Traveller families participation in preschool education

: the perspectives of traveller parents and preschool educators

Abstract

This research aimed to explore the participation of Traveller children in Irish preschool services from the perception of Traveller parents and preschool educators. Preschool education facilitates the holistic needs of children, in an enjoyable and relaxed, play based environment. It provides the experience of integration and socialization that many children are unfamiliar with before entry to preschool, laying the foundation for children’s future learning and development. The Early Childhood Care and Education (ECCE) Programme in Ireland is a universal preschool programme available to children from 2 years 8 months to 5 years and 6 months.

This research explores the history of policy development in Ireland in relation to the early learning and care (ELC) – including preschool - sector and the Traveller community. It explores the challenges faced by the Traveller community in relation to their educational experience and attempts to understand the barriers that continue to exist which have potential to impact on the Traveller child’s attendance in preschool. The perspective of the preschool educator was sought to gain and understanding of how Travellers are perceived and understood within the preschool sector.

This qualitative study involved semi-structured interviews and focus groups. 35 Traveller parents and 6 preschool educators participated. The initial design of this research involved Traveller parents participating in focus groups followed by semi-structured interviews, allowing the opportunity for them to discuss further, experiences they encountered. This was not necessary and Traveller parents did not wish to participate in follow up interviews. A new cohort of Traveller parents were recruited to participate in semi structured interviews. The number of preschool educators who participated was deliberately small, as Traveller perspectives were the primary focus. An exploratory approach was used in the methodology to gain an understanding of how the phenomenon in relation to the Traveller child’s participation in preschool has developed.

Key findings suggest that Traveller parents despite their own adverse experiences value education and are keen to ensure their children are afforded the same opportunities as their settled peers; Traveller parents remain fearful of how their children will be treated in preschool education, highlighted by the continued reluctance for integration of Traveller children with their settled peers at the preschool stage. Challenges for participation in preschool for the Traveller community were sparse mainly as they continue to avail of preschool which they themselves deem to be ‘Traveller specific’. Preschool educators contradict this view and note attendance - caused by the nomadic culture - by the Traveller community as a significant concern. An absence of a culturally relevant pedagogy in the preschool sector creates a barrier to Traveller families attending mainstream provision.

An anti-bias approach underpinned by culturally relevant pedagogy are essential to ensuring the inclusion of all children within the Irish education system from preschool onwards; an understanding of Traveller culture including their nomadic traditions needs to be embedded in the pedagogy. Traveller organizations are fundamental in supporting parents in relation to preschool education on issues relating to registration, attendance, promotion of culture and discrimination.

Thesis is embargoed until 31 July 2026.

Date of Award	Jul 2024
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Lifestart Supporting Parents Sligo & Childcare Committee Co. Donegal
Supervisor	Lesley Emerson (Supervisor) & Mandi MacDonald (Supervisor)