To explore early years’ practitioner’s provision, experiences and expectations when working with children experiencing the adoption process in early years’ settings in the UK

Student, A. (2016) To explore early years’ practitioner’s provision, experiences and expectations when working with children experiencing the adoption process in early years’ settings in the UK. Undergraduate thesis, University of Chichester.

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Abstract

Aims
This research project aims to explore a variety of qualified early years’ practitioner’s from a selection of state and privately run early years’ establishments. It will critically investigate early years’ practitioner’s experiences and expectations when caring for and supporting children experiencing the adoption process. The practitioner’s role is
specified in early years’ settings, and critically analyses whether practitioners receive substantial training in supporting children experiencing insecure attachments (Nutbrown, 2012). The research focuses on the experiences of adopted/looked-after children and identifies various psychological and behavioural outcomes that became
evident through the literature review. The theoretical foundations for this research sit in the attachment theory (Bowlby, 1977), which is used as a basis for understanding children who have experienced broken relationships and are expressing concerning behaviour attributes. Attachment theory is used here to show an awareness through
the review of literature; of the connection between broken relationships, the adoption process and the child’s behaviour and development (Smith et al, 2000).One of the predominant aims of this research was to investigate the training that
practitioners have partaken, concentrating on whether the participants became educated in the attachment theory before they became child care practitioners or whether an additional on-site attachment theory training was endured. It explores
whether state or privately run early years’ establishments held the higher level of support for children experiencing insecure attachments. The aim of this part of the research is to display an absence of knowledge and understanding of the attachment theory in early years’ settings (Nutrown, 2012).
Methodology
This qualitative research was carried out using the semi-structured interviewing method. This method was specifically chosen to gain more understanding of the experiences the participants share during the interview. By observing body
languages (Thomas, 2013), sensing emotion and possessing eye contact allowed a rapport to build between the researcher and participant. Choosing this method has allowed reflexivity to materialise throughout the research project (Thomas, 2013), this gives a meaning and assists a ‘story telling’ style to present the motivation towards why this research is being carried out (Webb-Mitchell, 1995). Discussionssurrounding ethical issues and problems that could influence the reliability of the research become evident. It is ensured objectivity is maintained throughout this project as the topic is a personal matter.
Conclusions
It is hoped that the findings of this research project will inform early years’ practitioners in the importance of the attachment theory in connection with the adoption process. This research has drawn attention and focus to a gap in child care qualifications level two and three (Nutbrown, 2012). The research project concludes that an unexpected and ‘unprofessional’ level of stigmatism is evident in early years’ settings. Perhaps further uses for the findings in this research may show awareness and inform future collaborative personnel for future improvements when taking the care and support for children experiencing the adoption process into consideration.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Childcare Studies: Early Years
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HQ The family. Marriage. Women
Divisions: Departments > Childhood and Youth
Undergraduate Dissertations
Depositing User: Wendy Ellison
Date Deposited: 09 Nov 2016 15:31
Last Modified: 09 Nov 2016 15:31
URI: http://eprints.chi.ac.uk/id/eprint/2103

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