lack of Professionalism as a Barrier 60
5.7 Wages and Work Conditions as Barriers 62
5.8 Future of the Irish ECCE Sector.. 65
5.9 Impact of ECCE Graduates.. 66
5.10 Conclusion.. 67
Chapter 6: Conclusion . 69
6.1 Introduction.. 70
6.2 Overview of Research Findings.. 70
6.3 Recommendations. 71
6.4 Further Research 73
6.5 Conclusion. 74
References. 76
vi
Appendices.. 88
Appendix I (Cover Letter) .. 89

Appendix II (Consent Forms) .... 90
Appendix III (Questionnaire) .. 91
Appendix IV (Questionnaire Open Responses/Coding) 96
Appendix V (Focus Group Questions). 106
Appendix VI (Focus Group Transcript).. 107
vii
LIST OF FIGURES
Figure 4.1 Previous Experiences in ECCE Settings (%) Page 35

Figure 4.2 Previous Experiences in Other Settings (%) Page 35
Figure 4.3 Reasons for Enrolment Page 26
Figure 4.4 Effects of Both Placement and Module Page 37
Experiences
Figure 4.5 "I want to work with young children" (%) Page 38
Figure 4.6 "I want to pursue a career as an ECCE Page 39
practitioner in Ireland" (%)
Figure 4.7 "I am optimistic about finding employment in Page 39
the early childhood sector in Ireland" (%)
Figure 4.8 Participants' Future Goals Page 40
Figure 4.9 Graduates Who Plan to Work in ECCE (%) Page 40
Figure 4.10 Factors Affecting ECCE Career Decisions (%) Page 41
Figure 4.11 Factors by Overall Importance to Participants Page 42
Figure 4.12 "ECCE practitioners in Ireland are respected Page 42
by the public as professionals." (%)
Figure 4.13 "ECCE degree holders in Ireland are regarded Page 43
by the public as specialists with knowledge and
expertise." (%)
Figure 4.14 "Parents appreciate ECCE practitioners Page 43
contributions to childrens development." (%)
Figure 4.15 "Qualified ECCE degree holders are sought- Page 44
after in the Irish ECCE sector by employers."
(%)
Figure 4.16 Analysis of Means for Question 3.1 Page 44
Figure 4.17 Top Responses - Issues in Irish ECCE Sector Page 45
(% out of total)
viii
Figure 4.18 Top Responses - Areas of Potential Growth Page 46
and Change in the Irish ECCE Sector
Figure 4.19 "I aspire to promote increased professionalism Page 48
in the Irish ECCE Sector" (%)
Figure 4.20 "I will voice my opinions, contributing to Page 48
policy discussions that impact the Irish ECCE
sector." (%)
Figure 4.21"I will join an Irish ECCE professional body or Page 49
organisation." (%)
Figure 4.22 Analysis of Means for Question 3.4 Page 49
Figure 5.1 Likelihood of Becoming ECCE Practitioners in Page 57
Ireland
ix
LIST OF TABLES
Table 4.1 Previous Qualifications Page 33
Table 4.2 Previous Experiences Page 34
x
GLOSSARY OF TERMS
BA (Hons) Bachelor of Arts (Honours)
B.Ed Bachelor of Education
CECDE Centre for Early Childhood Development and Education,
CoRe Competence Requirements
DCYA Department of Children and Youth Affairs
DES Department of Education and Skills
DPER Department of Public Expenditure and Reform
ECCE Early Childhood Care and Education
ECE Early Childhood Education
EU European Union
FETAC Further Education and Training Awards Council
GDP Gross Domestic Product
HETAC Higher Education and Training Awards Council
NCCA National Council for Curriculum and Assessment
NEYS National Early Years Strategy
NFQ National Framework of Qualifications
QQI Quality and Qualifications Ireland
OECD Organisation for Economic Co-operation and

Development
UN United Nations
xi
UNICEF United Nations Childrens Fund
xii
ABSTRACT
In 2014, an estimated 14% of early childhood care and education (ECCE) practitioners
in Ireland held NFQ Level 7 or 8 degrees (Pobal, 2015a, p.58), a number far short of the
of the 60% graduate workforce recommended by the EU (2011). Furthermore, studies
show highly trained ECCE graduates are being lost to the sector (Moloney, 2016, p.1)
and that ECCE settings are facing critical staff recruitment issues (Early Childhood
Ireland, 2017).
The researcher studied final year Level 8 Bachelor of Art (Honours) in ECCE degree
students at an Institute of Technology in Ireland to discover if they will consider careers
in or otherwise impact the ECCE sector. The sample of thirty-eight students was
surveyed using a mixed-method questionnaire and invited to a subsequent focus group
session, which three participants attended. They were asked about their previous
experiences, career goals, and views regarding the ECCE sector in Ireland.
The study found that while 45% were open to working in the ECCE sector, only 24%
listed working in ECCE as a temporary or long-term career goal. 29% of participants
were unsure about whether they wanted to be ECCE practitioners in Ireland, and 63%
aimed to pursue work and further education in other fields such as primary education,
special needs, or therapy. Low wages and poor professional recognition emerged as
significant barriers to graduate participation in the ECCE workforce while the desire to
work with children and benefit them were indicated as possible incentives.
xiii
Chapter 1:
Introduction
1
1.1 Background
Early childhood care and education (ECCE) in Ireland has undergone many recent
developments to improve provision and access, such as through the the Affordable
Childcare Scheme (DPER, 2017), the Free Pre-school Year Scheme (DCYA, 2014b)
and the Early Years Services Regulations of 2016. Studies have emphasized the role
degree-qualified professionals play in improving the professionalism of the ECCE
workforce, the quality of ECCE provision, and ECCE outcomes (Bellm and Whitebrook
2014; Ackerman, 2003, Sylva et al., 2004) and ECCE advocacy organisations and expert
policy advisors such as Start Strong (2013) and Early Childhood Ireland (2013) continue
to advocate for greater government investment, a professionalised workforce, and better
working conditions and wages.
With a National Early Years Strategy in development and a staffing crisis threatening
the viability of many ECCE settings (Early Childhood Ireland, 2017), this study will
examine ECCE degree students on the verge of entering the workforce are they
planning for long-term careers in the sector? Will they flee the sector (Bretherton,
2010) because of unlivable wages (Whitebrook, Phillips and Howe, 2014) and poor
recognition (Moloney, 2016; Moloney and Pope, 2013) or fight for a better Irish
ECCE sector for practitioners, children, families and communities?
2
1.2 Rationale for the Study
The researchers interest in the subject stemmed from her personal experiences
developing a professional identity. This led her to consider the ECCE profession through
the eyes of her peers in the hope that the findings may provide insight into the ECCE
profession in Ireland.
Recent studies of the ECCE profession in Ireland include the Early Childhood
Practitioner Survey (Department of Education and Skills, 2016), Graduate Occupational
Profile Surveys of ECCE graduates (Moloney and Pope, 2013; Moloney, 2016), and
Early Childhood Irelands (2016a) study of Pay Rates in the sector. These focused on
practitioners and graduate practitioners. However, there have been fewer studies of
ECCE degree students in Ireland, especially of their views and experiences with relation
to the early childhood profession, unlike Australian studies by Thorpe et al. (2011),
Thorpe, Millear and Petriwskyj (2012) and Nolan and Rouse (2013).
The researcher hopes that this study will present a unique perspective on ECCE degree
students and their professional identities and goal and inform strategies to encourage
graduate participation in the Irish ECCE sector. This is especially relevant in the light of
new research by Early Childhood Ireland (2017) revealing a staffing crisis in the sector
that threatens the sustainability of 86% of settings (n=430) due to difficulties hiring and
retaining qualified staff.
3
1.3 Aims and Objectives of Study
The study aimed to discover whether fourth-year BA (Hons) ECCE degree students
would pursue careers in or otherwise impact the ECCE sector in Ireland. Firstly, a
questionnaire examined the impact of previous experiences on participants professional
identities, their reasons for enrolling in the ECCE course, their career and further
education plans, factors that will influence those plans, their view of the future of the
Irish ECCE sector and their potential involvement in it. Subsequently, in a focus group,
participants discussed professional recognition of as well as professionalism and careers
in the Irish ECCE sector.
1.4 Research Question
What are the career expectations and aspirations of Level 8 BA (Hons) Early Childhood
Care and Education (ECCE) degree students and what will be their potential involvement
in and impact on the early childhood sector in Ireland?
1.5 Conclusion
Through this study, the researcher uncovered the views and opinions of Level 8 ECCE
degree students, especially with regards to their professional identities and career goals
regarding the ECCE profession. The goal was to find out what participants knew and
thought about the Irish ECCE sector, especially the advantages and disadvantages of as
well as incentives and barriers to working in it.
4
1.6 Overview of Forthcoming Chapters
The forthcoming chapters will begin with Chapter 2, a literature review that will examine
the ECCE sector and profession in Ireland through relevant research from Ireland and
abroad. This will be followed by Chapter 3, which details the methodology of the
research project, including the research methods and ethical considerations. Then, the
results of the study will be presented in Chapter 4. Subsequently, in Chapter 5, results
will be discussed and compared with the literature review. Chapter 6 will close the study
with the researchers conclusions and recommendations.
5
Chapter 2: Review of
Literature
6
2.1 Introduction and Background
Ireland has the highest birthrate in Europe (Eurostat, 2017) and, according to Department
of Children and Youth Affairs (DCYA, 2012, p.10; 2016a, p.10), a growing population
of preschool-aged children. The government, recognizing that children and young people
are a significant resource, aspires to achieve the best possible outcomes beginning
with early childhood (DCYA, 2014a).
Recent developments in early childhood care and education (ECCE) in Ireland include
the publications of Siolta, the national quality framework (CECDE, 2006), and Aistear,
the national curriculum framework (NCCA, 2009). The Free Pre-school Year Scheme
was introduced in 2010 (DCYA, 2010) and in 2016 the Childcare Act of 1991 was
updated (Early Years Services Regulations 2016). Increased enrolment in ECCE settings
in Ireland (DCYA, 2012, p.66; 2016a, p.66) signals a need for continued improvements
and increased provision, accessibility and quality.
Early childhood advocacy organisations including Early Childhood Ireland and Start
Strong have been lobbying for an increase in the percentage of the gross domestic product
invested in the sector from 0.13% in 2015 and 0.17% in 2016 to the EU average of 0.8%
or the UNICEF recommendation of 1% (Cullen, 2015; Start Strong, 2015) especially to
relieve the heavy financial burden on both parents and providers (Early Childhood
Ireland, 2016b).
7
Reports by the expert advisory group contributing to the governments continuing efforts
to develop a National Early Years Strategy suggested that improving staff training and
working conditions would improve ECCE outcomes (DCYA, 2013; Start Strong, 2013).
Start Strong (2013) suggested that successful overseas ECCE policies could be helpful
and relevant such as towards achieving the Competence Requirement (CoRe)
benchmark of a 60% graduate workforce (EU, 2011).
Third-level ECCE degree-holders made up an estimated 14% of the Irish ECCE
workforce in 2014 (Pobal, 2012; Pobal, 2015a). Recent studies (Moloney, 2016;
Moloney and Pope, 2013) have suggested that retaining qualified graduates may prove
challenging due to issues with working conditions and professional recognition and
ECCE settings across Ireland report struggling to hire and retain qualified staff (Early
Childhood Ireland, 2017). These themes will be examined in subsequent sections.
The researcher will study ECCE degree students intentions to enter the ECCE sector in
Ireland and potential contribution to its professionalisation and development. This
literature review will explore the following themes in the Irish context: ECCE
practitioners qualifications, professionalisation of the ECCE sector, working conditions
in the ECCE sector and the impact of ECCE graduates on the sector.
2.2 ECCE Practitioners Qualifications in Ireland
Vital to quality ECCE provision are the providers themselves. Siolta (CECDE, 2006,
p.81), the national ECCE quality framework, recommends that all adults working within
8
the setting should provide evidence that they have achieved levels of skills and
knowledge appropriate to their role and responsibilities.
In 2010, the Free Pre-school Year or ECCE scheme placed Level 5 requirements on the
leaders of participating pre-schools (DCYA, 2010), the first such requirement of any
kind. Pre-schools with higher-qualified leaders and staff would receive increased
funding. By September 2015, all participating pre-schools were required to have staff
members hold Level 5 qualifications and leaders hold Level 6 qualifications (DCYA,
2014b).
The ECCE Workforce Development Plan (DES, 2010, p.1) stated that the ECCE
workforce should be supported to achieve qualifications (appropriate to their
occupational role and profile). In 2015, the government subsidised upgrades from Level
5 to Level 6 qualifications for one practitioner from every pre-school (Pobal, 2015b) to
facilitate legislating minimum qualifications by September 2016. The first nationwide
minimum ECCE qualifications for practitioners (Level 5) and managers (Level 6), was
postponed and then implemented on December 31st, 2016 (Early Years Services
Regulations 2016).
According to the Irish government, Investing in Early Years practitioner and teacher
professional development is a significant lever for improving the quality of educational
outcomes (DCYAa, 2014, p.68), echoing research by the EU (2011, p.29). Studies like
Barnett (2004), the OECD (2001), Shonkoff and Phillips (2000), and Elliot (2006) show
9
the benefits of practitioners qualifications on pedagogical practices, learning
environments, learning outcomes, and childrens socio-emotional development (cited in
DCYA, 2013, p.54). Sylva et al. (2004, p.3) found that staff qualifications positively
affected the childrens outcomes, particularly particularly in pre-reading and social
development. Bellm and Whitebrook (2004, p.9) also emphasize the significant role
for college-educated practitioners in ECCE, which has such a critical stake in assuring
children's lifelong learning and success.
Ackerman (2003, pp.1-2) points out that quality "relies on caregiving behaviours,
interactions between teachers and children, and the types of activities available in an
early care and education setting", linking them to teachers' relevant expertise and
training. Similarly, Bellm and Whitebrook (2004, pp.9-10) highlighted the people, the
program and the place" as being essential to quality ECCE provision, the most important
being the people.
The Department of Education and Skills (DES, 2016, p.6) surveyed ECCE practitioners
(n=531) and found that 87% had Level 6 qualifications or higher. The largest group,
31%, had Level 7 degrees. Because 60% of qualified respondents had received their
awards between 2010 to 2015, it may be that ECCE programmes have been supplying
qualified practitioners to the workforce in recent years. However, most of the respondents
had primarily management-level (71.2%) roles. Thus, this survey alone cannot determine
how many practitioners who work directly with children (e.g. room leaders) are degree-
holders.
10
A report that might describe the actual percentage of degree-qualified ECCE
practitioners is Pobals 2014 survey of ECCE services, which had a larger sample of
10,700 respondents (Pobal, 2015a). Pobals surveys from 2011 to 2014 shows a gradual
increase in practitioner qualifications (Pobal, 2012, p.34; 2013, p.43; 2014, p.52; 2015a,
p.58). From 2012 to 2014, the number of respondents with Level 8 qualifications grew
from 6.3% to 9.2%. In 2014, 86.8% of respondents had Level 5 qualifications or higher,
compared only 75.9% in 2011. The 2014 survey (n=10,700), found 36.9% held Level 5
awards, 35.2% held Level 6 awards, and 14% held Level 7 or 8 degrees (Pobal, 2015a).
Ireland has a long way to go to achieve the recommended 60% graduate workforce (EU,
2011). Government policies remain focused on Level 5 and 6 (Early Years Services
Regulations 2016) and the question of where Level 7 and 8 degree holders fit into the
ECCE sector and overall policy scheme remains.
2.3 ECCE Professionalism in Ireland
Professionalism is essential to the Irish ECCE sector as it can increase the likelihood of
achieving broad-based education and care quality goals (DCYA, 2013, p.54), and
introducing minimum qualification requirements for ECCE practitioners was a
significant development in one aspect of professionalism. However, struggles with
professionalism have caused ECCE graduates working in the sector to feel frustrated,
disappointed and underappreciated and to contemplate pursuing alternative or overseas
employment (Moloney and Pope, 2013). This section will describe some of the
11
challenges ECCE practitioners face in developing professional identities and achieving
public recognition for the profession, as these may prove to be a significant barrier to
graduate participation in the ECCE workforce.
Moloney (2015a, p.3) describes professional identities as multi-faceted and related to
how practitioners view and perceive themselves and their work. According to Moloney
(2010, p. 174), challenges that ECCE practitioners face in developing professional
identities include the lack of professional title.
In Australia and New Zealand, ECE practitioners are registered and recognized as
teachers (Queensland State Government, 2015; Education Counts, 2017). However, in
Ireland, ECCE practitioners are given many titles, including childcare workers and
babysitters (DES, 2016, p.52; Moloney, 2010, p.175). This can be linked ambiguity
and confusion in practitioners (Moloney, 2010).
Additionally, Forde et al. (2006, cited in Moloney, 2010) describes "self-esteem, self-
belief, professional self-confidence, job satisfaction and motivation" as essential to
developing a professional identity. Sadly, graduates working in the ECCE sector describe
low levels of satisfaction, confidence, self-esteem, and recognition. Thus, they struggle
to develop professional identities (Moloney and Pope, 2013).
Irish ECCE practitioners also describe feeling undervalued by parents and the public.
Out of 342 respondents, 30% felt valued or very valued while 72% felt not valued
12
enough or not valued at all in a recent survey (DES, 2016, p.47). Practitioners
described not receiving adequate respect for their work in supporting childrens
development (p.48) and felt that they should be treated as educationalists and not solely
as childminders. (p.52). Similarly, Simms (2006) found that childcare practitioners in
England were over the edge with frustration and exhaustion exacerbated by a feeling
of being undervalued, a description that could also be relevant to the situation in Ireland.
Furthermore, because ECCE is associated with care, a personal quality, this affects
whether people associate "knowledge and expertise" with the profession (Moloney,
2015, p.4), which in turn affects the value placed on the profession and "how much
workers should be paid".
In the past, childcare was a maternal or domestic task (Moloney, 2010, p.169;
Stonehouse, 1989). Now, based on research that highlights the importance of the early
years for lifetime development and learning (Phillips and Shonkoff, 2000; Locke,
Ginsborg and Peers, 2000; Dawson and Ashman, 2000), ECCE has moved from the
"family domain" to "public institutions", becoming a "specialised task" for designated
practitioners (Urban, 2008, p.2). Nevertheless, the conflict and division between
providing unskilled care and skilled education has persisted in Ireland (Moloney,
2015; Start Strong, 2013) even with the advent of pre-schools in the 1980s and 1990s
(Flood and Hardy, 2013).
13
2.4 Working Conditions and Wages in the Irish ECCE Sector
The dissatisfaction of ECCE practitioners with remuneration and work conditions
emerged as a significant theme (DES, 2016). Irish ECCE graduates working in the sector
described a "pervasive sense of disillusionment" (Moloney, 2016) and overwhelming
"frustration" and "disappointment" (Moloney and Pope, 2013) linked to working
conditions such as the working environment and job demands. These may affect ECCE
degree graduates willingness to enter the private ECCE sector as well.
Thorpe et al. (2011) found that ECCE degree students in Australia based their
"willingness to participate in the childcare workforce on factors such as remuneration,
work hours and status. Thus, the researcher wishes to discover whether these factors
affect participants career goals (p.88).
Moloney and Pope (2013) and Moloney (2016) found that graduates working in ECCE
settings were dissatisfied with inadequate wages significantly lower than that of primary
and secondary teachers. Whitebrook, Phillips and Howes (2014, p.20) described a similar
stair-step pattern in the United States, where teachers earn more working with older
age groups.
According to the US National Child Care Staffing Study (1989), "Despite having higher
levels of formal education than the average American worker, child care teaching staff
earn abysmally low wages" (cited in Whitebrooke, Phillips and Howes, 2014, p.23).
Whitebrook, Phillips and Howes (2014, p.20) found that salaries for degree-qualified
14
early childhood practitioners in the United States were significantly lower than that for
other degree-holding professions and that the number of degree-qualified practitioners
had been declining since 1990 (p.40).
Similar, the low pay for ECCE practitioners in Ireland could result in fewer degree-
qualified teachers joining and remaining in the profession, as Irish ECCE practitioners
earn an average of 10.27 an hour (Early Childhood Ireland, 2016), not much more than
the minimum wage of 9.15 (National Minimum Wage Order 2016) and the 2016 living
wage of 11.50 (Social Justice Ireland, 2016). In addition, most practitioners with
degrees earn only an additional 1 an hour (Early Childhood Ireland, 2016), with some
ECCE graduates describing pay levels as an "indication of the low status and lack of
identity within the sector" (Moloney, 2010).
Some graduates who experience stress caused by economic deprivation (Whitebrook,
Phillips and Howes, 2014) and financial dependency end up considering other careers
(Moloney and Pope, 2013; Moloney, 2016). According to Bellm and Whitebrook (2004,
p.1), a lack of comparable pay creates an educational ceiling on the ECE workforce (in
the United States), and, as a result, attracting and retaining skilled and well-qualified
teachers has remained a persistent, often crisis-level problem for decades. Similarly,
new research by Early Childhood Ireland (2017) shows that 57% of early childhood staff
who left service in the last twelve months left because working in the sector wasnt
financially viable.
15
For practitioners who remain in the sector, stress and economic insecurity may
challenge their capacity to provide developmentally supportive care and education
(Whitebrook, Phillips and Howes 2014, p.11). This may affect professionalisation as
well, as Ackermann (2003, p.27) suggested that early childhood teachers in the United
States may not be motivated to pursue higher qualifications without the incentive of
increased wages.
However, a positive link can be made between increased wages and professionalisation.
In 2002, the New Zealand government launch a ten-year plan to transform the ECCE
sector (Dalli and Te One, 2003) under which minimum qualifications were raised and
early childhood teachers pay was benchmarked against primary teachers pay (for those
working in kindergartens and some other teacher-led ECE services). As an overall result,
the number of qualified practitioners rose from 35% to 76% between 2002 and 2013
(Education Counts, 2014). According to Dalli and Te One (2003, p.193), the support for
"pay parity" and professionalism in the ECE sector represented the government's
valuing of the contribution that high quality early childhood education makes to society".
2.5 Impact of ECCE Degree Programmes
Moloney (2016) compared viewing the ECCE profession as "vocation" or a "career".
Similarly, the researcher will investigate whether participants will make career decisions
based vocational factors such as opportunities to benefit children or on career
factors such as wages. This will help determine what will cause participants to remain
in or leave the Irish ECCE sector (Moloney, 2016; Bretherton, 2010).
16
The researcher will also investigate why participants entered the ECCE degree course
and what factors will affect their career decisions. Thorpe et al. (2011, pp.89-92) found
that a majority of Australian B.Ed (Early Childhood) students enrolled in the course
because of a "love of children". Additionally, "commitment to the rights of the child and
to early education" and "personal opportunity for leadership and creativity" were the two
most prominent incentives for working in child care. Some respondents expressed
willingness to set aside other considerations (wages, recognition) in favour of "social
advocacy and the "needs of others.
Moloney (2016, p.12) found that Irish ECCE graduates described their work as
rewarding and impactful. Some experienced increasing recognition and professional
autonomy (p.9) and expressed optimism and hope for continued improvement and
growth in the sector. Likewise, the researcher hopes to discover if ECCE degree students
on the verge of entering the professional world are optimistic about changes and growth
within the sector and whether that will impact their career decisions.
Thorpe, Millear and Petriwskyj (2012) found that work placement experiences could
encourage early childhood degree students in Australia to work in childcare settings,
depending on the quality of their experiences. Nolan and Rouse (2013) found that 30%
of respondents, dual primary and ECE degree students in Australia, felt that work
placement experiences "built their confidence" and affected their career aspirations. They
"were able to put theory into practice, had their original career choice confirmed, became
17
more determined to teach due to the experience, increased their general knowledge of
teaching, and developed a stronger awareness and understanding. Even negative
experiences inspired some to "work in the particular sector to improve standards" (p.5).
Likewise, the researcher will examine whether participants previous study, work, and
degree-level experiences have impacted their professional identities and career goals.
DES (2016) found that 88% of ECCE graduates felt that their courses had prepared them
well or very well for working in the field. Moloney (2016), however, found that graduates
were actively preparing to exit the sector (p.10) and pursuing qualifications in other
fields. The researcher hopes to see if ECCE degree students have similar intentions and
discover what they envision will be the future of the Irish ECCE sector, based on
Brethertons (2010) concept of fight and flight reflexes. Bretherton (2010, p.26)
observed that some dissatisfied workers in the Australia ECCE sector tend to leave,
rather than participate in industrial action or find other ways to reshape or improve their
experiences in the sector while other "highly committed" practitioners "remain in the
sector despite the low pay, poor working conditions and low status associated with the
work displaying a well-honed fight reflex to the workplace conditions likely to
undermine quality in child care work".
Simms (2006) describes a comparable situation in England, where {even} though
practitioners did not feel sufficiently valued to remain in private day nurseries they did
stayed because of their mutual attachment with the children, and describes this
phenomenon as the exploitation of practitioners vocational passion.
18
2.6 Conclusion
The combination of descriptive and statistical data from the studies researched helped
present a representative overview of the ECCE sector as a field for ECCE graduates in
Ireland and also abroad. Similarly, the researcher will employ a mixture of qualitative
and quantitative research methods in the study (See Chapter 3).
The literature showed increasing professionalisation of the Irish ECCE sector especially
with new minimum qualifications coming into effect (Early Year Services Regulations,
2016). The next challenge is bringing graduates into the workforce, which may be
dependent on improving working conditions, raising wages and encouraging a shift in
approach from viewing childcare as an unskilled domestic occupation (Moloney, 2010)
to a vital and impactful profession that requires expertise and involves and lays the
foundation for education (Start Strong, 2013).
Potential lies in comparing results to previous studies in Ireland and abroad. The
researcher believes that participants responses will reflect a variety of unique
perspectives that may provide helpful insight into the future of the ECCE sector in
Ireland.
19
Chapter 3:
Methodology
20
3.1 Introduction
This section describes the methodology of the research project regarding the collection
and analysis of data. In planning the research, the researcher chose methods that would
help address the research question effectively (Merriam, 2009, p.22).
3.2 Problem Statement
Research conducted by the EU (2011, p.17) recommends a 60% graduate ECCE
workforce. However, ECCE graduates only constituted 14% of Irish ECCE practitioners
in 2014 (POBAL, 2014, p.58). While ECCE degree-holders are linked with improved
quality and outcomes (DCYA, 2014, p.68), studies of graduate practitioners found
pervasive frustration with work conditions, especially wages, and public recognition
of the profession (Moloney, 2016; Moloney and Pope, 2013). The researcher aimed to
explore the career expectations and aspirations of Level 8 BA (Hons) Early Childhood
Care and Education degree students in an Irish Institute of Technology to discover if
graduates would flee the sector or fight for progress (Bretherton, 2010).
3.3 Research Approach and Design
The study used a mixed-method approach that combined qualitative and quantitative
research methods. According to Creswell (2003, p.18), quantitative research involves
collecting numeric, statistical data using predetermined instruments such as Likert
scales and qualitative research involves collecting text-based and open-ended
responses from which themes are drawn.

21
Creswell (2003, p.4) suggests that mixed-method research can overcome limitations of
individual approaches and better address research questions. Furthermore, triangulation
of qualitative and quantitative data allows researchers to obtain confirmation of
findings when both types of data converge (Kasunic, 2005, as cited by Mukherji and
Albon, 2009, p.30). Thus, the researcher felt that a mixed method approach would
produce reliable information and better represent participants views and chose to use a
mixed-method questionnaire followed by a focus group.
According to Mukherji and Albon (2009, p.132) questionnaires consist of a written list
of questions, the answers to which are recorded by respondents (Kumar, 2005, as cited
by Mukherji and Albon, 2009) and are widely used, versatile, cost-and effective. The
questionnaire was of a mixed-method and concurrent nested design where the
researcher collected quantitative and qualitative data simultaneously and integrated them
when interpreting results (Creswell, 2003, p.16).
The questionnaire was followed by a focus group in which a few participants reflected
on the themes in greater detail to "elaborate on or expand questionnaire findings
(Creswell, 2003, p.16). The research sought participants specific language and voices
about the topic (Creswell, 2003, p.22). According to Milward (2000 pp.305-308), focus
groups help to get closer to participants understandings of and perspectives on certain
issues. Milward (2000, p.310) suggests that focus groups can be used together with
22
surveys to yield additional information and raise issues that the researcher has not
considered.
3.4 Measures
The measures used were a questionnaire and semi-structured focus group questions (See
Appendices III and V). They were derived from themes in the literature review and, for
the focus group, from questionnaire data and participants on-going responses.
The questionnaire included both closed questions that invited yes and no or numeric
responses and open questions that invited descriptive responses.
The researcher used semi-structured questions for the focus group. According to Cohen,
Marion and Morrison (2007, p.97), semi-structured questions set the discussion agenda,
yet serve as a starting point for further probing (p.182). The focus group did explore
issues raised during the discussion and participants even posed questions to each other.
3.5 Study Sample Methods
The research sample consisted of fifty Level 8 BA (Hons) ECCE degree students from
an Institute of Technology. Convenience sampling was used as the sample was easily
assessible to the researcher (Cohen, Manion and Morrison, 2007, pp.113-114).
23
Questionnaire participants were invited to volunteer to participate in the focus group.
Self-selected sampling was used, in which "participants volunteer to take part in
research" (Mukherji and Albon, 2010, p.197). Out of thirty-eight participants, three
participants attended the focus group. Focus group participants were homogenous.
This, according to Mukherji and Albon (2010, p.125), helps promote discussion.
3.6 Methods of Data Collection
Firstly, the researcher distributed questionnaires to participants in-person after obtaining
necessary permission (See 3.10: Ethical Considerations). Because participants were
"known to the researcher" they were possibly "predisposed to help" (Mukherji and
Albon, 2009, p.145). The researcher was also able to "respond to questions" about the
research (p.145).
After gathering questionnaire data, the researcher conducted a focus group with a few
participants. Participants responses to the semi-structured qualitative questions were
recorded as an audio file and transcribed. The questions were drawn from themes in the
literature as well as from a preliminary analysis of the questionnaire data. The researcher
served as moderator with the aim of encouraging interactions, respecting participants
unique opinions, presenting questions clearly and remaining neutral such as suggested
by Gibbs (1997).
24
3.7 Methods of Data Analysis
Data from the questionnaire was both quantitative and qualitative. According to Mukherji
and Albon (2009, p.136), open responses can also be converted into quantitative data (p.
136). Thus, responses from open questions were coded and sorted into categories, then
analysed using SPSS 23.0. Quantitive data was also statistically analysed, and the
combined results were represented using graphs and table, then compared and analysed
for convergences and causative links. Means from Likert scale questions were compared.
Data analysis of the focus group transcript involved exploring the ideas presented using
codifying techniques. According to Saldana (2008 pp.4-16), coding means encapsulating
the meaning of a portion of text in a single word or phrase and involves reading and
precoding the text, highlighting significant potions, dividing text into units (p.16),
decoding and analysing text for its core meaning, labelling or encoding text, (p.4) making
judgments about the text (p.7) and finally engaging with the material exploratively (p.8),
making links and finding patterns. From codes, the researcher derived categories, themes
and concepts, and finally formed theories. The researcher aimed to create a logical and
accurate description of the findings and referred to previous research when interpreting
the data.
The researcher examined the relationship between the qualitative and quantitative data
and analyzed them for agreements in a process known as triangulation (Creswell, 2003,
p.101) to verify research findings (Tobin and Begley, 2004, p.392). For example, a Likert
25
scale was to determine participants willingness to enter the ECCE workforce in Ireland,
which was then compared to descriptions of their career goals.
3.8 Methodological Rigour
Methodological rigour is essential to the integrity and overall quality of research (Coryn,
2007; Cohen, Manion and Morrison, 2007, p.133). The researchers responsibility is to
ensure the generalisability validity and reliability (Tobin and Begley, 2004) of the
research.
Generalisability is whether research is transferrable and repeatable (Tobin and Begley,
2004, p.392). The research can possibly be used to provide insight into Irish ECCE
degree graduates perspectives. However, because of the convenience sample used that
"does not represent any group apart from itself, the results are not meant to be
generalised to the wider population (Cohen, Manion and Morrison, 2007, pp.113-114).
Validity refers to whether research methods are appropriate for subject matter (Mukherji
and Albon, 2010, p.19). In planning the research, the researcher chose reliable research
methods and based questions on the literature review.
Reliability refers to whether the same results can be obtained "on different occasions" or
by "different people" (Mukherji and Albon, 2010, p.197) and to how research is carried
26
out (Mukherji and Albon, 2010, p.19). For example, falsifying data means a repeat study
will not replicate findings. The researcher was committed to research integrity by
presenting data accurately, as suggested by Cohen, Manion and Morrison (2007, p.74),
and a repeated study should yield similar results.
3.9 Ethical Considerations
Planning the research involved considering possible ethical issues (Cohen, Manion
and Morrison, 2007, p.51). According to Cohen, Manion and Morrison (2007) the four
ethical considerations are participants informed consent, voluntarism, ability to make
decisions, full knowledge, and comprehension (p.53).
Firstly, the study was granted ethical approval by the institute and permission was
obtained from the site gatekeeper, as suggested by Cohen, Manion and Morrison
(2007, p.52).
According to Mukherji and Albon (2009, p.37) informed consent means that participants
understand the "purposes of the research", their role and involvement in the research,
their right to information, their right to anonymity, their right to withdraw", and how data
is recorded, stored and used.
27
All participants were fully informed of purpose and method of the research, their right to
withdraw at any time and how much time the research would involve through a plainly-
worded cover letter attached to the questionnaires. They were returned anonymously and
then securely stored.
Participants were asked if they wished to participate in further research, and, if so, to sign
a consent form. Then, volunteers were emailed separately and invited to the focus group.
Focus group participants were briefed beforehand and encouraged to keep confidential
what they hear during the meeting (Gibbs, 1997). Questions were not personal and
statements that may identify participants were deleted from the transcript, which was sent
to participants shortly after the session for their approval (they had the right to retract
statements).
Data files from the research project were password-protected. After 18 months (as per
the stipulated retention period), all physical and electronic data will have been destroyed.
Protecting participants privacy involved respecting the sensitivity of the information
being given, the setting being observed, and dissemination of information (Diener and
Crandall, 1978, cited by Cohen, Manion and Morrison, 2007). Because of the familiarity
within the sample, participants were made aware that anonymity cannot be guaranteed.
28
They were assured that they would not be named, that data will not be used for any other
purposes and that the research may be published.
3.10 Limitations
The small sample size (n=38) and the sampling method (convenience sampling) means
that results do not represent all third-level ECCE degree students in Ireland (Cohen,
Manion and Morrison, 2007, pp.113-114).
In addition, because the respondents were known to the researcher, participants may have
responded what they thought the researcher "wants to know" (Mukherji and Albon, 2009,
p.145) and may have been reluctant to "respond truthfully" to questions (pp.143).
The focus group research depended on volunteers. For medical reasons, two participants
were unable to attend, leaving only three participants. Thus, the sample was smaller than
the six to eight participants suggested by Milward (2000, p.312), who also recommended
keeping groups as small as possible to foster participation. More respondents or
multiple groups may have allowed the researcher to extract more information in greater
detail.
A major limitation in the questionnaire was the mislabeled Likert Scale in Question 2.3.
Options ranged from 1 to 5, Very Important to Not Important, and 2 in the scale
was inaccurately labelled as Fairly Important. This could have affected participants
responses. However, as the responses were represented by numbers on the scale,

29
participants could have referred to the numbers to choose a response from Very
Important to Not Important. Only a small number of participants chose Fairly
Important as a response.
Additionally, while the researcher did not encounter any language difficulties, some
nuances of expression unique to Hiberno-English may have been overlooked.
Finally, the research was limited to what participants plan to do. A longitudinal study
would have allowed the researcher to compare participants plans to their actions and
decisions.
While care was taken to ensure that the personal biases and previous knowledge did not
interfere with the research, some degree of unintentional bias may have affected the study
and its findings.
3.11 Delimitations
The study focused on Level 8 ECCE degree students from one third-level institute. ECCE
degree students at other levels or from other institutions were not studied. As the focus
was on pre-service educators, such as in studies by Thorpe et. al (2011) and Nolan and
Rouse (2013), the views of graduates, lecturers, employers, parents, policy-makers and
other ECCE stakeholders were not studied.
30
The researcher used focus group method instead of interviews, as according to Milward
(2000 p.307), focus groups can help participants to become more aware of their own
perspective when being confronted by active disagreement and thus analyse their
views more intensely than during the individual interview (p.307). Also, questionnaires
were printed rather than distributed online to make use of the researchers regular
contact with the sample.
3.12 Summary and Conclusions
This chapter detailed the design of the research and how it was carried out. Planning the
research in advance and using standard research methods like questionnaires allowed the
research to be conducted smoothly. For example, measures were taken to obtain
participants informed consent, preventing any ethical problems. As a result, the data
could be analysed using quantitative and qualitative data analysis methods, producing
findings that could be discussed and compared to themes in the literature review.
31
Chapter 4: Results
32
Chapter 4: Results
4.1 Introduction
The researcher used questionnaire and focus group methods to investigate the career
goals and aspirations of Level 8 ECCE degree students. This chapter will present results
of the research.
4.2 Questionnaire Results
Questionnaires were distributed to 50 participants and completed by 38 participants
(76%). Their responses revealed the effects of previous experiences on participants
professional identities, participants career and education plans for after graduation, their
view of future of the ECCE sector in Ireland and potential involvement in it.
4.2.1. Previous Qualifications
Table 4.1 N %
a. Previous ECCE qualifications 18 47
- Level 5 only 3 8
- Level 6 only 3 8
- Level 5 and 6 3 8
- Level 5, 6, and 7 2 5
- Overseas (Diploma in ECE) 7 18
- No previous ECCE
qualifications 20 53
33
47% of respondents (n=38) had previous qualifications in early childhood care and
education (ECCE) from Ireland (QQI Level 5 to 7) or from overseas (See Table 4.1).
4.2.2. Previous Experiences Working with Children
74% of respondents had worked with children in ECCE settings or other settings.
Twenty-six participants chose to describe their experiences.
Table 4.2 N %
a. Previous experiences 28 74
- ECCE settings only 10 26
- Other setting only 10 26
- Both ECCE and other 8 21
settings
b. No previous experiences 10 26
Out of respondents who had experiences in ECCE settings (n=18), eleven had been
employed, four had done work placements and one had volunteered (see Fig. 4.1).
34
Figure 4.1 Previous Experiences in ECCE Settings (%)
5 5
28
61
Employment Placement Volunteering Unspecified
Figure 4.1 Previous Experiences in ECCE Settings (%)
Outside of ECCE settings, participants (n=18) had done babysitting/childminding, work
placements in primary schools or in children's camps and volunteering. One had been a
special needs assistant (SNA) (See Figure 4.2).
Figure 4.2 Previous Experiences in Other Settings (%)
6
13 31
25
25
Unspecified Childminding Placement Volunteering SNA
Figure 4.2 Previous Experiences in Other Settings (%)
4.2.3. Reasons for Enrolling in BA (Hons) ECCE course
Participants written responses (n=38) were organized into seven categories. 34% of
participants described multiple reasons. For example, seven respondents joined the
35
course because of the desire to work with children and an interest in related areas.
The percentage for each category was calculated out of the whole sample (n=38).
50% of respondents were motivated by a desire to work with children (See Figure 4.3).
40% indicated that they had chosen the ECCE course because of interests in other areas,
namely, primary education (n=9), special education (n=5), and play therapy (n=1).
18% of respondents indicated an interest in ECCE such as in course content or ECCE
work while 16% mentioned career-related desires such as for better jobs or higher
salaries. Other responses mentioned previous studies or previous experiences as
motivating factors. 11% named personal characteristics such as patience. 5% were
interested in other areas, but chose the course because of its location.
Figure 4.3 Reasons for Enrolment
Geographical Convenience 2
Personal Characteristics 4
Previous Experiences 4
Career Advancement 6
Interest in ECCE/Content 7
Interest in Related Area 15
Desire to Work With Children 19
0 2 4 6 8 10 12 14 16 18 20
Figure 4. 3 Reasons for Enrolment
36
4.2.4. Effect of Course Experiences on Participants Professional Identities
76% of participants indicated that both course modules and work placements affected
their professional identities or goals (See Figure 4.4). 13% of participants selected
neither, three participants (8%) selected only work placement and one (3%) selected
only modules.
Figure 4.4 Effects of Both Placement and Module Experiences
Skill Development 2
Development of Interests 2
Reflective Practice 3
Personal Characteristics 4
Knowledge of Working Conditions 4
Understanding/Insight 5
Impact of ECCE Work 5
Professionalism 5
Practical Experiences 8
Career Goals 9
ECCE Knowledge 12
0 2 4 6 8 10 12 14
Figure 4. 4 Effects of Both Placement and Module Experiences
For example, some described work placements as providing hands-on experiences and
demonstrating the impact ECCE practitioners can have (See Appendix IV).
37
4.2.5 ECCE Career Goals
With regards to whether participants wanted to work with young children, 68% of
respondents (n=38) chose strongly agree and 23% chose agree or slightly agree
(See Figure 4.5).
Figure 4.5 "I want to work with young children" (%)
5 3
5
18
68
Strongly Agree Agree Slightly Agree Undecided Disagree
Figure 4.5 "I want to work with young children" (%)
Regarding whether participants (n=38) wanted to work as ECCE practitioners in Ireland,
responses were mixed. 29%, were unsure, 45% of participants chose responses from
38
Strongly Agree to Slightly Agree and 26% of participants chose responses from
Slightly Disagree to Strongly Disagree (See Figure 4.6).
Figure 4.6 "I want to pursue a career as an ECCE practitioner in

Ireland" (%)
35
30 29
25 24
20
15
13 13
10
8 8
5 5
0
Strongly Agree Agree Slightly Agree Undecided Slightly Disagree Strongly
Disagree Disagree
Figure 4.6 "I want to pursue a career as an ECCE practitioner in Ireland" (%)
Regarding participants' optimism regarding finding employment in the early childhood
sector in Ireland (See Figure 4.7), 61% of respondents chose from "Strongly Agree" to
"Slightly Agree".
Figure 4.7 "I am optimistic about finding employment in the early

childhood sector in Ireland" (%)
35
32
30
25
20
16
15 13
13 13
10 8
5 5
0
Strongly Agree Slightly Undecided Slightly Disagree Strongly
Agree Agree Disagree Disagree
Figure 4.7 "I am optimistic about finding employment in the early childhood sector in Ireland" (%)
4.2.6 Participants Career and Education Plans
39
Participants open responses (n=38) were categorized, with some falling into multiple
categories.
Figure 4.8 Participants' Future Goals

Volunteering 1
Educational Leadership 1
Work With Children 2
Business 5
Work Overseas 7
Therapy 8
Special Education 9
Work in ECCE 9
Postgraduate Studies 9
Primary Teaching 11
0 2 4 6 8 10 12
Figure 4.8 Participants' Future Goals
Eleven participants intend to go into primary teaching and nine want to pursue
postgraduate degrees such as in business and special education (See Figure 4.8). Nine
participants specifically indicated an intention to work in the ECCE sector (See Figure
4.9)
Figure 4.9 Graduates Who Plan to Work in ECCE (%)
24
76
Yes No
Special education and therapy were other significant responses. Five respondents
expressed an interest in business, with three specifying an ECCE-related business.
Figure 4.9 Graduates Who Plan to Work in ECCE (%)

40
4.2.7 Factors Affecting Participants Consideration of ECCE Career
Participants were asked to rate the importance of Benefitting Children, Personal
Fulfilment, Career Advancement, Work Conditions and Wages to their decision
to work in ECCE or not. They considered all factors to be important (Figure 4.10),
especially the desire to benefit children which 82% indicated was Very Important.
61% considered wages to be Very Important. Many participants considered personal
fulfilment (53%), career advancement opportunities (50%) and work conditions (50%)
to be Very Important as well.
Figure 4.10 Factors Affecting ECCE Career Decisions (%)

100
82
80
61
60 53 50 50
40 32 29 29
16 16 18 21
20 11 8 11 11
5
0
Benefit Children Personal Fulfilment Career Work Conditions Wages
Advancement
Very Important Fairly Important Important Slightly Important Not Important
Figure 4.10 Factors Affecting ECCE Career Decisions (%)
An analysis of means (Figure 4.11) shows that, participants first consideration was that
of benefitting children. The second highest priority after that was wages, then only
personal fulfilment, career advancement and, lastly, work conditions.
41
Figure 4.11 Factors by Overall Importance to Participants
(1= "Strongly Agree" to 7 = "Strongly Disagree")
1.63 1.76 1.92

1.26 1.50
Benefit Children Personal Career Work Conditions Wages

Fulfilment Advancement
Figure 4.11 Factors by Overall Importance to Participants
4.2.8 Recognition of ECCE Practitioners and ECCE Qualifications
The majority (65%) of participants did not feel ECCE practitioners are respected by the
public as professionals (Figure 4.12).
Figure 4.12 "ECCE practitioners in Ireland are respected by the

public as professionals." (%)
35
29
30
25
20 18 18 18
15 11
10
5 3 3
0
Disagree Disagree
Furthermore, 65% of participants felt that ECCE degree holders were not regarded by
the public as specialists with knowledge and expertise (Figure 4.13).
42
Figure 4.13 "ECCE degree holders in Ireland are regarded by the public
as specialists with knowledge and expertise." (%)
40
34
35
30
25
20 18
15 13 13
11
10 8
5 3
0
Disagree Disagree
Figure 4.13 "ECCE degree holders in Ireland are regarded by the public as specialists with knowledge and
expertise." (%)
However, 55% of participants felt parents were appreciative of ECCE practitioners
contributions to childrens development while 29% disagreed (See Figure 4.14).
Figure 4.14 "Parents appreciate ECCE practitioners contributions to

childrens development." (%)
35 32
30
25
20 16 16
15 13
10 10
10
5 3
0
Disagree Disagree
Figure 4.14 "Parents appreciate ECCE practitioners contributions to childrens development." (%)
24% of participants were unsure about whether ECCE employers in Ireland seek to
employ degree holders. 45% of participants agreed with the statement and 31% disagreed
(See Figure 4.15).
43
Figure 4.15 "Qualified ECCE degree holders are sought-after in the Irish
ECCE sector by employers." (%)
30
24
25
20 18
16
15 13 13
11
10
5
5
0
Disagree Disagree
Figure 4.15 "Qualified ECCE degree holders are sought-after in the Irish ECCE sector by employers." (%)
As a whole, participants as a whole felt that parents were appreciative towards ECCE
practitioners but were unsure of whether employers valued ECCE qualifications (Figure
4.16). However, they did not feel that public in Ireland respects ECCE practitioners as
professionals or values their specialist knowledge.
Figure 4.16 Analysis of Means for Question 3.1

(1= "Strongly Agree" to 7 = "Strongly Disagree")
6 4.97 5
5
3.53 3.74
4
3
2
1
0
ECCE practitioners in ECCE degree holders in Parents appreciate ECCE Qualified ECCE degree
Ireland are respected by Ireland are regarded by practitioners holders are sought-after in
the public as professionals. the public as specialists contributions to childrens the Irish ECCE sector by
with knowledge and development. employers.
expertise.
44
4.2.9. Issues in the Irish ECCE Sector
Participants (n=32) highlighted issues in the Irish ECCE sector they felt needed to be
addressed (Figure 4.16).
78% of participants mentioned the need for professionalism, a professional title for
practitioners and "more recognition of what is involved in working in the early years
sector". One participant felt that ECCE is "a job that is critical in society and we need to
be viewed in higher regard by parents and society".
69% brought up the issue of wages for ECCE practitioners, which they felt was "not
enough for a monthly income" and "needs to be higher". Participants wanted equal pay
with primary teachers, income during summer months and higher wages for practitioners
with degree qualifications.
Figure 4.16 Top Responses - Issues in Irish ECCE Sector (% out of

total)
100%
78%
80% 69%
60%
40%
22%
20% 13%
0%
Professional Recognition Wages Qualifications/Training Funding/Resources
Figure 4.16 Top Responses - Issues in Irish ECCE Sector (% out of total)
45
22% of participants brought up the need for minimum qualifications or ongoing training
for practitioners and 13% mentioned resources or funding for the sector. Other issues
brought up by one or two participants include the presently disparate "implementation of
Aistear", the national ECCE curriculum framework, "parental involvement" in ECCE,
and "support for children with special needs in ECCE settings" (See Appendix IV)
4.2.10 Areas of Potential Growth and Change in the Irish ECCE Sector
Responses (n=32) covered a wide range of topics and responses ranged in length and
detail.
Figure 4.16 Top Responses - Areas of Potential Growth and

Change in the Irish ECCE Sector
6
Top Responses - Areas of Potential Growth and Change in the Irish ECCE Sector
Figure 4.16 Top Responses - Areas of Potential Growth and Change in the Irish ECCE Sector
Five respondents mentioned "professionalism" such as in "achieving professional
practice" (See Appendix IV). Another five respondents discussed approaches in ECCE
46
education such as play-based learning. Five respondents mentioned inclusive or special
education.
Four respondents brought up staff training and qualifications. One linked qualifications
with professionalism, writing that "a graduate-led workforce would improve chances of
being recognized as ECCE professional."
Four respondents discussed the ECCE sector, with one suggesting change in "policies".
One mentioned "funding", another the idea that "ECCE practitioners should be treated as
primary school teachers and have equal rights, pay and holidays."
Three respondents brought up Aistear, the national curriculum framework for the early
years, and its implementation. Other responses included the need for "{more} support
for children in schools... especially in disadvantaged areas" and better collaboration
between practitioners, parents and teachers.
4.2.11 Intentions to Impact Sector
92% of participants (n=38) aspired to promote professionalism in the Irish ECCE sector.
(See Figure 4.17).
47
.
Figure 4.17 "I aspire to promote increased professionalism in the Irish

ECCE Sector" (%)
5 3
5
47
40
Strongly Agree Agree Slightly Agree Undecided Slightly Disagree
Figure 4.17 "I aspire to promote increased professionalism in the Irish ECCE Sector" (%)
90% of participants were agreeable to contributing to ECCE-related policy discussions,
with 42% selecting "Strongly Agree" (See Figure 4.18).
Figure 4.18 "I will voice my opinions, contributing to policy

discussions that impact the Irish ECCE sector." (%)
5 5
16 42
32
Strongly Agree Agree Slightly Agree Undecided Slightly Disagree
Figure 4.18 "I will voice my opinions, contributing to policy discussions that impact the Irish ECCE sector." (%)
48
Regarding whether participants would join an Irish ECCE professional body or
organisation, 26% was undecided and 68% of participants chose from Strongly Agree
to Slightly Agree.
Figure 4.19 "I will join an Irish ECCE professional body or

organisation." (%)
5
18
26
13 37
Strongly Agree Agree Slightly Agree Undecided Disagree
Figure 4.19 "I will join an Irish ECCE professional body or organisation." (%)
An analysis of means shows that participants in general are highly likely to promote
professionalism in the ECCE sector, likely to voice their opinions in policy
discussions, and less but somewhat likely to join an ECCE professional body.

3
2.68
2.5
2
2 1.76
1.5
0.5
0
Promote professionalism Contribute to policy discussion Join ECCE professional body

49
4.3 Focus Group Results
In the focus group, participants were asked about their views of the role and professional
identity of ECCE practitioners in Ireland, advantages and disadvantages of working in
the ECCE sector and the future of the Irish ECCE sector.
4.3.1. Role and Professional Identity of ECCE Practitioners

To participants, being an ECCE professional or practitioner includes responsibilities such
as providing quality services and taking an interest in children's development as well as
being a "leader" and "good example".
Participants felt that ECCE practitioners share some similarities with primary school
teachers but that ECCE settings were distinct from primary schools based on the age of
children, the setting, and the approach taken. Participants briefly discussed whether
working in a playschool inside a primary school would mean they were teachers or
practitioners. They interacted and expressed their differing views.
Participants agreed that ECCE practitioners working in an ECCE setting would not be
considered teachers. One participant stated, If youre working in a school I would
consider myself a teacher. If youre working in an ECCE setting I would consider myself
an ECCE worker.
Participants highlighted a need for professional recognition of ECCE practitioners in
Ireland. One felt that peoples minds needed to be changed about what ECCE
practitioners do with the children and how we impact them. Another remarked that a
lot of people dont see us as professionals the way a doctor or teacher is a professional.
50
4.3.2. Working in the ECCE Sector
Participants were asked, "What factors would influence your decision to enter the private
ECCE sector or not?"
One participant felt that "working in the private ECCE sector gives you more options,
more opportunities" as compared to a school setting with more restrictions. However,
this participant stated that "Even though Im doing this course I dont want to work in an
ECCE setting. I want to be a primary school teacher."
Another participant asserted her goal was to "to become {an ECCE} practitioner". The
third participant said, "For me, of course Id work in an ECCE setting, why would I
would be here otherwise?" She felt that the settings she had experienced during
placement were run in a "totally inappropriate manner" and that she wanted to experience
working in a "primary school playschool setting" because of its "child led" approach. She
felt that as ECCE practitioners, "we are the changemakers of the future and that they
need to enter the sector to make changes.
4.3.3. Minimum Qualifications
One participant stated that "most (practitioners) have only Level 5 or 6 and that reflects
on their work and their knowledge as well." Two Participants had done Level 5 and 6
courses and felt they were "basic" compared to the degree programme.
51
Answering the question, "What you do see as the future of the ECCE sector in Ireland?",
all participants brought up raising the minimum qualifications for practitioners. One
participant stated, "if more people get into the sector and are taught in a similar style to
what weve been exposed to, then theres positive hope or outcomes or looks for the
future."
4.3.4. Wages in the ECCE Sector
The researcher asked participants, "Do you feel that there are any disadvantages to
working in the ECCE sector in Ireland?" All described "entering the ECCE sector and
being on basic rate" as being "very unappealing". One participant stated that raising
practitioners' incomes meant they were appreciated and would thus improve their quality
of work.
When asked about what factors could encourage more ECCE degree-holders to enter the
sector, one participant said, "Definitely the money area of it". She added that the wages
were one reason why she wanted to "enter the primary sector".
Another participant brought up a recent experience, saying, "I applied for a job, and I
was very surprised because with her degree she was offered only 9 euros. She said
that she would "have to have two jobs", but that despite low wages, she "would still have
to work with children because thats what I always want to do." The other participants
asked if she would consider working as an SNA for higher wages, and she said, "I'd have
to consider it".
52
4.4 Conclusion
The study uncovered how participants felt about the ECCE sector and explored the
development of their professional identities. Participants were shown to have a wide
range of career and future education goals and differing views on their future in the ECCE
sector. Wages and professionalism emerged as significant themes in their responses
as did the desire to work with children and for their benefit. In the next chapter, the
researcher will discuss the implication of these study results and relate them to the themes
and information presented in the literature review.
53
Chapter 5:
Discussion
54
Chapter 5: Discussion
5.1 Introduction
This study investigated the career expectations and aspirations of Level 8 BA (Hons)
Early Childhood Care and Education (ECCE) degree students and their potential
involvement in and impact on the early childhood sector in Ireland. The aim was to
discover if they would contribute to the professionalisation of the sector.
After conducting the survey and focus group, the researcher found that the themes in the
literature review were strongly reflected in participants responses. This chapter will
discuss research findings and their implications.
5.2 Will Participants Enter the ECCE Sector?
In 2014, degree-holders constituted an estimated 14% of the Irish ECCE workforce
(Pobal, 2015a, p.58). As raising the qualifications of practitioners in the ECCE sector is
integral to improving quality and outcomes (DCYA, 2013, p.54; DCYAa, 2014, p.68;
Sylva et al., 2004), this study examined whether ECCE graduates would work in the
sector. As one participant said, If more people get into the sector and are taught in a
similar style to what weve been exposed to, then theres positive hope or outcomes for
the future."
Using Brethertons (2010) construct of fight or "flight responses, the research data
will be used to consider whether graduates are likely to fight to remain in the sector
despite challenges or flee to other professions.
55
This study found that while 45% intended to work as ECCE practitioners in Ireland while
26% did not. 29% were undecided. Subsequent sections will explore possible reasons for
these responses.
When participants (n=38) described their career and education plans, only 24% who
indicated an interest to work in ECCE. Out of these, 8% can be considered likely
to pursue long-term careers in the Irish ECCE sector, as some plan to pursue alternative
career pathways (Moloney 2016) and others, having previously completed ECCE
studies overseas, have a strong likelihood of returning to those countries (one clearly
stated so). The reasons behind participants career goals will be also be discussed
subsequently.
5.3 Evolution of Professional Identities and Goals
The research explored whether previous experiences impacted participants goals and
professional identities.
Thorpe et. al (2011, p.88-89) found that 86% of third-year B.Ed (Early Childhood) degree
students in Australia (n=55) had worked with children before and 29% had previous
ECCE qualifications. In comparison, participants in this study had more qualifications
(47%) but less working experience (78%).
56
Two participants named previous ECCE studies and three named previous experiences
as reasons for entering the degree course. Perhaps these are indications of a long-term
interest in ECCE and the development of professional identities.
Nevertheless, qualifications were shown to only slightly increase participants desire to
enter ECCE sector. Previous experiences had a slight negative effect, especially
experiences in ECCE settings (Figure 5.1).
Figure 5.1 Likelihood of Becoming ECCE Practitioners in Ireland

(1 = "Strongly Agree", 7 = "Strongly Disagree")
7
5
4.04 4 4.2
4 3.55 3.4
2.94 3.05
3 2.7
Figure 5.1 Likelihood of Becoming ECCE Practitioners in Ireland
The respondents (47%) who described a desire to work with children as a reason for
enrolling in the course were slightly more likely to want to become ECCE practitioners
57
in Ireland. Participants who indicated a strong interest in ECCE had the highest
likelihood of all groups compared (See Figure 5.1).
84% of participants (n=38) agreed that their placement experiences had shaped their
professional identities or goals, similar to findings by Nolan and Rouse (2013) and
Thorpe, Millear and Petriwskyj (2012) who found that placement experiences could have
positive effects in developing early years degree students professional identities and
interest in working in childcare or ECCE.
21% described benefitting from "hands-on" experiences (See Appendix IV). One
participant wrote, Work experiences allowed me to put theory into practice and prepared
me for when I leave college to begin working. Another described becoming more
confident as an ECCE professional. Similarly, Nolan and Rouse (2013, p.5) found that
work placements helped build dual ECCE and primary degree students confidence and
enabled them to put theory into practice, confirmed their original career choice and
increased their awareness and understanding
Work placement can also trigger the fight or flight responses described by Bretherton
(2010), causing some participants to realise that they didnt want to be ECCE workers.
Yet, others gained insight into the impact of ECCE work or a grounded vision what
ECCE should be like (sic).
58
5.4 Incentives to Work in ECCE
Respondents were keen to work with young children (91%) but less sure about becoming
ECCE practitioners (45%). 50% described a desire to work with children as a reason
for choosing the ECCE degree course. Similarly, Thorpe et. al (2001, p.88-89) found that
all participants "enjoyed being with children and that 39% studied ECCE because they
love children. Participants desire to work with children may possibly increase their
likelihood of pursuing careers in the ECCE sector.
In comparing factors according to their effect on participants' desire to work in the ECCE
sector, the desire to "benefit children" had the highest mean score of 1.26 on a scale from
"1" to "5". 82% of participants felt this was a Very Important factor. This may affect
their likelihood of joining and fighting for as opposed to fleeing the ECCE sector
(Bretherton, 2010), as Thorpe et. al (2011, p.91) found that 39% of early childhood
degree students in Australia felt the love of children was an incentive to work in
childcare, with some willing to overlook disadvantages like work conditions in favour of
social advocacy and a commitment to childrens rights (pp.89-82).
One focus group participant expressed a strong desire to work with children despite the
prospect of inadequate pay. Similarly, Moloney (2010, p.10) found that while graduates
working in the ECCE sector were "critical of the pay and conditions", they were "kept
buoyant by their love of children", who made their work "worthwhile" and "rewarding".
59
5.5 Interest in Related Fields
While participants expressed the desire to work with (50%) and benefit children
(100%), they may do so in other fields besides ECCE. One participant who described a
love to work with children for example, stated an intention to pursue a a masters in
Play Therapy. In fact, 36% of participants who chose the course because of a desire to
work with children were also interested in related fields.
40% of respondents (n=38) described interests in related areas such as primary teaching,
special education, and therapy as reasons for enrolling in the ECCE degree course.
Perhaps these participants viewed ECCE as a stepping stone even at that stage.
Altogether, 63% of questionnaire participants named career goals outside of ECCE such
as primary teaching (29%), special education (24%) and therapy-related areas (21%),
with some overlap. Similarly, Moloney (2016, p.1) found that one to two years after
graduation, Irish ECCE graduates, 61% of whom were in employment, were using their
degrees as stepping stones into alternative career pathways and were actively
preparing to exit the sector (p.10). Out of 33 respondents, 46% were pursuing
postgraduate primary teaching qualifications and 27% were pursuing masters degrees in
other disciplines such as therapy (Moloney 2016, p.8).
However, in comparing primary education and ECCE settings, a focus group respondent
felt that "working in the private ECCE sector gives you more options, more opportunities
when working with children because you have more of a chance to explore different
60
things" as compared to a school setting with more structures and restrictions.. Thus,
some participants may be drawn to ECCE settings for similar reasons
5.6 The Lack of Professionalism as a Barrier
Focus group and questionnaire participants responses revealed that the main barriers
discouraging them from entering the ECCE sector were low wages and the lack of
professional recognition, which they also felt was linked.
78% of participants (n=32) brought up the lack of professional recognition as a critical
issue in the ECCE sector and 16% as an area for potential growth and change. 65% of
participants (n=38) felt that the public in Ireland does not recognize ECCE practitioners
as professionals nor value their specialist knowledge and expertise. Focus group and
questionnaire responses echoed this theme as well. Similarly, a recent survey (DES,
2016, p.47) found that 60% of ECCE practitioners in Ireland (n=342) felt not valued
enough.
Moloney (2010, 2015a) highlighted the importance of professional recognition and a
professional title to practitioners self-esteem and professional identities. Both focus
group and questionnaire participants also felt the lack of a title was linked to a low
professional recognition, which Moloney (2010, pp.10-11) also linked to public
uncertainty regarding the profession. One focus group participant said, And I think it
needs to be recognized as a profession, like given a title. Another said, I just think
people need to change their minds on their views of what a practitioner is and that a
61
lot of people dont see us as professionals the way a doctor or teacher is a professional.
A questionnaire participant wrote that {the} work done by ECCE practitioners needs to
be more recognized as beneficial to the child and not just a form of babysitting.
Focus group participants felt that ECCE practitioners are not teachers, which Moloney
(2010) also found was a common perception. This is similar to the barrier between care
and education highlighted by Start Strong (2013). In New Zealand and Australia, for
example, the title of ECE teacher is used (Queensland State Government, 2015;
Education Counts, 2017).
5.7 Wages and Work Conditions as Barriers
Participants possible hesitancy to become ECCE practitioners was not related to issues
regarding employment or employers. 61% (n=38) of participants were optimistic about
finding employment in the ECCE sector in Ireland and 45% agreed that ECCE degree-
holders are highly sought-after by employers.
Moloney (2016) found that ECCE graduates felt that degrees were helpful in obtaining
employment but that their qualifications were not reflected in their wages. Moloney
(2010) suggested that funding incentives to hire graduates were effective (DCYA, 2010),
but that graduates were still not well paid. Early Childhood Ireland (2016) found that
most graduates only earned an additional EUR1 an hour. This could be why participants
did not believe finding employment in the ECCE sector would be difficult and that
employers wanted to hire graduates.
62
Participants took issue with low wages in the sector. 69% (n=32) brought up low wages
as an issue and 61% (n=38) of participants felt wages would be a very important factor
in deciding whether to work in the ECCE sector.
Focus group participants felt that wages for practitioners were shocking and a major
disadvantage to working in ECCE sector in Ireland. They felt that raising wages for
practitioners could improve provision and encourage more degree qualified graduates to
enter the sector. One participant choosing between ECCE and primary teaching felt that
wages were one reason she would pursue primary teaching. Participants compared
working in ECCE to other employment options that were more desirable in terms of
wages.
One focus group still intended to work in ECCE, even she expected to have to work a
second job due to low wages. She said, "Id have a great interest and experience working
with children, so even though its low pay, I think I would still have to work with children
because thats what I always want to do."
This can be compared to what Simms (2006) describes as the ECCE sectors exploitation
of vocational passion in practitioners where practitioners tolerate low wages because
of their passion to work with children. Similarly, Moloney (2016) describes a a
pervasive tension between the potential of ECEC to be a rewarding and satisfying career,
and the reality of employment conditions within the sector.
63
Both questionnaire and focus group participants responses reflected the idea that those
with a degree should be paid more than those without and that it was disgraceful that
after studying for 4 {years} the pay still remains at minimum wage.
Few participants brought up work conditions other than wages as being significant issues,
the possible reason being that they felt issues such as professional recognition and
appropriate wage were more significant issues as compared to the difficulty of the work
itself.
Thus, low wages within the sector, such as described by Early Childhood Ireland (2016),
may prove to be a significant barrier to joining the ECCE profession. They were the
leading cause of practitioners in Ireland leaving employment in the past 12 months (Early
Childhood Ireland, 2017). For participants who pursue careers as ECCE practitioners,
economic hardship and salary-related stress as described by Whitebrooke, Phillips
and Howes (2014) may eventually cause them to pursue other options out of economic
necessity as well.
Also, Ackerman (2003, p.27) suggested, this may also discourage practitioners working
in the sector to seek further education. All this may lead to an educational ceiling over
the ECCE workforce as predicted by Bellm and Whitebrook (2004, p.1) and pose a
significant obstacle to raising quality and professionalism.
64
5.8 Future of the Irish ECCE Sector
Questionnaire participants were asked about issues that need to be addressed and the
potential for growth and change in the ECCE sector.
Five respondents brought up minimum qualifications as an issue that needed to be
addressed and four as an area with potential for growth and change. One suggested
that Level 7 should be the minimum requirement and another linked qualifications to
professionalism, writing that "a graduate-led workforce would improve chances of being
recognized as ECCE professional."
Focus group participants felt that the future of the Irish ECCE sector should involve
raising minimum qualifications, as, from their experiences, Level 5 and 6 courses were
very basic and lacked content in essential areas such as inclusive education. One
participant felt that ECCE practitioners should experience college-level studies and that
leaders and managers should hold ECCE degrees. This echoes Moloney (2015b), who
stated that FETAC Levels 5 and 6 are basic and do not prepare students for the
depth and breadth of experiences required in early childhood settings, as envisaged
within the Solta and Aistear frameworks.
Representing PL (Pedagogy, Learning and Education), an association of degree-level
ECCE lecturers, Moloney (2015b) asserted that that degree-level programmes with a
strong practicum [work placement] component can adequately prepare early childhood
65
educators to support childrens educational development and equip educators to become
curriculum and pedagogical experts in early childhood education and care.
5.9 Impact of ECCE Graduates
One questionnaire participant wrote that the degree course changed my perception of
myself, not only as an educator but a potential policy-maker who can make a big-scaled
change in the ECCE sector. Nearly all participants agreed that they wanted intended to
promote increased professionalism in the Irish ECCE sector (97%), voice their
opinions regarding policy discussions that impact the Irish ECCE sector (90%).
Most participants (60%). agreed that they would join an Irish ECCE professional body
or organization In a recent survey (DES, 2016, p.50), 85% of ECCE practitioners
expressed the need for a professional regulating body, which can promote
professionalism amongst practitioners and the public by publicly representing the
profession, look after the interests of practitioners and regulate professional standards of
practice (Harvey and Mason, 1995).
Participants may also be involved in the ECCE sector in other ways. One participant, for
example, indicated an interest in doing a postgraduate degree in ECCE. Three
participants mentioned starting an ECCE-related business such as a creche as a future
goal.
66
Some graduates may pursue different roles in ECCE settings, such as in educational
leadership and teacher training. One participant wrote that In the future I would like to
be a room leader or travel to settings to provide training in good practice and Aistear,
indicating a desire to impact the sector in larger ways.
One focus group participant described ECCE practitioners as changemakers of the
future. One questionnaire respondent wrote, "As ECCE practitioners we can make a
difference and a huge change in ECCE to make it better for children in the future".
5.10 Conclusion
Moloney (2016) found compelling evidence that highly trained ECCE graduates are
being lost to the sector. This study yielded similar results, with 45% of participants
considering ECCE as a career goal and a significant group (29%) unsure about whether
they wanted to be ECCE practitioners in Ireland. 71% of participants did not mention in
ECCE in their career or education plans and 63% of participants described interests in
other fields, namely, primary education, special education and therapy.
It is perhaps unusual that 29% of highly qualified graduates in any field would be unsure
about whether they wanted to work in the field at all. This result alone could have
concerning implications, especially in the light of recent research regarding staffing in
the ECCE sector Early Childhood Ireland (2017).
67
While the impact of this cohort of ECCE degree-holders remains to be seen, a small
number of participants brought up different ECCE-related plans such as teaching
training, leadership and entrepreneurship. Perhaps even if a small number of these
graduates become ECCE practitioners, thus not alleviating the immediate problem the
staffing crisis (Early Childhood Ireland, 2017), a significant long-term impact can be
made by a few individuals. Perhaps it is not only the number of graduates but their
commitment and passion that can effect positive change. In additional, perhaps
participants who do not work in the ECCE sector will still see themselves as ECCE
professionals and continue to be involved in ECCE-related issues, perhaps by engaging
in advocacy and voicing their opinions with regards to ECCE-related policies in Ireland.
68
Chapter 6:
Conclusion
69
Chapter 6: Conclusion
6.1 Introduction
This study provided insights into how one cohort of ECCE degree students developed
their professional identities and career goals and how they are constructing their future
in a changing ECCE sector. In this section, the study will conclude with an overview of
the research findings and recommendations based on the findings.
6.2 Overview of Research Findings
This study found that:
1) 29% of participants were unsure about becoming ECCE practitioners in Ireland
2) 26% of participants did not want to become ECCE practitioners in Ireland
3) 45% agreed that they wanted to work as ECCE practitioners in Ireland
4) 24% of participants mentioned working in the Irish ECCE sector as a career plan
5) 8% of participants career plans indicated a long-term interest in working in the
ECCE sector
6) 63% of participants described intentions to pursue alternative career pathways
especially in primary education, special education and therapy.
7) All participants expressed a strong desire to work with children and considered
benefitting children an important factor in making career decisions.
8) Low wages and a lack of professional recognition emerged as the most significant
barriers to graduate participation in the ECCE workforce and what most
participants felt needed to be improved and addressed in the future.
70
9) Individual participants with a strong interest in ECCE expressed a willingness to
and may well overlook low wages and problems in the sector
10) Participants previous experiences (working with children and/or obtaining
ECCE qualifications) were shown to have no significant effect on their desire to
become ECCE practitioners.
11) Participants module and placement experiences in the course were described as
having positive effects on participants the professional identities and skills.
12) Work placements triggered fight and flight responses in individual
participants, causing some to realise that they did not want to become ECCE
practitioners and others to want to enter the sector to make changes.
13) Most respondents were agreed that they would promote professionalism in the
sector, join a professional ECCE body and contribute to ECCE-related policy
discussions
6.3 Recommendations
The researcher would envisage that the professionalization the ECCE sector would begin
with increasing awareness of importance and long-term effects of early childhood
education amongst policy-makers and the public. The Heckmann Equation
(Heckmann, 2008), for example, shows the highest economic return-for-investment
being in the early years as opposed to later years.
71
ECCE should be recognized as a valuable period of growth and learning, not simply a
necessity because more women are working (Central Statistics Office, 2013) and need
childcare. An increase in spending on ECCE sector from 0.17% of the GFP (Start Strong,
2015) towards the EU average of 0.8% would be a good start and can be an integral part
of the National Early Years Strategy (NEYS).
Secondly, the researcher recommends that the NEYS includes funding plans that reflect
actual costs of providing child care and early education, as, according to Early Childhood
Ireland (2016b), most early childhood settings operate on a breakeven basis, spend up
to 80% of income on staff wages, and cannot afford to raise staff wages above minimum
levels sustainably.
Thirdly, working conditions and wages should be improved to place the status and
importance of ECCE practitioners on par with primary teachers. For example, ECCE
practitioners should have contracts that allow them to have income during holidays.
Practitioners should also be paid according to their qualifications and experience and
ECCE degree-holders should be able to expect a certain level of pay across all settings.
Fourthly, measures can be taken to cement a title such as ECE teacher or early yeas
professional as used in Australia, New Zealand or the UK. Registration of professional
ECCE practitioners
72
At present, Level 7 and 8 degree holders have figured little in policy except in raising
capitations for pre-school settings (DCYA, 2010). The researcher feels that the NEYS
should aim towards achieving a 60% graduate workforce (EU, 2011). It should describe
policies to encourage graduates to enter the sector and create attractive employment
opportunities so that ECCE becomes a viable career option on par with primary school
teaching and other career options.
The researcher feels that in improving the quality of ECCE in Ireland, policy-makers
need to concentrate not only on legislating and investing in the place and
programme, but on the people who are essential to quality ECCE provision, the
practitioners themselves (Ackerman, 2003; Bellm and Whitebrook, 2010).
6.5 Further Research
Further research could involve exploring the professionalisation of the Irish ECCE sector
as it continues to evolve and develop, for example, regarding the effects of the new
minimum qualifications (Early Years Services Regulations 2016). The perspectives of
various stakeholders invested in ECCE, for example, third-level education providers,
researchers, practitioners, advocacy organisations, owners and operators of ECCE
settings, parents and communities, may contribute to the growing discourse on
professionalism as well as its relationship to quality provision.
73
6.6 Conclusion
The researcher contends that ECCE practitioners should not have to choose between
love and money (Madden, 2012) or fulfilling their vocations versus having a
career (Moloney, 2016). If ECCE were to become a viable, respected, appreciated and
fairly (or perhaps generously) compensated career option for practitioners, this could
encourage more passionate and skilled ECCE graduates to be able to consider careers in
the sector instead of having to look at other options out of economic necessity. This will
also create a more positive experience for practitioners in general and improve their
quality of work. All stakeholders (children, parents, communities, governments) stand to
benefit from the professionalisation of the Irish ECCE sector.
With the development of the National Early Years Strategy in progress, early childhood
care and education in Ireland is poised to experience change and perhaps face new
challenges. While it remains ambiguous what role ECCE graduates as such those
represented in this study will play in the ECCE sector, they, with their strong affinity for
and commitment to benefit children, should, in one way or the other, positively impact
the effort to achieve the best possible outcomes for children in Ireland (DCYAa, 2014).
ECCE graduates do have a potential role to play in promoting ECCE professionalism in
Ireland, such as by improving standards of practice and raising the overall qualification
levels of practitioners. Beyond recognising problems in the sector, ECCE graduates can
see themselves being part of the solution and stakeholders in its future.
74
References
75
References:
Ackerman, D.J., 2004. States efforts in improving the qualifications of early care and
education teachers. Educational Policy, 18(2), pp.311-337.
Bellm, D., and Whitebrook, M., 2004. Compensation and comparable worth: What lies
ahead for California's preschool teachers? [online]. Center for the Study of Child Care
Employment. Available through: <https://www.earlychildhoodireland.ie/pay-rates-in-
irish-early-childhood-care-and-education-sector/> [Accessed 30 April 2017].
Bretherton, T., 2010. Developing the Child Care Workforce: Understanding "fight" or
"flight" amongst workers. Adelaide: National Centre for Vocational Education
Research.
Central Statistics Office, 2013. Women and men in Ireland 2013. [online] Available at:
<http://www.cso.ie/en/releasesandpublications/ep/p-
wamii/womenandmeninireland2013/employmentlist/employment/#d.en.65291>
[Accessed 30 April 2017].
Centre for Early Childhood Development and Education, 2006. Solta: The National
Quality Framework for Early Childhood Education. [pdf] Dublin: CECDE. Available
through: <http://siolta.ie/ >
Child Care Act 1991. Dublin: Dil ireann.
76
Cohen, L., Manion, L., Morrison, K., 2007. Research methods in education. 6th ed.
Oxon: Routledge.
Coryn, C. L. S., 2007. The holy trinity of methodological rigour: A skeptical view.
Journal of MultiDisciplinary Evaluation, 4(7), p.26-31.
Creswell, J.W., 2003. Research design: Qualitative, quantitative and mixed methods
approaches. 2nd ed. Thousand Oaks, CA: SAGE.
Cullen, A., 2015. Childcare 'a key issue in Budget 2016'. Irish Independent, [online] 18
July. Available at: <http://www.independent.ie/irish-news/politics/childcare-a-key-
issue-in-budget-2016-31385990.html> [Accessed 30 April 2017].
Dalli, C. and Te One, S., 2003. Early childhood education in 2002: Pathways to the
future. New Zealand Annual Review of Education, 12(2002), pp.177-202.
Dawson, G., Ashman, S.B. and Carver, L.J., 2000. The role of early experience in
shaping behavioral and brain development and its implications for social policy.
Development and Psychopathology, 12(04), pp.695-712.
Department of Children and Youth Affairs, 2012. State of the nation's children 2012.
[pdf] Dublin: Department of Children and Youth Affairs. Available at:
77
<https://www.dcya.gov.ie/documents/research/StateoftheNationsChildren2012.pdf>
Department of Children and Youth Affairs, 2013. Right from the start: Report of the
expert advisory group on the early years strategy. [pdf] Dublin: Department of
Children and Youth Affairs. Available at:
<http://https://www.dcya.gov.ie/documents/policy/RightFromTheStart.pdf> [Accessed
30 April 2017].
Department of Children and Youth Affairs, 2014a. Better outcomes brighter futures:
The national policy framework for children & young people 2014-2020. [pdf] Dublin:
DCYA. Available at:
<https://www.dcya.gov.ie/viewdoc.asp?fn=/documents/cypp_framework/BetterOutcom
esBetterFutureReport.pdf>
Department of Children and Youth Affairs, 2014b. Free pre-school year in early
childhood care and education (ECCE). [pdf] Available at: <
https://www.dcya.gov.ie/docs/Free_PreSchool_Year_in_Early_Childhood_Care_and_E
ducation_(E/viewdoc.asp?fn=/documents/ecce-
scheme/20140808ECCEParentsGuide.pdf > [Accessed 30 April 2017].
78
Department of Children and Youth Affairs, 2016. State of the nation's children 2016
[pdf] Dublin: DCYA. Available at:
https://www.dcya.gov.ie/viewdoc.asp?fn=/documents/stateofthenationschildren/201703
02SOTNCReport2016.pdf<https://www.dcya.gov.ie/documents/research/StateoftheNat
ionsChildren2012.pdf> [Accessed 30 April 2017].
Department of Education and Skills, 2010. A workforce development plan for the early
childhood care and education sector in Ireland. [pdf] Dublin: DES. Available at:
<http://
https://www.dcya.gov.ie/viewdoc.asp?fn=/documents/earlyyears/workforce_dev_plan.p
df> [Accessed 30 April 2017].
Department of Education and Skills, 2016. Survey of early years practitioners. [pdf]
Dublin: DES. Available at: <http://www.education.ie/en/The-Education-System/Early-
Childhood/Early-Years-Practitioner-Survey-Findings-2016.pdf> [Accessed 11
November 2016].
Department of Public Expenditure and Reform, 2016. Targeted childcare schemes -
SIA series 1. [pdf] Dublin: DPER. Available at:
<http://budget.gov.ie/Budgets/2017/Documents/2.%20Targeted%20Childcare%20Sche
mes.pdf> [Accessed 30 April 2017].
79
Early Childhood Ireland, 2013. March 2013: National Early Year's Strategy. [online]
Available at:<https://www.earlychildhoodireland.ie/work/policy-advocacy-2/policy-
submissions-government/national-early-years-strategy-neys/> [Accessed 30 April
2017].
Early Childhood Ireland, 2016a. Pay rates in the Irish early childhood and education
sector. [pdf] Early Childhood Ireland. Available at:
<http://www.earlychildhoodworkforce.org/sites/default/files/resources/Research-Brief-
Pay-Rates_FINAL.pdf> [Accessed 30 April 2017].
Early Childhood Ireland, 2016b. Doing the sums: The real cost of providing childcare
[pdf]. Early Childhood Ireland. Available at:<https://www.earlychildhoodireland.ie/wp-
content/uploads/2016/09/DoingTheSumsReport.pdf> [Accessed 30 April 2017].
Early Childhood Ireland, 2017. Research shows depth of staffing crisis [press release].
31 March 2017. Available at:<https://www.earlychildhoodireland.ie/236404-2/>
Early Years Services Regulations 2016. SI 2016/221. Dublin: Dil ireann.
Education Counts, 2014. Teachers in early childhood education. [online] Available at:
<http://www.library.nhs.uk/guidelinesFinder> [Accessed 30 April 2017].
80
European Commission Directorate 14/2009/EAC of September 2011 European
commission on competence requirements in early childhood education and care.
Eurostat, 2017. Fertility statistics. [online] Available at:
<http://ec.europa.eu/eurostat/statistics-explained/index.php/Fertility_statistics>
Flood, E. and Hardy, C., 2013. Early childhood curriculum. 1st ed. Dublin: Gill &
Macmillan.
Gibbs, A., 1997. Focus groups. [online] Guildford: University of Surrey. Available at:
<http://sru.soc.surrey.ac.uk/SRU19.html> [Accessed 28 November 2016].
Harvey, L. and Mason, S., 1995. The Role of Professional Bodies in Higher Education
Quality Monitoring. Birmingham: University of Central England.
Heckman, J. J., 2014. Invest in early childhood development: Reduce deficits,
strengthen the economy. [pdf] Chicago: Heckmann Foundation. Available at:
<https://heckmanequation.org/assets/2013/07/F_HeckmanDeficitPieceCUSTOM-
Generic_052714-3-1.pdf> [Accessed 30 April 2017].
Locke, A., Ginsborg, J. and Peers, I., 2002. Development and disadvantage:
implications for the early years and beyond. International Journal of Language &
Communication Disorders, 37(1), pp.3-15.
81
Madden, R., 2012. For love or money: Exploring the professional identity of the early
childhood care and education sector in Ireland today. M.Res. Mary Immaculate
College.
Merriam, S. B., 2009. Qualitative research: A guide to design and implementation. San
Francisco, CA: Jossey-Bass.
Milward, L. J., 2000. Focus Groups. In: G. M. Breakwell, S. Hammond, and C. Fife-
Schaw, eds. 2000. 2nd Ed. Research methods in psychology. London: SAGE. pp.303-
324.
Moloney, M., 2010. Professional identity in early childhood care and education:
Perspectives of pre-school and infant teachers. Irish Educational Studies 29(2), pp.167
187.
Moloney, M., 2015a. Untangling the knots [k]not easy: professional identity in the
Early Childhood Care and Education Sector. In: Early Educational Alignment:
Reflecting on Context, Curriculum and Pedagogy. Trinity College Dublin, Ireland, 15
October 2015. Dublin: Trinity College Dublin.
Moloney, M., 2015b. Affordable high-quality child care: Discussion [transcript]. Joint
Oireachtas Committee on Health and Children. 14 July 2015. Dublin: Oireachtas Joint
and Select Committees.
82
Moloney, M., 2016. A vocation or a career: The perspectives of BA ECEC graduates
about accessing employment and working in the early years sector in Ireland. Irish
Educational Studies [e-journal], 34(4), pp.325-329.
http://dx.doi.org/10.1080/03323315.2015.1119705.
Moloney, M. and Pope, J., 2013. Where to now for early childhood care and education
(ECCE) graduates? A study of the experiences of Irish BA ECCE degree graduates.
Education 3-13: International Journal of Primary, Elementary and Early Years
Education, [e-journal] 41 (4), pp.142-152.
http://dx.doi.org/10.1080/03004279.2013.782327
Mukerji, P., and Albon, D., 2010. Research methods in early childhood; An
introductory guide. London: SAGE.
National Council for Curriculum and Assessment, 2009. Aistear: The Early Childhood
Curriculum Framework. Dublin: NCCA.
National Minimum Wage Order 2015. SI 2015/442. Dublin: DJEI.
Nolan, A. and Rouse, E., 2013. Where to from here? Career choices of pre-service
teachers undertaking a dual early childhood/primary qualification. Australian Journal
of Teacher Education (Online), 38(1), pp.1-10.
83
Phillips, D.A. and Shonkoff, J.P. eds., 2000. From neurons to neighborhoods: The
science of early childhood development. Washington, D. C.: National Academies Press.
Pobal, 2012. Annual early years sector survey report 2011 [pdf]. Pobal. Available at:
<https://pobal.ie/> [Accessed 28 November 2016]
Pobal, 2015a. Annual early years sector survey report 2014 [pdf]. Pobal. Available at:
Pobal, 2015b. Minister Reilly announces a 1.5million 'Learner Fund 4' [online]14
December. Available at:
<https://www.pobal.ie/News/Pages/Minister%20Reilly%20announces%20a%20%E2%
82%AC1.5million%20'Learner%20Fund%204'.aspx> [Accessed 7 December 2016].
Queensland State Government, 2015. Become an early childhood teacher. [online]
Available at: <https://www.qld.gov.au/education/jobs/teacher/pages/childhood.html>
84
Saldana, J., 2008. Coding manual for qualitative researchers. Los Angeles: SAGE
Simms, M., 2006. Retention of early years and childcare practitioners in private day
nurseries: is love enough?. In: British Educational Research Association, New
Researchers/Student Conference. University of Warwick, 6 September 2006. Coventry:
University of Warwick.
Social Justice Ireland, 2016. 2016 Living Wage rate remains 11.50 per hour [online]
11 July. Available at: <https://www.socialjustice.ie/content/policy-issues/2016-living-
wage-rate-remains-eu1150-hour> [Accessed 30 April 2017].
Start Strong, 2013. Shaping the future. [pdf] Start Strong. Available at:
<http://www.startstrong.ie/files/st017_report_full_web.pdf> [Accessed 30 April 2017].
Start Strong, 2015. Budget 2016 analysis. [pdf] Start Strong. Available at:
<www.startstrong.ie/files/Start_Strong_Budget_2016_Analysis_FINAL.pdf>
Stonehouse, A., 1989. Nice ladies who love children: The status of the early childhood
professional in society. Early child development and care, 52(1-4), pp.61-79.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., and Taggart, B., 2004. The
effective provision of pre-school education (EPPE) project: Findings from pre-school
85
to end of Key Stage 1. [pdf] EPPE Project. Available at:
<http://eppe.ioe.ac.uk/eppe/eppepdfs/eppe_brief2503.pdf> [Accessed 30 April 2017].
Thorpe, K., Boyd, W. A., Ailwood, J., and Brownlee, J., 2011. Who wants to work in
childcare? Pre-service early childhood teachers consideration of work in the child-care
sector. Australasian Journal of Early Childhood, 36(1), pp. 85-94.
Thorpe, K., Millear, P., and Petriwskyj, A., 2012. Can a childcare practicum encourage
degree qualified staff to enter the childcare workforce? Contemporary Issues in Early
Childhood, [e-journal] 13(4), pp.317 - 327.
http://dx.doi.org/10.2304/ciec.2012.13.4.317
Tobin, G. A., and Begley, C. M., 2004. Methodological rigour within a qualitative
framework. Journal of Advanced Nursing, [e-journal] 48(4), pp.388 - 396.
http://dx.doi.org/10.1111/j.1365-2648.2004.03207.x.
Urban, M., 2008. Dealing with uncertainty: Challenges and possibilities for the early
childhood profession. European early childhood education research journal, 16(2),
pp.135-152.
Whitebrook, M., Phillips, D., and Howes, C., 2014. Worthy work, STILL unlivable
wages: The early childhood workforce 25 years after the National Child Care Staffing
86
Study. [pdf] Centre for the Study of Child Care Employment. Available
at:<cscce.berkeley.edu/files/2014/ReportFINAL.pdf> [Accessed 30 April 2017].
87
Appendices
88
Appendix I (Cover Letter)
Good day,
My name is Rebekah Mui Pei Ern and I am a fourth-year BA (Hons) Early Childhood
Care and Education degree student currently working on a research project in the Institute
of Technology Tralee. As part of my course, I am examining the career expectations and
aspirations of fourth year BA (Hons) Early Childhood Care and Education degree
students to discover if they are likely to make a positive impact on the ECCE profession
in Ireland after they graduate. Through my research, I hope to investigate their
professional identities, their understanding of the ECCE professional sector, and their
view of the future of the ECCE profession in Ireland.
The research involves completing a questionnaire, which will take approximately 30

minutes of your time. Please return your questionnaire and consent form to me separately
to preserve your anonymity. You will not be asked for your name on the questionnaire
so your responses will be anonymous.
It is also my intention to conduct a focus group with a small number of students after the
questionnaires have been returned. You will find separate a consent form in the envelope
with the questionnaire should you wish to volunteer to take part in the focus group. If
you agree to participate in focus group please indicate as such at the relevant section of
the consent form. I hope to include 6-8 students in the focus group. The project
(questionnaires and interviews) will take place over one college semester; January to
May 2017.
If you agree to participate through filling in the questionnaire or joining the focus group,
I can assure you that all information received will be treated as confidential and that you
will not identifiable in the dissertation or in any publication arising from it. I would also
like to reassure you that you have the option to withdraw at any time should you decide
not to continue. When the research is completed, if requested, I will make a summary of
the findings available to you. I look forward to discussing this research with you. If you
require any additional information or have any requests, please do not hesitate to contact
me by phone at 089-7047019 or by email at Rebekah.P.Mui@students.itttralee.ie.
Yours Sincerely,
_______________________________________
89
Appendix II (Consent Forms)
Consent Form (Questionnaire)
---------------------------------------------------------------------------------------------------------
Please complete the following. Circle Yes or No for each question.
I have read the description of the research. Yes / No
I have understood the information provided. Yes / No
I have had the opportunity to ask questions and any questions have been answered to my
satisfaction. Yes / No
I have read the information about the research project on this form. I have agreed to fill
in responses to the questionnaire I have been assured that my name will not be used. I
know that I can withdraw from the research at any time.
I agree to take part in this study. Yes / No
Signature:______________________________________________________________
Date:__________________________________________________________________
---------------------------------------------------------------------------------------------------------
Consent Form (Focus Group)
Please complete the following. Circle Yes or No for each question.

I have read the description of the research. Yes / No
I have understood the information provided. Yes / No
I have had the opportunity to ask questions and any questions have been answered to my
satisfaction. Yes / No
I have read the information about the research project on this form. I agree to participate
in a focus group and I know that the focus group will be taped. I have been assured that
my name will not be used. I know that I can withdraw from the research at any time.
I agree to take part in this study. Yes / No
Signature:______________________________________________________________
Date:__________________________________________________________________
90
Appendix III (Questionnaire)
Survey of Year 4 BA (Hons) ECCE Honours Degree Students
Thank you for participating in this study. There are three sections and a total of eleven
questions. Please answer all questions honestly and in detail. Feel free to contact me
at rebekah.p.mui@students.ittralee.ie or in person should you have any questions or
need clarification regarding the survey.
Section 1: Your Professional Identity and Previous Experiences

(1.1) Before enrolling in the course, did you hold any qualifications in the field of
Early Childhood Care and Education? Please tick all that apply (you may tick more
than one).
NQF Level 5 Qualification in _____________________________ (please

specify name of award)


Other/s__________________________________________________
(please specify title and the country in which the qualification was awarded,
if not in Ireland)
(1.2) Did you have any experiences in the following areas before enrolling in the BA
(Hons) in Early Childhood Care and Education programme? Please tick yes or no:
a. Previous work in ECCE settings Yes No

b. Previous work with children in other settings Yes No
If you selected yes, please describe your role/s and the setting/s briefly (i.e. room leader
in a crche):
91
______________________________________________________________________
(1.3) What were some of the main reasons why you chose to pursue a BA (Hons) in Early
Childhood Care and Education? Please describe briefly.
______________________________________________
______________________________________________
______________________________________________
(1.4) Have the following factors shaped or changed your professional identity and/or
goals particularly with relation to the ECCE sector in Ireland? Please tick yes or no:
a. Modules in the course Yes No

b. Work placement experience Yes No
If yes, please describe any significant experiences and their effect on how you see
yourself as an ECCE professional:
______________________________________________
______________________________________________
______________________________________________
Section 2: Career and/or Educational Goals

(2.1) Please select the number below that best represents how you feel about the
statement.

I want to work 1 2 3 4 5 6 7
with young
children.
92
I want to pursue a 1 2 3 4 5 6 7
career as an early
childhood
practitioner in
Ireland after
graduation.
I am optimistic 1 2 3 4 5 6 7
about finding
employment in
the early
childhood sector
in Ireland
(2.2) What are some of the main career or further education goals you wish to pursue
after completing the BA (Hons) ECCE course, directly and in the future?
______________________________________________
______________________________________________
______________________________________________
(2.3) Consider the following factors. Please select the number that describes how
important you consider each factor to be in deciding whether to work in the Irish ECCE
sector.
Very Fairly Important Slightly Not Important
Important Important Important
a) Personal 1 2 3 4 5
fulfilment
b) Opportunities 1 2 3 4 5
to benefit
children
c) Career 1 2 3 4 5
advancement
opportunities
d) Work 1 2 3 4 5
conditions (e.g.
holidays,
93
insurance
coverage)
e) Wages 1 2 3 4 5
Section 3: Future of ECCE Profession and Sector in Ireland

statement.
ECCE 1 2 3 4 5 6 7
practitioners in
Ireland are
respected by the
public as
professionals.
ECCE degree 1 2 3 4 5 6 7
holders in Ireland
are regarded by
the public as
specialists with
knowledge and
expertise.
Parents 1 2 3 4 5 6 7
appreciate ECCE
practitioners
contributions to
childrens
development.
Qualified ECCE 1 2 3 4 5 6 7
degree holders
are sought-after
in the Irish ECCE
sector by
employers.
94
(3.2) What do you feel are some issues that need to be addressed in the Irish ECCE sector
at present, if any?
______________________________________________
______________________________________________
______________________________________________
(3.3) In what areas do you see potential for growth and change in the Irish ECCE sector,
if any?
statement.
Strongl Agre Slightl Undecide Slightly Disagre Strongl
y Agree e y d Disagre e y
Agree e Disagre
e
I aspire to 1 2 3 4 5 6 7
promote
increased
professionalis
m in the Irish
ECCE sector.
I will voice 1 2 3 4 5 6 7
my opinions,
contributing
to policy
discussions
that impact the
Irish ECCE
sector.
95
Appendix IV (Questionnaire Open Responses/Coding)
Question 1.2
a) ECCE Settings
Employment (n=11) Childcare assistant for other staff in the room help with daily activities etc.
Part of relief panel in community based early years setting Mainly in toddler room
Childcare assistant in a crche
Teacher of a group of 11 5-year-old children Facilitator at annual children camps
Both in Malaysia
Associate teacher, Montessori classroom directress, babysitter
Assistant teacher, subject teacher, main teacher in kindergarten. Instructor, teacher,
enrichment centre
Class assistant in a kindergarten and play conductor in a play center
Full day care centre
Assistant teacher/class helper
Assistant teacher
Main teacher and assistant teacher in ECCE settings; corordinator and facilitator in
orphanage setting
Placement (n=5) Work placement as a student for Block placement (1 day per week in Level 5 and 1
day per week in level 6 programme)
Student in secondary school on placement
As part of Level 5 work experience in Junior Infan class in Primary school. As part of
Level 6 work experience in an early intervention setting. As part of level 7 work
experience in ECCE setting
Placement for my Level 5/6 course helping the room leaders on daily basis (planning
activities etc.)
I did a pre-nursing studies and work placement with children in a crche setting
Volunteer ECCE Setting (n=1) Helped for family fun day in a ECCE setting
b) Other Settings
Babysitting or Volunteering in KDYS, babysitting

Childminding (n=5)
Babysitting
Babysitting
Associate teacher, Montessori classroom directress, babysitter
I did a lot of childminding in their homes
Volunteering (n=4) Volunteering in KDYS, babysitting

Volunteer outdoor education centre with school tours
Teacher of a group of 11 5-year-old children Facilitator at annual children camps
Both in Malaysia
Main teacher and assistant teacher in ECCE settings; coordinator and facilitator in
orphanage setting
Placement (n=3) Work experience in secondary school/childrens camps

Primary school as part of 4th year which is transition year within a secondary school.
I was responsible for the Art work and observing he children while they engaged in
outdoor play
I had a placement in secondary school in a primary school, to see would I like to
become a teacher
96
SNA (n=1) Working as a Special Needs Assistant in a junior infant classroom in a primary school
Question 1.3
Desire to Work with Children I wanted a degree in ECCE as I feel a FETAC qualification is not sufficient to work
(n=19) with children
To work with children as it is a passion of mine
To acquire more knowledge about working with children in their early years
Had an interest in working with children
Ive always wanted to work with children
I taught this course best suited my interests, I love working with children educating
young minds {sic}
The main reason would be my affinity to children. I engage more with children than I
do with adults.
Love working with children. Wanted to be primary school teacher originally
I have a caring personality and love to work with children as I think it would be an
enjoyable and rewarding career
I loved the idea of working with children especially in the area of ASD. I felt it suited
my personality.
I have chosen to study a BA in ECCE as I have a passion of working with children
since a very young age. I would like to pursue on to teaching in Mary I (Limerick)
I have always wanted to work with children
I always had an interest with working with children
I love working with children and find it is a very rewarding job. I would love to go on
and do primary school teaching in the future
I always loved working with kids. I did not get the points in my leaving cert to be a
primary school teacher so by doing this course I can go on to be a primary school
teacher
I wanted to work in a career with children like teaching or resource teaching
Interest in working with children especially those who have special educational needs
I enjoy working with children. Its a job you can travel with.
I wanted to know more about how to care + entertain children. I also wanted to become
a teacher at the time.
Interest in Related Area (n=15) Originally I choose this course to continue studying to become a primary school
teacher
I chose this as I want to pursue a career with primary school teaching. There I will
carry on with my studies in Mary I up in Limerick after this course.
I needed a degree to go onto do Play Therapy. This was the only relevant degree in
Tralee (Geographical!)
Because I enjoy working in area of early childhood and especially special needs
Wanted to be primary school teacher originally
Especially interested in special education and this was the only course available in my
locality
Eventually I would like to do a degree in primary school teaching. This seemed like a
good pathway
my personality.
I have chosen to study a BA in ECCE as I have a passion of working with children
since a very young age. I would like to pursue on to teaching in Mary I (Limerick)
I love working with children and find it is a very rewarding job I would love to go on
and do primary school teaching in the future
I always loved working with kids. I did not get the points in my leaving cert to be a
primary school teacher so by doing this course I can go on to be a primary school
teacher
I wanted to work in a career with children like teaching or resource teaching
Interest in working with children especially those who have special educational needs
I have intension of applying for a postgrad in primary education
So I can become a primary school teacher in Ireland
Interest in ECCE/Content (n=7) As I attended FETAC in Tralee community college and loved the course. I applied
here and successfully got in
To acquire more knowledge about working with children in their early years
97
Interest in the area, previous experience
Because I enjoy working in area of early childhood and especially special needs
Im interested to learn more about ECE especially childrens socio-emotional part
I wanted to know more about how to care + entertain children. I also wanted to become
a teacher at the time.
For better job opportunities Better understand about early childhood care
Career Advancement (n=6) For better job opportunities Better understand about early childhood care
To achieve a higher qualification which indirectly leads to a higher position in a
classroom
Better job opportunities
I enjoy working with children. Its a job you can travel with.
To gain a higher salary. To gain a better education as part of my ongoing professional
development
To upgrade and update myself in this field as well as to aim for higher paid job
Previous Experiences (n=4) Past experience caring for my younger cousins

I have a lot of experience in the area of childcare and special needs and feel I am a
patient and caring person suitable for the job
As I attended FETAC in Tralee community college and loved the course. I applied
here and successfully got in
Interest in the area, Previous Experience
Personal Characteristics (n=4) I have a lot of experience in the area of childcare and special needs and feel I am a
patient and caring person suitable for the job
The main reason would be my affinity to children. I engage more with children than I
do with adults.
I have a caring personality and love to work with children as I think it would be an
enjoyable and rewarding career
my personality.
Geographical Convenience (n=2) I needed a degree to go onto do Play Therapy. This was the only relevant degree in
Tralee (Geographical!)
Especially interested in special education and this was the only course available in my
locality
Question 1.4
ECCE Knowledge (n=12) Hands on experience with working with children/carrying out duties/activities
Knowledge of theory/child development
Modules law/policies were helpful in informing + preparing students with
knowledge of rights/roles+ responsibilities Work placement- showed me that I didnt
want to practice being an ECCE worker
The modules helped as they have given me ideas on ways I can teacher children and
work placement has as with experience in various schools + setting it has helped me
more with how to teach children
Professional identity how children learn and how be reflective practitioner
Different modules broadened my knowledge in a lot of different areas. Work
experiences allowed me to put theory into practice and prepared me for when I leave
college to begin working.
Being in a setting with 20 children is definitely different than sitting in a classroom,
learning about them. However, the theories learned in the classroom has helped me
manage children much better.
The modules changed my perception of myself, not only as an educator but a potential
policy-maker who can make a big-scaled change in the ECCE sector. Work placement
experience improved my patience and my view on how children learn so I can become
a better educator for them
Its ok to allow children to speak inn mixed language changed my perspective.
Policy is the strongest to change edu. World supportive govt enforcing rules
98
The knowledge on how children learn and reasons behind each behavior were
significant. Ultimately, I have learnt that I am actually in control on how the class
reacts
Worked with autistic children on placement so helped me make a decision on my
future career path. I want to be a SEN teacher so these modules and placements have
helped me work towards this.
The modules are in great detail and allow for opportunities to apply theory to practice
in the work placement experience
Helps me to gain better insight in areas where I have never thought of.
Career Goals (n=9) Modules law/policies were helpful in informing + preparing students with
knowledge of rights/roles+ responsibilities
Work placement- showed me that I didnt want to practice being an ECCE worker
Work placement was a very valuable asset. It prepared me for going out in the
workplace.
Critical reflection and professional practice gave me an identity as to how I would
practice in a work environment.
Although I have mixed feeling about placement I still want to pursue primary teaching
afterwards
I now know from work experience that I would like to go further than this course
Some modules show you what working in ECCE will be like but placement really
shows you whether you like the job or not
While on work placement it made me realise how overworked and under appreciated
staff are. This made me want to travel and get a masters.
Worked with autistic children on placement so helped me make a decision on my

Practical Experiences (n=8) Hands on experience with working with children/carrying out duties/activities
Knowledge of theory/child development
Work placement allowed me to have first hand experience which cannot be gained by
a book
By going out in the ECCE setting, it shows what is really involved. You get to see for
yourself, what it is really like. Theory is way different than practice.
I am more aware of putting theory to practice because of the modules taught.
Placement was very good experience and an eye opener
The modules are in great detail and allow for opportunities to apply theory to practice
in the work placement experience
Professionalism (n=5) Professional practice module w/{lecturers name}. Placement gave me more
confidence in the area + gained initiative
The modules have informed me of the many aspects of being a professional in ECCE;
placement gave me a better insight
While on placement I saw poor implementation of Aistear along with poor practice
this has helped shape my professional identity as seeing what not to do gave me a
grounded vision what ECCE should be like
Impact of ECCE Work (n=5) The modules changed my perception of myself, not only as an educator but a potential
99
Every little details on the physical environment and even lesson plans plays a big role
on childrens learning and will greatly impact the experiences they receive (safety
precautions, creativity, hygiene {illegible})
The knowledge on how children learn and reasons behind each behavior were
significant. Ultimately, I have learnt that I am actually in control on how the class
reacts
Understanding/Insight (n=5) The modules have informed me of the many aspects of being a professional in ECCE;
placement gave me a better insight
I am more aware of putting theory to practice because of the modules taught.
Placement was very good experience and an eye opener
Helps me to gain better insight in areas where I have never thought of.
Knowledge of Working Year 3 module on reflection not only impacted my attitude/beliefs for work purposes
Conditions (n=4) BUT hugely shaped me as an individual in a number of ways. Having being a victim
to bullying by management on placement I have truly seen what can happen in the
real world of work
Some modules show you what working in ECCE will be like but placement really
shows you whether you like the job or not
The crche was hard work and the days were long
While on work placement it made me realise how overworked and under appreciated
staff are. This made me want to travel and get a masters.
Personal Characteristics (n=4) Professional practice module w/ Nora Maria. Placement gave me more confidence in
the area + gained initiative
I feel the module in the course and my work placement have made me more confident
as an ECCE professional
Reflective Practice (n=3) Year 3 module on reflection not only impacted my attitude/beliefs for work purposes
BUT hugely shaped me as an individual in a number of ways. Having being a victim
to bullying by management on placement I have truly seen what can happen in the
real world of work
Development of Interests (n=2) Enjoyed working with children with SEN. Modules reinforced my love of the outdoors
and importance for children.
Worked with austistic children on placement so helped me make a decision on my
Skill Development (n=2) The modules helped as they have given me ideas on ways I can teacher children and
work placement has as with experience in various schools + setting it has helped me
more with how to teach children
100
Question 2.2
Primary Teaching (n=11) Main Goal pursue primary teaching degree and further down the line look into a
further degree to become a principal. Side goal! Set up my own creche
I am hoping to continue on with education and go into primary school teaching in
Limerick.
I hope to find a job in an ECCE setting and work through a pre-school teacher. I hope
to in the future to go on to do primary school teaching.
Primary teaching
I would like to live in another country where my degree is more recognized such as
England or New Zealand. Further down the line I would be interested in SNA or
primary teaching.
I hope to pursue onto primary teaching in September 2018 after completing this
course.
Masters in child psychology, primary school teaching
Work abroad with children in an ECCE setting for a couple of years and return to
Ireland and pursue primary school teaching or work in an ECCE setting
I would like to complete my DIP in primary education in Mary Immaculate college in
order to work as a primary school teacher
Primary school teaching or special needs assistant
Main Goal pursue primary teaching degree and further down the line look into a
Postgraduate Studies (n=9) Completing a masters in a different field

MA Play therapy
To have a chance to work with children hands on and also further my knowledge by
taking part in a postgraduate
Id like to complete my Masters and hopefully, publish a book.
Gain 2 years experience working in the early years sector and further pursuing a
masters in Play Therapy
Masters in speech and language
Masters in child psychology, primary school teaching
I hope to travel then a masters possibly in child play therapy
To achieve a masters in early childhood education as well as business management
Open a Creative Learning Centre
Work in ECCE (n=9) Work in an ECCE setting with children up to 6 years old in a crche preschool or
Montessori setting
I hope to find a job in an ECCE setting and work through a pre-school teacher. I hope
to in the future tog o on to do primary school teaching.
In the future I would like to be a room leader or travel to settings to provide training
in good practice and Aistear
I want to travel + teach in the UAE for a year and then come back to Ireland + work
in a local childcare setting
I want to work in childcare in a different country. Then come back and do primary
school teaching
Work in an ECCE setting with children up to 6 years old in a crche preschool or
Montessori setting
Look for job in Ireland, working as an early childhood educator. Gain experience and
continue to develop my career back in my home country
Special Education (n=9) I wish to take up a role as special needs assistant. I do not wish to work as an ECCE
practitioner
I would like to pursue a career in special needs area
Special needs
Special needs assistants, early intervention specialist Further down the line I would be
interested in SNA or primary teaching.
I would like to pursue a career in resource teaching or SNA
101
A career in special education, particularly autism, speech and language therapy and
child psychology
Primary school teaching or special needs assistant
Children with special educational needs, all sorts of therapies
I wish to take up a role as special needs assistant. I do not wish to work as an ECCE
practitioner
Therapy (n=8) MA Play therapy

I hope to specialize in play therapy or speech and language therapy
Gain more working experience and probably research on childrens social-emotional
or take short courses on music and movement therapy or behavioural therapy
A career in special education, particularly autism, speech and language therapy and
child psychology
Children with special educational n eeds, all sorts of therapies
Masters in speech and language
Work Overseas (n=7) I hope to move to Dubai after college to teach

I would like to live in another country where my degree is more recognized such as
England as New Zealand. Further down the line I would be interested in SNA or
primary teaching.
I want to travel + teach in the UAE for a year and then come back to Ireland + work
in a local childcare setting
I want to work in childcare in a different country. Then come back and do primary
school teaching
I hope to move to Dubai after college to teach
Business (n=5) Honestly unsure at the moment. Perhaps go into some areas of business
Main Goal pursue primary teaching degree and further down the line look into a
ECCE educator, missionary works for underpriviledge children, employment for
UNICEF/UNIHCR, entrepreneurship in relation to ECE
Teaching vocals Opening a baby centre
To achieve a masters in early childhood education as well as business management
Open a Creative Learning Centre
Work with Children (n=2) To have a chance to work with children hands on and also further my knowledge by
taking part in a postgraduate
Gain more working experience and probably research on childrens social-emotional
or take short courses on music and movement therapy or behavioural therapy
Educational Leadership(n=1) Main Goal pursue primary teaching degree and further down the line look into a
Volunteering (n=1) ECCE educator, missionary works for underprivileged children, employment for
UNICEF/UNIHCR, entrepreneurship in relation to ECE
Other (n=1) I have no idea for the moment.
Question 3.2
Participants Statement: Coding Notes
Pay staff needs to be higher Professionalisation
Quality ECCE interactions between stakeholders Wages
Training
Resources
Recognition of practitioner as professional
Changes needs in wages, structure, implementation of Aistear, upscale of knowledge Professional recognition
regularly, recognition of professionals rather than babysitting Wages
Curriculum
Wages, the need for higher qualifications to work in the sector. Professional identity and Professionalisation
contracts Wages
102
More pay! Disgraceful that after studying for 4 yrs, the pay still remains at minimum wage. Professional recognition
Societys attitude to the sector- More recognition of what is involved in working in the Wages
early years sector
I feel that ECCCE workers/centres are very often viewed as place that children go while Professional recognition
parents work. From hearing it first hand a lot of people have said People only do childcare Wages
because its an easy option #those who cant, teacher type of thing And I feel strongly
about this because its not an easy option. Its a job that is critical in society and we need
to be viewed in higher regard by parents and society.
Some people see students that have just qualified from college as not as important or that Respect for newly qualified
they dont know what they are doing. When I fact everyone deserves to be treated equally graduates
and with respect regardless of whether they have just qualified or not.
Public opinion of the degree of professionalism Professional recognition
More public investment needed Funding/Resources
The issue of low wages and that we are only recognized as childminder Professional recognition
Wages
More resource, parental involvement approach Funding/Resources
Parental approach
Professionalism Professionalisation
Wages Wages
Correct name for ECCE workers (i.e.) there isnt one direct name for them Professional recognition
Professionalism Professionalisation
Wages Wages
How we are viewed as workers Professional recognition
The status of ECCE practitioners and their vital role in the early years of development of Professional recognition
children.
The wages of practitioners (not enough for a monthly income) Wages
The sector needs to become more professional Professionalisation
Higher degree graduates needed
Professionalision, wages Professionalisation
Issues such as pay (wages) Wages
Quality provisions need to be improved. How Aistear is implemented. Staff wages need Quality
to be improved Curriculum
Wages
Pay conditions, status, should be on a par with primary school teachers Professional recognition
Wages
Why an ECCE practitioner cannot teach junior and senior infants in primary school
That ECCE workers are more appreciated and recognized in the area of work they do. Professional recognition
Wage should be more than minimum. Wages
More respect for ECCE practitioners on placement and a higher wage for ECCE Treatment of placement
practitioners Wages
Qualifications, wages, more public funding more resources or support for children with Qualifications
special needs in ECCE settings Wages
Funding/Resources
Special needs
Professionalisation of the sector more respect is needed towards the importance of Professionalisation
education in the early years
People need to improve their thoughts + views on early years education + the practitioners Professional recognition
ECCE practitioners need to be more respected as they are important to the childs Professional recognition
development and are at the care of their educational + personal development
I think we need to be more respected for the work we do. We need to be seen as Professional recognition
professionals and the wages need to be better. I also think that it is not fair that some Wages
practitioners have no work-pay in the summer when schools close in comparison to Work conditions
primary school teachers who get paid
Wages for the childcare sector are very low for the long hours put in and for the workload Wages
Work conditions
More recognition Professional recognition
Wages for staff. The work done by ECCE practitioners needs to be more recognized as Professional recognition
beneficial to the child and not just a form of babysitting. More staff working in the ECCE Wages
sector should have a degree and not just basic qualifications, also those with a degree Qualifications
should be paid more than those without
Rate of pay and being recognized as a professional Professional recognition
Wages
One label should be used. The sector should have a minimum level 7 degree to work with Qualifications
children. The wages must increase. One curriculum for all Wages
Curriculum
103
How qualified we are, underpaid and not appreciated as educators. More seen as babysitter Professional Recognition
Wages
Qualifications
Higher wages Wages
Question 3.3
Possible growth overtime in training of staff as the minimum level of qualification is Staff training
getting higher Minimum qualifications
Implementation of Aistear, professionalism of the sector, funding + growth for more play Professionalism
based and child centered learning Funding
Approach
Curriculum (Aistear)
Qualifications there is always room for upskilling in ECCE< the level of qualifications Minimum qualifications
needs to change
Raise the minimum requirements to Level 7 (degree minimum) instead of min. level Minimum qualifications
FETAC
Regarding change, I feel that a lot of us going into the workforce will try to achieve Training
professional practice, truly implement Aistear and engage/encourage C.P.D. I also feel Professionalism
play therapy is a growing area in ECCE. Curriculum (Aistear)
Opportunities for regular access to outdoors. More free play and freedom for children. Approach
There is potential for growth in the inclusion area Inclusion/Special Needs
Policies
Afterschool Inclusion/Special Needs
Special needs
The view of ECCE practitioners that others have Professionalism
The area of wellbeing and inclusion is growing by there are still many factors affecting its Inclusion/Special Needs
growth
There needs to be an effective transition for nursery to preschool and I think that the system Transitions
is slowly but surely working on it.
Professionalisation will eventually change Professionalism
Professionalisation of the sector Professionalism
Special education early intervention Inclusion/Special Needs
Outdoor setting/implementation could be very effective Approach

More of a focus on play/outdoor play/more so than academics. When children hit primary Approach
school (age 4 to 5) focus on the academic side a bit more (social skills and how to play)
As ECCE practitioners we can make a difference and a huge change in ECCE to make it Impact of practitioners
better for children in the future
Better collaboration between ECCE practitioners and primary school teacher or Transitions
partnerships with parents (collaborations/partnership)
As a society more recognition of the importance of education in the early years is needed Recognition of Impact
A possibility of making early years education mandatory
ECCE practitioners should be treated as primary school teachers and have equal rights, Professionalism
pay and holidays. Working conditions
Wages
I think professionalization of the sector Professionalism
Childcare
Learning areas though play, sensory integration, the holistic approach and Aistear Approach
curriculum Curriculum (Aistear)
Parents education
In the area of special needs, it should become a more recognized area and children will Inclusion/Special Needs
hopefully be given the same supports in the ECCE sector as they receive in primary school
These are a large number undertaking the degree in ECCE so hopefully a graduate-led Professionalism
workforce would improve chances of being recognized as ECCE professional
More support for children in schools should become available especially in disadvantaged Funding
areas
There is more money being put in the sector e.g. free school years. But for practitioners I Funding
do not see any
Government must back us, getting parents support. Professionalism (?)
High wages. More training (on-going professional development) and subsidy of training Training
104
Wages
105
Appendix V (Focus Group Questions)
1) Introduction (Notes)
Welcome and thank participants.
Explain that you have invited participants to learn from them and listen to
their responses because they each have unique and valuable perspectives to
contribute.
Explain that you will prioritize the confidentiality of participants but cannot
guarantee complete anonymity.
Remind participants that they are free to withdraw their consent at any
time.
Explain procedure of the session and the data collection methods involved
o Request permission for a native Hiberno-English speaker to
interpret audio recording should any clarification be needed.
2) Discussion Questions
1) What does being an ECCE professional and practitioner mean to you?
2) What factors would influence your decision to enter the private ECCE
sector or not?
3) What do you see as the future of the ECCE Sector?
106
Appendix VI (Focus Group Transcript)
Speaker Statement Notes (Coding)

Interviewer: Right then. I'd just like to know how you felt
about doing the questionnaires, like, did it
take you very long or was it very difficult to
do?
A: No to both, for me.
B: No, I only took five minutes so it was grand. I
found the questions very straightforward.
C: No, a very short space of time.
Interviewer: Okay, that's very good.
A: I actually found the questions very interesting.
Interviewer: Okay, so I'm glad that you want to share more.
Hopefully we can explore more of the topic
now. So the first question I'm gonna ask each
of you is, "What does being an ECCE
professional and practitioner mean to you?"
A: I will start, I guess. To me, basically, it's - Roles and
someone who is a leader and is a good characteristics
example to the children that they're working of practitioner
with. It's not someone who just goes in and - What a
feeds the children, tells them to go play. You practitioner does
have to actually get involved and be active
participants for the children.
C: They always need to participate with what the - Roles and
children are doing in the class. They should characteristics
always be there for children, help them with of practitioner
their work, but also let them work on their - What a
own as well and observe and take in what practitioner does
they're doing. And they can all learn from
each other.
B: And I think childcare providers should provide - What a
a quality service and that they should also be practitioner does
interested in the children's development and
growth and link in with other practitioners to,
you know, see their perspective. And also
encourage parents to give their view because
they are the primary educators of their
children.
Interviewer: Ok. Thank you. Id just like to know What
kind of places in which you work would
you consider a yourself an ECCE
professional? Like if you were in an infant
107
class in a primary school would you still
consider that being an ECCE practitioner?
A: Tough
Interviewer: In what way? Would I mean
A: In some ways, yes, because they are supposed - Similarity
to implement the Aistear curriculum because between ECCE
its zero to six. But then in other aspects no, practitioners and
because, for me, ECCE is younger children. primary teachers
And when you hit school age its kind of - Difference
well, from I can see in Ireland, anyway, I dont between ECCE
know about other countries its like when and primary
youre in school youre there to do well and to (age)
grow up, kind of using fingers grow up
I dont think theyre ECCE, for me anyway.
Interviewer: OK.
B: Yeah, Id agree. Id say ECCE is more focused - Difference
on the early years and as you go to school its between ECCE
more academic focused. and primary
(age and
approach)
Interviewer: OK.
C: Yes, I also have the same opinion. I feel that - Difference
ECCE is for youngers, younger children, and, between ECCE
as they go into, like, infant classes in primary and primary
school then children arent as young so its not (age)
going to be the same.
Interviewer: Alright.
A: But anyway, sorry, not to interrupt, I do think - Career Goals
that they are an ECCE practitioner, and (primary and
personally, before I go down the road of ECCE)
eventually primary teaching, I did want to
come through an ECCE so that I could
become an ECCE practitioner as well as being
a primary school teacher.
Interviewer: Do you see that as two separate things?
A: Yes and no.
Interviewer: So ECCE would be things like pre-schools and
creches, that kind of thing, for all of you.
All: (murmuring) Yes..
108
Interviewer: I was wondering if in the questionnaire people
would have thought {the ECCE sector} it
included primary school or not in answering
the question so I wanted to clarify that. But
now youve made it very clear. Do you think
thats the general perception, in Ireland?
B: Thats what people would see.
C: It really depends.
A: It depend on the person, but I would assume - Difference
that ECCE is associated with one group of between ECCE
children, the younger ones, and primary and primary
school is associated with other children. (age)
B: And I think that because they are in different - Difference
settings too the division is there, so it maybe between ECCE
would create that in peoples minds that they and primary
are two separate things. (setting)
A: A (to B): Can I ask, is that always a division?
Because if you have a playschool in a primary
school is that actually a division?
B: Theyd separate ages though, so the
practitioner would work with this age group,
then there would be teachers working with the
older groups.
A: If you taught in a primary school, and you were
teaching in the playschool, would you see
yourself as the class teacher or an ECCE
practitioner? Personally I feel they are
teachers because they are in school. So for
me
B: I would agree that in a school theyre teachers,
but in a setting theyre practitioners.
A: Ok, so it nothing to do with the divider, like
B: There is still the divide because theyre two
different environments.
A: But if its the same school? If its a primary
school and its next door. The classrooms are
next door to each other. Do you feel that
theres a divide?
(C starts to say something but it interrupted)
B: I would still think that theres a divide because
its different settings.
C: But its the same setting.
B: For me its no.
109
Interviewer: That ties in with the question. As an ECCE
practitioner, say, in a pre-school, would you
consider yourself a teacher?
A: Yes. Thats all to do with the environment I - ECCE
have just realized myself. If youre working in practitioner
a school I would consider myself a teacher. If distinct from
youre working in an ECCE setting I would teacher (setting)
consider myself an ECCE worker.
Interviewer: OK. Well what if you were in a pre-school?
A: Within a primary school setting?
Interviewer: In a private pre-school?
A: ECCE.
Interviewer: Would you say that ECCE practitioners are
very different from teachers here in Ireland?
A: Yeah.
Interviewer: Thats very interesting, thank you. Anything to
add to that?
B: No.
C: No.
Interviewer: Alright, could we talk about the private ECCE
sector? What factors would influence your
decision to enter the private ECCE sector or
not?
B: I think it would have been on the cost. If it
would have been more costly to send children
to a private ECCE setting.
Interviewer: Oh, I mean working in it.
C: You, working.
B: Um.
C: I think, like, working in the private ECCE - ECCE
sector gives you more options, more advantage (more
opportunities when working with children flexibility)
because you have more of a chance to explore
different things. But when youre inside of a
school setting youre confined to a certain
structure of a day and you have to follow it.
Whereas when youre in another place you
can kind of work away yourself.
B: Im undecided.
A: Do you mean by private setting, do you mean
an individual owning a company and running
a company versus a community based?
Interviewer: Well, we can talk about community based too.
I mean, as opposed to primary schools,
110
more like not government provided, not
compulsory.
A: Yeah
Interviewer: Would you choose to work in the ECCE sector
in Ireland, why or why not?
A: Thats a tough question.
B: For me, I definitely would, because thats the - Career Goal
course Im doing, to become a practitioner so (ECCE)
Id definitely would work in the ECCE sector.
C: Even though Im doing this course I dont want - Career Goal
to work in an ECCE setting. I want to be a (Primary teaching
primary school teacher.
A: I This is making me really think.
Interviewer: Thats good.
A: For me, of course Id work in an ECCE setting, - Career Goal
why would I would be here otherwise? But (Playschool)
then again, from placement, the settings Ive - Playschool
been in, the way they run, for me its just approach
totally inappropriate and not a way a setting (Child-led)
should be run. And on the other hand, I would - Impact of ECCE
also like to work within a primary school practitioners
playschool setting, because they leave the
children do what they want, because child led
is best. But theyre kind of telling the children
go play with the LEGO and leaving them
there, from what Ive seen. They wont leave
them go to other areas, and I think that we are
the changemakers of the future. So I think we
need to get into the centre such as playschools
within national schools. But also within the
ECCE sector I think that we can make
changes.
Interviewer: So would you would it depend on the
environment whether you would go into the
depend on finding a good environment that
reflects your values?
A: I think Id have to get, yeah, to know, the - Desire for
individuals Im working with and their professional
attitudes. Because my attitudes and opinions, autonomy
I find myself from reflecting, are very strong,
Im very opinionated, so if I conflict with
anyone If Im going in somewhere to make
a change, I want to make a change, I dont
want to be told that we dont do that here,
111
so it will affect me. Other peoples opinions
affect me.
Interviewer: So you want freedom, some level of

professional autonomy?
A: Yeah.
Interviewer: So would you be looking at leadership
positions?
A: Definitely, without a doubt.
C: Shed be good, wouldnt she?
Interviewer: Do you feel that there are any disadvantages to
working in the ECCE sector in Ireland
A: Money money . - Wages
(Disadvantage)
Interviewer: that might be discourage you from, like
A: The ECCE sector, yeah. The wages, just - Wages
(Disadvantage)
C: Shocking. - Wages
(Disadvantage)
A: I cant understand how a teacher can be on such - Wages
a high wage when theyre teaching children as - Value of ECCE
well. Like, children are children, whether they
are two or ten. Theyre still a child, youre still
impacting how they up and the early years are
supposed to be the most critical. So for us who
are entering the ECCE sector and being on
basic rate is just for me very unappealing.
B: And I think also if the income for the - Wages
practitioner was raised then it would give a - Quality of work
better return on the work because they would and wages
feel that theyre being appreciated also. And I - Level 5 or 6
think the training as well needs to be qualifications
improved for practitioners. Because most (basic)
have only Level 5 or 6 and that reflects on
their work and their knowledge as well.
A: I agree with your point
B: Thanks.
A: . About the training because when you do a - Level 5 or 6
Level 5 course like I have done, or Level 6 qualifications
FETAC, the information from you get is just (basic)
nothing compared to what you learn
112
B: Very basic.
A: Yeah, through an actual third level programme.
C: Work settings are taking in people with Level - Level 5 or 6
5 or Level 6 and they have no knowledge base, qualifications
like they dont know anything and theyre just (basic)
going in there and working with children and
I just think its ridiculous.
Interviewer: Do you feel this links back to the professional
identity. Like you said, ECCE practitioners
are practitioners, not really teachers. Do you
feel this links how they are treated in the
ECCE sector?
A: Definitely. Because if they were viewed as - Value/Public
something more than just everyone from recognition of
what I can see in Ireland anyway says, oh you ECCE
work in a childcare centre. Its not oh,
youre changing my child and youre creating
a new scientist or youre creating a doctor.
Its just, Oh youre minding children. I
think if peoples minds were changed about
what ECCE practitioners do with the children
and how we impact them, then I dont
know, I just think people need to change their
minds about their views of what a practitioner
is.
B: And I think it needs to be recognized as a - Need for
profession, like given a title. Like teacher, professional title
shopkeeper theres no real title for for ECCE
practitioner except practitioner, which is a practitioners
very recognizable
A: You know, a lot of people, especially parents, - Need for
dont even call us practitioners. They just say, professional title
the person who minds my child. So youre for ECCE
not actually you dont have an actual title. practitioners
And a lot of people dont see us as
professionals the way a doctor or teacher is a
professional. Were not seen as professionals.
C: With our degree. - Recognition of
qualifications
Interviewer: Ok, thank you. Now heres the last question.
What you do see as the future of the ECCE
sector in Ireland?
113
A: Well I feel that if more people get into the - Impact of ECCE
sector and are taught in a similar style to what degree-holders
weve been exposed to, then theres positive - Raise minimum
hope or outcomes or looks for the future. But qualifications
if someone doesnt do something about this - Level 5 or 6
Level 5 and Level 6, its such a basic, like, qualifications
qualification. It wouldnt For me, its just (basic)
not acceptable for someone with Level 5,
especially, Level 6 may be a little bit more
knowledge, but Level 5 I knew nothing
when I did level 5, about children with special
needs, children from different countries,
children from different classes, like in a
setting, you could have someone from the
very highest class of society and you someone
from the street, and I didnt even I had just
come out of Leaving Cert in school, I was only
seventeen. And after my Level 5 I could go in
working with children. And that to me makes
no sense.
C: I know, I was in placement and there was - Hiring practices
someone in there who had a fulltime job, and in the sector
she was only after doing Level 5, she had no
first aid, no other courses done, she was just
given a job, no problem, and then were inside
there, inside here, trying to get Level 8, trying
to get in places to work, and there are people
out there like that who are able to just go on
away and get a job. So I think its quite unfair
on people like us trying to get a higher degree
and then there are others out there that can just
walk in, no bother I dont agree with it. So
yeah.
B: I think there should be a minimum of Level 7 - Minimum
required before you can even start working in qualifications
childcare. And also there should be a for practitioners
minimum of, like, one years experience
before you start working also, so that you
A: A lot of places look for two years experience,
anyway, they just wont take you
Interviewer: So you feel that the future of the ECCE sector
should be in raising the minimum
qualification?
B: Yeah, and more pay as well.
114
A: A (to B): I wouldnt say Im slightly against - Minimum
you . I dont think Level 7 should be a qualifications
minimum but I do think it should be higher for practitioners
than Level 5 of 6 I think there should be some
way you can do a Level 5 or 6, because I did
Level 5 and 6 together so if you can do
something like that and then do, like, a
minimum of two years in college or eighteen
months even, then you should get a special
qualification to work, not in a high position,
but to work with children, and then Level 7
and 8 should be higher positions for me. Like
seven could be a room leader, and eight then
is obviously management material. For me
Interviewer: Alright. So the research Im doing is looking at
whether Level 8 degree students will enter the
Irish ECCE sector, and of course theres the
benefit of having more degree graduates. The
EU recommendation is 60%. Do you feel that
Ireland will be able to achieve that?
C: No, I dont.
Interviewer: And what factors could encourage more
degree qualified graduates to enter the sector
rather than, say, go into other sectors?
A: Definitely the money area of it. - Wages
(incentive to
work in ECCE)
C: Definitely.
B: I agree.
A: Because I, from personal experience, I can see - Wages
how life can differ for people. People say you
dont need money to be happy, but you do,
you need money to survive. So what affected
it for me, for my wanting to enter the primary
sector, is to teach but its also to do with
money.
Interviewer: Is it the same for you as well?
C: Yeah, well, obviously everyone needs money. - Wages
Or else, what are you going to do with your (necessity)
life
A: You dont just the basic, you dont want to be - Wages
keeping your head above water, you want to (necessity)
be swimming in a yacht, you want a
lifestyle
C: Yeah.
115
Interviewer: Ok.
C: Yes. Thats what I want.
B: I applied for a job, and I was very surprised - Qualifications
because for Level 8, and they knew I was reflected in
applying for the job and had this qualification wages
from my CV, and it was only 9 euro an hour
you paid.
C: What!
A: Thats like I worked {fast food chain} for - Qualifications
several months in the summer, and Im getting reflected in
at least 10 euro an hour, with no wages
qualifications.
C: Lets all go work in {fast food chain}.
A: Coming out of a four year course with a Level - Qualifications
8 degree, considered a professional, to be reflected in
earning less than someone frying chips is wages
C: Horrendous. - Qualifications
reflected in
wages
A: Im not putting those people down because I
worked there, the food is great, but thats
absolutely crazy.
C: Ridiculous.
A: But if they offered you 9 euro an hour
C: Would you take it?
B: I would, but Id have two jobs to keep me - Wages
going.
A: So youd have to have a second job.
C: Just because the pay is not up to high - Wages
standards?
B: Its crazy, its be like at best 300 {euro} a week - Wages
A: And if you do a proper budget for a family of - Wages

four people, youd spend an average of 350
euro or more a week, and thats for a family
of four, so how are they expecting you to
surprise and support your family on less than
300 a week?
B: B (laughs): They must think I dont eat or
something!
A: So would you definitely accept the offer? Or
would you question it? Is there not some
sectionDont they get grants, and they have
to give you.
B: I think Id have to reconsider
116
A: How can they offer you 9 euro an hour when - Minimum wage
the minimum wage if 9.25 an hour?
(Unintelligble murmuring)
B: I dont know.
C: I would not be accepting the job, Im sorry.
A: So youre a Level 8 ECCE, they offer you 9 - Qualifications
euro an hour, less than minimum wage. reflected in
wages
C: Thats crazy.
A: Did you tell them that was insulting to you?
B: I didnt mention pay when I went in for an
interview.
C: Youd make more money sweeping streets for - Wages (ECCE
the council. vs. other
careers)
Interviewer: Is that what you consider the average, in terms
of what you can expect in terms of salary?
B: Yeah, its pretty low. From what Ive seen, 9
euro is the standard.
Interviewer: If that were to continue, what would your
career options be?
B: Id have to have two jobs fulltime, nine to six
everyone day. I would have to consider my
options.
Interviewer: Would you consider leaving the ECCE sector
then?
B: I dont know, I mean, I loveId have a great - Desire to work
interest and experience working with with children
children, so even though its low pay, I think despite low
I would still have to work with children wages
because thats what I always want to do since
my leaving cert
A: Would you consider going into teaching or
special in an area like SNA field would you
go into that area?
B: Id have to consider it. - Other career
options (special
education)
A: So you would consider it? If they offered you
15 euro an hour, would you consider it?
B: Mmmhmm.
Interviewer: Okay, well thank you.
All: Bye
117

Dissertation: Career Expectations and Aspirations of Early Childhood Degree Students

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Dissertation: Career Expectations and Aspirations of Early Childhood Degree Students

Uploaded by

Copyright:

Available Formats

A study into the career expectations and

aspirations of Level 8 BA (Hons) Early

Rebekah P. E. Mui - T00191672

Submitted to the Institute of Technology, Tralee

Supervisor: Mary Leonard

Rebekah Mui Pei Ern

5th May 2017

Warmest thanks to my research participants. Without your help, co-operation and

List of Figures: viii

1.2 Rationale for the Study.. 3

1.3 Aims and Objectives of Study... 4

1.4 Research Question. 4

1.6 Overview of Forthcoming Chapters 5

Chapter 2: Review of Literature

2.2 ECCE Practitioners Qualifications in Ireland... 8

2.3 ECCE Professionalism in Ireland .. 11

2.4 Working Conditions and Wages in the Irish ECCE Sector 14

2.5 Impact of ECCE Degree Programmes 16

3.2 Problem Statement.. 21

3.3 Research Approach and Design.. 21

3.5 Study Sample/Sampling/Participants.. 23

3.6 Methods of Data Collection. 24

3.7 Methods of Data Analysis... 25

3.8 Methodological Rigour 26

3.9 Ethical Considerations.. 27

4.2 Questionnaire Results 33

4.2.1. Previous Qualifications. 33

4.2.2. Previous Experiences Working with Children.. 34

4.2.3. Reasons for Enrolling in BA (Hons) ECCE course... 35

4.2.4. Effect of Course Experiences on Participants Professional Identities 37

4.2.5 ECCE Career Goals 38

4.2.6 Participants Career and Education Plans.. 39

4.2.7 Factors Affecting Participants Consideration of ECCE Career. 41

4.2.8 Recognition of ECCE Practitioners and ECCE Qualifications... 42

4.2.9. Issues in the Irish ECCE Sector.. 45

4.2.11 Intentions to Impact Sector. 47

4.3 Focus Group Results 50

4.3.1. Role and Professional Identity of ECCE Practitioners. 50

4.3.2. Working in the ECCE Sector.... 51

4.3.3. Minimum Qualifications........... 51

4.3.4. Wages in the ECCE Sector 52

5.2 Will Participants Enter the ECCE Sector? . 55

5.3 Evolution of Professional Identities and Goals... 56

5.4 Incentives to Work in ECCE 57

5.5 Interest in Related Fields 59

5.6 The Lack of Professionalism as a Barrier 60

5.7 Wages and Work Conditions as Barriers 62

5.8 Future of the Irish ECCE Sector.. 65

5.9 Impact of ECCE Graduates.. 66

6.2 Overview of Research Findings.. 70

6.4 Further Research 73

Appendix I (Cover Letter) .. 89

Figure 4.1 Previous Experiences in ECCE Settings (%) Page 35

Table 4.1 Previous Qualifications Page 33

Table 4.2 Previous Experiences Page 34

BA (Hons) Bachelor of Arts (Honours)

B.Ed Bachelor of Education

CECDE Centre for Early Childhood Development and Education,

CoRe Competence Requirements

DCYA Department of Children and Youth Affairs

DES Department of Education and Skills

DPER Department of Public Expenditure and Reform

ECCE Early Childhood Care and Education

ECE Early Childhood Education