The experiences of children in middle childhood of school age childcare in Ireland: a qualitative study

Abstract

This study explores perspectives of children (in middle childhood) of school aged childcare (SAC) in the Irish context. It draws on the new sociology of childhood (child agency) and children’s rights (the right to participate and play). The literature reviewed draws attention to the diverse concepts and terms associated with SAC, noting that these are underpinned by societal expectations, and associated theoretical and philosophical views of children. Analysis of the development of SAC in Ireland indicates that it is responding to an increasing need for formalised childcare; however policy and research are limited. Overall, the literature indicates challenges regarding play and participation in structured spaces for children, due mainly to adult-driven agendas and trends towards the ‘schoolification’ of SAC. A participatory qualitative research design was utilised across four SAC settings to ascertain the perspectives of children aged between 5 and 9 year olds (n=28). Data was also collected via semi-structured interviews, with owners and managers (n=5) and SAC educators (n=7). A small number of parents (n=4) participated in the study. Findings suggest that children were largely positive about their experiences in centre-based SAC.  They identified play with peers and relationships with staff as essential elements but highlighted tensions between play and ‘work’ (homework), a view shared by educators, managers and owners in SAC services.  The findings identify SAC settings as important relational and transitional spaces between formal school and home, which provide a context for children to play and exercise agency. A model for best practice in SAC is proposed: SAC conceptualised as a transitional and relational space, bridging children’s experiences from adult-directed educational systems to more participatory environments which are not regulated or structured by outcomes but rather a place for children to relax, play and socialise.      

Date of Award	Dec 2025
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Katrina Lloyd (Supervisor) & Lesley Emerson (Supervisor)