Irish Social Policy Evolution and Theory
Published on May 14, 2017
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Irish Social Policy Evolution and Theory: Early Childhood Education and Care within the Irish and European Policy Context
Geraldine Nolan
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Unit 1 Introduction
- This slide set describes the evolution of Irish social policy in relation to ECEC and critically examines the theory and political perspectives which may be underpinning ECEC policy (Bennett, 2006; Esping-Andersen, 1990; Leitner, 2003). One feature that will shape and inform what counts as care and education for young children is the history of the country, in particular, the social policy history. Examining how political, religious and economic influences have impacted on social policy will help to explain how ECEC policy has evolved, and the ideas underpinning this policy. Studying the historical context in which national childcare policy develops will help us─ • To prevent path dependency (decisions in the present can be limited to those of the past); • To begin to understand the political ideology that underpins ECEC policy and how policy and policy makers may shape care and education to ‘fit their ideological position’ (Campbell-Barr & Georgeson, 2015, p. 9); • To develop the knowledge and critical capacity to question and contest or implement policies already in existence and those yet to come.
Unit 1 Introduction
This slide set describes the evolution of Irish social policy in relation to ECEC and critically examines the theory and political perspectives which may be underpinning ECEC policy (Bennett, 2006; Esping-Andersen, 1990; Leitner, 2003).
One feature that will shape and inform what counts as care and education for young children is the history of the country, in particular, the social policy history. Examining how political, religious and economic influences have impacted on social policy will help to explain how ECEC policy has evolved, and the ideas underpinning this policy.
Studying the historical context in which national childcare policy develops will help us─
• To prevent path dependency (decisions in the present can be limited to those of the past);
• To begin to understand the political ideology that underpins ECEC policy and how policy and policy makers may shape care and education to ‘fit their ideological position’ (Campbell-Barr & Georgeson, 2015, p. 9);
• To develop the knowledge and critical capacity to question and contest or implement policies already in existence and those yet to come.
This slide set describes the evolution of Irish social policy in relation to ECEC and critically examines the theory and political perspectives which may be underpinning ECEC policy (Bennett, 2006; Esping-Andersen, 1990; Leitner, 2003).
One feature that will shape and inform what counts as care and education for young children is the history of the country, in particular, the social policy history. Examining how political, religious and economic influences have impacted on social policy will help to explain how ECEC policy has evolved, and the ideas underpinning this policy.
Studying the historical context in which national childcare policy develops will help us─
• To prevent path dependency (decisions in the present can be limited to those of the past);
• To begin to understand the political ideology that underpins ECEC policy and how policy and policy makers may shape care and education to ‘fit their ideological position’ (Campbell-Barr & Georgeson, 2015, p. 9);
• To develop the knowledge and critical capacity to question and contest or implement policies already in existence and those yet to come.
Unit 1 has 5 sections:
- 1.1 Defining Social Policy 1.2 Efforts to Classify Different Approaches to Childcare 1.3 Historical Context: Irish Social Policy 1.4 The Main Influences on Irish Social Policy 1.5 Learning Activity
Unit 1 has 5 sections:
1.1 Defining Social Policy
1.2 Efforts to Classify Different Approaches to Childcare
1.3 Historical Context: Irish Social Policy
1.4 The Main Influences on Irish Social Policy
1.5 Learning Activity
Unit 1 Learning Outcomes
- When you have successfully completed this unit, you should be able to: Outline the development of Irish social policy, with particular reference to early years policies Apply this historical perspective to critically examine the theories and political perspectives underpinning the Irish approach to policy development for the early years.
Unit 1 Learning Outcomes
When you have successfully completed this unit, you should be able to:
Outline the development of Irish social policy, with particular reference to early years policies
Apply this historical perspective to critically examine the theories and political perspectives underpinning the Irish approach to policy development for the early years.
When you have successfully completed this unit, you should be able to:
Outline the development of Irish social policy, with particular reference to early years policies
Apply this historical perspective to critically examine the theories and political perspectives underpinning the Irish approach to policy development for the early years.
5. List of Required Reading for this Unit
- Fahey, T. (1998) The Catholic church and social policy. [Online]. Available at:https://www.jstor.org/stable/27663634?seq=1#page_scan_tab_contents
- Leitner, S. (2003) ‘Varieties of familialism: the caring function of the family in comparative perspective’, European societies, 5(4), pp. 353-375. https://doi. org/10.1080/1461669032000127642
Slide 5. List of Required Reading for this Unit
Fahey, T. (1998) The Catholic church and social policy. [Online]. Available at:https://www.jstor.org/stable/27663634?seq=1#page_scan_tab_conte
Leitner, S. (2003) ‘Varieties of familialism: the caring function of the family in comparative perspective’, European societies, 5(4), pp. 353-375. https://doi. org/10.1080/1461669032000127642
Urban, M. (2012) ‘Researching early childhood policy and practice: a critical ecology’, European journal of education, 47(4), pp. 494-505. [Online]. Available at:
http://onlinelibrary.wiley.com.libgate.library.nuigalway.ie/doi/10.1111/eje...
Walsh, T. (2016) A crowded space: the policy development landscape in early childhood education. [Online]. Available at: https://www.earlychildhoodireland.ie/wp-content/uploads/2016/05/Thomas-Wals...
•
Fahey, T. (1998) The Catholic church and social policy. [Online]. Available at:https://www.jstor.org/stable/27663634?seq=1#page_scan_tab_conte
Leitner, S. (2003) ‘Varieties of familialism: the caring function of the family in comparative perspective’, European societies, 5(4), pp. 353-375. https://doi. org/10.1080/1461669032000127642
Urban, M. (2012) ‘Researching early childhood policy and practice: a critical ecology’, European journal of education, 47(4), pp. 494-505. [Online]. Available at:
http://onlinelibrary.wiley.com.libgate.library.nuigalway.ie/doi/10.1111/eje...
Walsh, T. (2016) A crowded space: the policy development landscape in early childhood education. [Online]. Available at: https://www.earlychildhoodireland.ie/wp-content/uploads/2016/05/Thomas-Wals...
•
7. What is a policy?
- What is a policy?
- Policy is: An agenda of ideas informed by research and best practice to improve outcomes or lives (O’Brien & Prangnell, 2015, p.4). Policy [can be] defined as texts and things (legalisation and national strategies) but also as discursive processes that are complexly configured, contextually mediated and institutionally rendered. Policy is done by and done to teachers (Ball, Maguire & Braun, 2012, p.3).
What is a policy?
An agenda of ideas informed by research and best practice to improve outcomes or lives (O’Brien & Prangnell, 2015, p.4).
Policy [can be] defined as texts and things (legalisation and national strategies) but also as discursive processes that are complexly configured, contextually mediated and institutionally rendered. Policy is done by and done to teachers' (Ball, Maguire & Braun, 2012, p.3).
What is Social Policy?
'The study of how human beings' needs are met and how we respond to risks that human beings face… involves a concern with wellbeing, welfare, and security' (Considine & Dukelow, 2009, p.xxi).
'The study of how human beings' needs are met and how we respond to risks that human beings face… involves a concern with wellbeing, welfare, and security' (Considine & Dukelow, 2009, p.xxi).
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Section 1.2 Efforts to Classify Different Policy Approaches to Childcare
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a) The Esping-Andersen Framework
- Esping-Andersen offers a frame to understand how the organisation of early childhood education and care is linked to the social and economic history of different countries, and to the political regimes in place.
a) The Esping-Andersen Framework
Esping-Andersen (1993) offers a frame to understand how policies are influenced and developed within the state structures and ideologies and how they affect the people within the state.
The Esping-Andersen (1993) welfare regime typology may help to explain the differences in childcare approaches, attitudes, policy and funding across different nations.
Esping-Andersen (1993) offers a frame to understand how policies are influenced and developed within the state structures and ideologies and how they affect the people within the state.
The Esping-Andersen (1993) welfare regime typology may help to explain the differences in childcare approaches, attitudes, policy and funding across different nations.
12. Please view presentation on line google:
https://prezi.com/4l_jtokchf79/esping-andersen/
12. Please view presentation on line google:
Three Types of Welfare Regimes - IS MU
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b) Leitner’s Varieties of Familialism Typology
- Sigrid Leitner a German political scientist, sought to provide a gender sensitive classification of countries based on the degree to which they strengthened or burdened the family in its caring role (2003).
- This classification can help us understand the intentions of care policies, expressed by political parties or the government, as well as how care policies can affect care arrangements (Leitner, 2003).
b) Leitner’s Varieties of Familialism Typology
Sigrid Leitner, a German political scientist, sought to provide a gender sensitive classification of countries based on the degree to which they strengthened or burdened the family in its caring role (2003).
This classification can help us understand the intentions of care policies, expressed by political parties or the government, as well as how care policies can affect care arrangements (Leitner, 2003).
She suggested that there are two types of policies, familialistic policies which are underpinned by parental leave and rights for women who work at home. The second are de-familializing policies which set out ‘to unburden the family in its caring function, such as the public provision of child care and/or social services or the (public subsidy of) care provision through the market’ (p.358).
Four ideal types of familialism emerge with the care policies in the EU member states being classified according to them. Leitner found that countries cluster differently for different care policies.
NOTE: Dobrotic & Juros’ (2016) multilevel analysis of 24 European countries, found that Leitner’s ‘Varieties of Familialism’ typology ‘better accounts for the cross-national variations in childcare attitudes than Esping-Anderson’s typology’ (p.323).
13. Read:
Leitner, S. (2003) ‘Varieties of familialism: the caring function of the family in comparative perspective’, European societies, 5(4), pp. 353-375. https://doi. org/10.1080/1461669032000127642
12. Read:
Leitner, S. (2003) ‘Varieties of familialism: the caring function of the family in comparative perspective’, European societies, 5(4), pp. 353-375. https://doi. org/10.1080/1461669032000127642
Leitner, S. (2003) ‘Varieties of familialism: the caring function of the family in comparative perspective’, European societies, 5(4), pp. 353-375. https://doi. org/10.1080/1461669032000127642
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14. c) Bennett’s (2006) Typology of Early Childhood Systems
Dr. John Bennet worked for many years with UNESCO, OECD, and UNICEF. He employed Esping Anderson’s model to look at how different states approach funding for childcare, his model groups countries according to the level of public investment in childcare. To read more see Hayes (2007, p.9).
c) Bennett’s (2006) Typology of Early Childhood Systems
Dr. John Bennet worked for many years with UNESCO, OECD, and UNICEF. He employed Esping-Anderson’s model to look at how different states approach funding for childcare, his model groups countries according to the level of public investment in childcare.(Hayes, 2007, p.9).
High Investment Public Provision Model:
Social democratic countries including the Nordic countries, which provide universal services to facilitate good quality childcare, education, maternity/paternity leave and supportive subsidisation policies for families.
Low to Mid-Investment Pre-primary Model:
Conservative countries including Italy, Portugal, Belgium, France, the Netherlands. These countries have been moving towards universal provision for children (3-6 years) in preparation for learning and school.
Low Public Investment: Mixed Market Model/Liberal Countries:
including Ireland, Australia, Canada, Korea and the U.S. The responsibility for childcare is placed on families. Policies and support for early childhood tend to be weak, with the childcare sector being viewed as a service for working women, or for disadvantaged children. There are little regulation and input from many government departments. State support and investment is low and need based (Hayes, 2007).
Dr. John Bennet worked for many years with UNESCO, OECD, and UNICEF. He employed Esping-Anderson’s model to look at how different states approach funding for childcare, his model groups countries according to the level of public investment in childcare.(Hayes, 2007, p.9).
High Investment Public Provision Model:
Social democratic countries including the Nordic countries, which provide universal services to facilitate good quality childcare, education, maternity/paternity leave and supportive subsidisation policies for families.
Low to Mid-Investment Pre-primary Model:
Conservative countries including Italy, Portugal, Belgium, France, the Netherlands. These countries have been moving towards universal provision for children (3-6 years) in preparation for learning and school.
Low Public Investment: Mixed Market Model/Liberal Countries:
including Ireland, Australia, Canada, Korea and the U.S. The responsibility for childcare is placed on families. Policies and support for early childhood tend to be weak, with the childcare sector being viewed as a service for working women, or for disadvantaged children. There are little regulation and input from many government departments. State support and investment is low and need based (Hayes, 2007).
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16. The Evolution of Social Policy over Time
- Buck advises that if you want to understand today, you have to search yesterday (1973). Therefore, to understand how ECEC policies have been influenced and developed within the state structures and ideologies, it is necessary to look back at the development of Irish social policy and situate ECEC policy within this context. Mairead Considine and Fiona Dukelow (2009) chart the evolution and development of welfare measures in Ireland from the 17th century to 2009. They caution that in studying social policy one needs to understand that the development of social policy did not occur in a simple linear fashion, where one stage followed another, instead the history of social policy, is as much about “repetition and regression as by progression”, as different “strands and influences have varying weight over time, depending on the wider political, economic and cultural context” (Considine & Dukelow, 2009, p.22). Welfare Measures in the Seventeenth and Eighteenth Century: Aid or Punishment? One of the earliest Irish welfare policies was the Act for the Erecting of Houses of Correction and for Punishment of all Rogues, Vagabonds, Sturdy Beggars and other Lewd and Idle Persons’, which was passed in 1635. The purpose of which was to have a degree of control, a balance between aid and punishment over the beggar population of the time. The following Acts were developed to construct workhouses to employ and house the poor in Dublin (1703) and Cork (1735). Central to these acts was the requirement of the workhouses to incorporate “foundling hospitals” for abandoned children within a protestant context. In response, catholic orphanages followed to ensure catholic children were ‘rescued’ from the proselytizing efforts of Protestants (Considine & Dukelow, 2009, p.3). The first signs of the provision of care and education occurred during this period, albeit they were not funded by the state. In 1765 the Infirmaries Act set out to provide each county in Ireland with an infirmary, these institutions were partially funded by the state along with donations. The infirmaries quickly became run down and dispensaries, which were a voluntary initiative to provide care for the poor evolved. During the 18th century, the provision of education was dependent on funding from rotestant groups with the intention of spreading Protestantism. Conversely, the Penal Laws made it difficult for Catholics to establish schools and while the hedge schools were in operation, the penal laws were repealed in 1782. However, many children continued to attend the hedge schools. In sum, it could be reasoned that during this period the state’s role in the welfare of the people was noninterventionist.
Buck advises that if you want to understand today, you have to search yesterday (1973). Therefore, to understand how ECEC policies have been influenced and developed within the state structures and ideologies, it is necessary to look back at the development of Irish social policy and situate ECEC policy within this context.
Considine & Dukelow (2009) chart the evolution and development of welfare measures in Ireland from the 17th century to 2009. They caution that in studying social policy we need to understand that the development of social policy did not occur in a simple linear fashion, where one stage followed another; instead, the history of social policy is as much about ‘repetition and regression as by progression’, as different ‘strands and influences have varying weight over time, depending on the wider political, economic and cultural context’ (Considine & Dukelow, 2009, p.22).
Welfare Measures in the Seventeenth and Eighteenth Century: Aid or Punishment?
One of the earliest Irish welfare policies was the ‘Act for the Erecting of Houses of Correction and for Punishment of all Rogues, Vagabonds, Sturdy Beggars and other Lewd and Idle Persons’, which was passed in 1635. The purpose of this Act was to have a degree of control, a balance between aid and punishment over the beggar population of the time. The following Acts were developed to construct workhouses to employ and house the poor in Dublin (1703) and Cork (1735). Central to these acts was the requirement of the workhouses to incorporate ‘foundling hospitals’ for abandoned children within a Protestant context. In response, Catholic orphanages followed to ensure Catholic children were ‘rescued’ from the proselytizing efforts of Protestants (Considine & Dukelow, 2009, p.3). The first signs of the provision of care and education occurred during this period, albeit they were not funded by the state.
In 1765 the Infirmaries Act set out to provide each county in Ireland with an infirmary. These institutions were partially funded by the state along with donations. The infirmaries quickly became run down, and dispensaries, which were a voluntary initiative to provide care for the poor, evolved.
During the 18th century, the provision of education was dependent on funding from protestant groups with the intention of spreading Protestantism. Conversely, the Penal Laws made it difficult for Catholics to establish schools and while the hedge schools were in operation, the penal laws were repealed in 1782. However, many children continued to attend the hedge schools. In sum, it could be reasoned that during this period the state’s role in the welfare of the people was noninterventionist.
17. Beginning of State Intervention
- Following the Act of Union in 1800, where Ireland and Britain became one political entity, a Poor Law was enacted in 1838 to deal with the poor in Ireland. Considine & Dukelow (2009) suggest that this attempt at state intervention became ‘the roots of modern social policy’, with its move away from workhouse provision towards cash payments in the form of pensions and national insurance (p.7).
Following the Act of Union in 1800, where Ireland and Britain became one political entity, a Poor Law was enacted in 1838 to deal with the poor in Ireland. Considine & Dukelow (2009) suggest that this attempt at state intervention became ‘the roots of modern social policy’, with its move away from workhouse provision towards cash payments in the form of pensions and national insurance (p.7).
The Poor Law had a similar remit to the 1637 Housing and Punishment of Beggars Act, in that it emphasised control and the preservation of order. The Irish Poor Law was underpinned by the notion of individualism, where the person, not the state, is held responsible for their well-being. This laissez-faire philosophy was central to the Victorian values and the class system. Nevertheless, the Poor Law was considered to be the first system of state intervention to deal with poverty and deliver a more ‘basic form of provision’. It opened the way for a ‘more multifaceted’ and ‘less grudging’ role of the state in the provision of welfare and social services (Considine & Dukelow, 2009, p. 85).
The state established a national school system in 1831 and a Board of Commissioners for National Education who were responsible for funding and regulating school. The Great Famine (1845–7) necessitated the Irish Poor Relief Extension Act, 1847 and the 1880 Relief of Distress Act. Both provided outdoor relief (giving food to people not in the workhouses) to the poor. The introduction of outdoor relief evolved to become one element of the contemporary social welfare system, the Supplementary Welfare Allowance.
The 1846 legislation was introduced to provide health care and pauper graveyards. The Poor Law (Ireland) Amendment Act, 1861 requested that workhouses and infirmaries be converted into general hospitals. By the mid-nineteenth century, the Catholic Church took on the role of providing social services for the poor. Magdalene homes, industrial and reformatory schools for women were funded by the state but managed by religious groups.
The Poor Law had a similar remit to the 1637 Housing and Punishment of Beggars Act, in that it emphasised control and the preservation of order. The Irish Poor Law was underpinned by the notion of individualism, where the person, not the state, is held responsible for their well-being. This laissez-faire philosophy was central to the Victorian values and the class system. Nevertheless, the Poor Law was considered to be the first system of state intervention to deal with poverty and deliver a more ‘basic form of provision’. It opened the way for a ‘more multifaceted’ and ‘less grudging’ role of the state in the provision of welfare and social services (Considine & Dukelow, 2009, p. 85).
The state established a national school system in 1831 and a Board of Commissioners for National Education who were responsible for funding and regulating school. The Great Famine (1845–7) necessitated the Irish Poor Relief Extension Act, 1847 and the 1880 Relief of Distress Act. Both provided outdoor relief (giving food to people not in the workhouses) to the poor. The introduction of outdoor relief evolved to become one element of the contemporary social welfare system, the Supplementary Welfare Allowance.
The 1846 legislation was introduced to provide health care and pauper graveyards. The Poor Law (Ireland) Amendment Act, 1861 requested that workhouses and infirmaries be converted into general hospitals. By the mid-nineteenth century, the Catholic Church took on the role of providing social services for the poor. Magdalene homes, industrial and reformatory schools for women were funded by the state but managed by religious groups.
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18. History of Irish Social Policy/cont.
- Advances in Irish Social Policy in the Late Nineteenth and Early Twentieth Century.
- A change in the understanding of and attitudes towards poverty and poor people and their welfare occurred in the late nineteenth century, establishing the roots of modern social policy. The interpretation of poverty as a personal weakness was replaced by a link between poverty and influences outside the person’s control, such as unemployment. The notion that welfare involved wealthy people offering charitable donations was replaced with the idea of rights: people as citizens were entitled to have their needs fulfilled.
Advances in Irish Social Policy in the Late Nineteenth and Early Twentieth Century.
A change in the understanding of and attitudes towards poverty and poor people and their welfare occurred in the late nineteenth century, establishing the roots of modern social policy. The interpretation of poverty as a personal weakness was replaced by a link between poverty and influences outside the person’s control, such as unemployment. The notion that welfare involved wealthy people offering charitable donations was replaced with the idea of rights: people as citizens were entitled to have their needs fulfilled.
The first piece of legislation referring specifically to the child was the Prevention of Cruelty to, and Protection of, Children generally known as the Children's Charter. It was introduced in 1889. The Old Age Pension Act was introduced in 1908, and a Housing Act (1908) was passed to provide for urban housing development. The National Insurance Act, 1911 gave workers something to rely on as a right, outside of the Poor Law, and established the beginnings of insurance-based social security.
The 1911 Act was based on the male breadwinner model of social security. Men were considered to be more important than women and had better terms of contributions and benefits. This understanding was the foundation of the inequalities between men and women in the social security system, which remain today.
In sum, the end of the nineteenth century observed many social policy developments including state intervention in health and education and the protection of employees. These policies indicated that the foundations for state welfare were being positioned.
The first policy on children was the Children’s Act 1908. This act turned the attention from the punishment of children to the treatment of children and gave children a separate legal status (O’Brien & Prangnell, 2015). The act was not replaced until the Child Care Act 1991.
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Question for reflection
- 1. What type of welfare regime do you think was in place during the seventeenth and eighteenth centuries? 2. Who had the most influence on social policy during this era? Write down your response to this question. Then continue working through the slides to examine some of the important developments that influenced and informed social policy during the nineteenth century.
Question for reflection
1. What type of welfare regime do you think was in place during the seventeenth and eighteenth centuries?
2. Who had the most influence on social policy during this era?
Write down your response to this question. Then continue working through the slides
to examine some of the important developments that influenced and informed social policy during the nineteenth century.
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20.TASK
- Taking the information you have gathered from the Esping-Andersen (1993), the Leitner (2003) and Bennet (2006) typologies, try to establish what perspective is underpinning social policy in the following slides.
Taking the information you have gathered from the Esping-Andersen (1993), the Leitner (2003) and Bennet (2006) typologies, try to establish what perspective is underpinning social policy in the following slides.
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Social Policy Under the First Parliament of the Irish Free State
- Limited intervention
- This government (1923) had difficulties with an inexperienced cabinet, limited resources and the constant threat of Britain resuming political control. These challenges resulted in hard and practical decisions being made to create a new state and restore order, with little reference to the political, social or economic consequences of their decisions (Corcoran, 2009).
Social Policy Under the First Parliament of the Irish Free State
Limited intervention
This government (1923) had difficulties with an inexperienced cabinet, limited resources and the constant threat of Britain resuming political control. These challenges resulted in hard and practical decisions being made to create a new state and restore order, with little reference to the political, social or economic consequences of their decisions (Corcoran, 2009).
Since then, Irish social policy has been shaped by many influences. Irish social policy has been shaped by the catholic philosophy underpinning the Constitution. There has been a series of partnerships which have moulded and informed social policy: a partnership between church and state, social partnership, European partnership and more recently a partnership with international organisations (Kiersey, 2011).
Limited intervention
This government (1923) had difficulties with an inexperienced cabinet, limited resources and the constant threat of Britain resuming political control. These challenges resulted in hard and practical decisions being made to create a new state and restore order, with little reference to the political, social or economic consequences of their decisions (Corcoran, 2009).
Since then, Irish social policy has been shaped by many influences. Irish social policy has been shaped by the catholic philosophy underpinning the Constitution. There has been a series of partnerships which have moulded and informed social policy: a partnership between church and state, social partnership, European partnership and more recently a partnership with international organisations (Kiersey, 2011).
23. Six main influences on social policy in Ireland
- (A) Bunreacht na hEireann (1937)
- (B) The Church
- (C) The State
- (D) European partnership
- (E) Social partnership
- (F) International partnership.
Six main influences on social policy in Ireland
(A) Bunreacht na hEireann (1937)
(B) The Church
(C) The State
(D) European partnership
(E) Social partnership
(F) International partnership.
(A) Bunreacht na hEireann (1937)
(B) The Church
(C) The State
(D) European partnership
(E) Social partnership
(F) International partnership.
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Bunreacht na hEireann (1937) The Constitution
- A country’s constitution is often used as a starting point in analysing ideologies, political systems and policy approach’ (Hayes & Bradley, 2009, p. 21). The political, religious and economic values and interests of a state are exhibited in their constitution.
- Article 41.1.1 of the Irish Constitution positions the family as the most important social structure in Irish society … superior to all positive law (Ireland, 1937). Under Article 41.2.2 of the Irish Constitution, women were not to engage in labour to the neglect of the family.
(A) Bunreacht na hEireann (1937) The Constitution
A country’s constitution is often used as a starting point in analysing ideologies, political systems and policy approach’ (Hayes & Bradley, 2009, p. 21). The political, religious and economic values and interests of a state are exhibited in their constitution.
Article 41.1.1 of the Irish Constitution positions the family as the most important social structure in Irish society … superior to all positive law (Ireland, 1937).
Under Article 41.2.2 of the Irish Constitution, women were not to engage in labour to the neglect of the family.
Article 42.1 offers parents the right over their children and ‘to provide, according to their means, for the religious and moral, intellectual, physical and social education of their children’ (Ireland, 1937).
Article 42.5, the State can only intervene in the family in ‘exceptional cases, where the parents for physical or moral reasons fail in their duty towards their children’ (Ireland, 1937).
A country’s constitution is often used as a starting point in analysing ideologies, political systems and policy approach’ (Hayes & Bradley, 2009, p. 21). The political, religious and economic values and interests of a state are exhibited in their constitution.
Article 41.1.1 of the Irish Constitution positions the family as the most important social structure in Irish society … superior to all positive law (Ireland, 1937).
Under Article 41.2.2 of the Irish Constitution, women were not to engage in labour to the neglect of the family.
Article 42.1 offers parents the right over their children and ‘to provide, according to their means, for the religious and moral, intellectual, physical and social education of their children’ (Ireland, 1937).
Article 42.5, the State can only intervene in the family in ‘exceptional cases, where the parents for physical or moral reasons fail in their duty towards their children’ (Ireland, 1937).
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25. Bunreacht na hEireann (1937) The Constitution
- The Irish Constitution (1937) outlined the state’s values and objectives and reflected the thinking of the time. The constitution adopted a noninterventionist approach to the family, where the political and civil rights of the family were given primacy. This philosophy has significantly influenced how policy has developed in Ireland.
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26. Question for Reflection
Under Article 42.5, the State should not intervene in the family (1937).
Does this mark the beginning of the divide between care and education?
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27. Early childhood services in Ireland are fractured across the welfare (childcare) and educational (early education) domains and … targeted in nature (Hayes, 2008, p. 33).
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(B) Church Influence on Irish Social Policy
(B) THE CHURCH HAD THE POWER OVER POLICY:
for most of the twentieth century
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29. The Church Had Immense Power Over Government Policy For Most of the Twentieth Century.
In the early years of the new Irish State, the church established itself at centre stage for moral and welfare matters and paid little attention to social issues such as poverty, health, and education. Women and children appeared to have fared much poorer than men under this new regime (Considine & Dukelow, 2009; Moran, 2009).
1930's: Unmarried mothers were assigned to homes under two categories, those that could be reformed and the ‘less hopeful cases’ (Considine & Dukelow, 2009, p.29).
Children continued to be housed in industrial schools with adoption and fostering denied. Conditions included neglect, abuse and starvation.
1944: Introduction of universal children’s allowance (payment made to father as head of household).
1952: Mother and child scheme REJECTED. Efforts to provide health care for women and children up to 16 years and to expand the role of the state was rejected by the Church and medical professions (Fanning, 2004).
Church feared that care would include advice on birth control and the doctors could be Protestants.
1930's: Unmarried mothers were assigned to homes under two categories, those that could be reformed and the ‘less hopeful cases’ (Considine & Dukelow, 2009, p.29).
Children continued to be housed in industrial schools with adoption and fostering denied. Conditions included neglect, abuse and starvation.
1944: Introduction of universal children’s allowance (payment made to father as head of household).
1952: Mother and child scheme REJECTED. Efforts to provide health care for women and children up to 16 years and to expand the role of the state was rejected by the Church and medical professions (Fanning, 2004).
Church feared that care would include advice on birth control and the doctors could be Protestants.
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Read: Fahey, T. (1998) The Catholic church and social policy. [Online]. Available at:
https://www.jstor.org/stable/27663634?seq=1#page_scan_tab_contents
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(C) State Policy Attitudes to Family Support
(C) State Policy Attitudes to Family Support
- The notion that the State will not intervene in the family (embodied in the 1937 Constitution) has influenced State policy from the start.
- Under Article 41.2.2 of the Irish Constitution, women were not to engage in labour to the neglect of the family. In the 1930s, the Irish Government barred married women from working. This ensured that women remained in the home, taking care of children, enabling the State to maintain its non-interference approach.
The notion that the State will not intervene in the family (embodied in the 1937 Constitution) has influenced State policy from the start.
Under Article 41.2.2 of the Irish Constitution, women were not to engage in labour to the neglect of the family. In the 1930s, the Irish Government barred married women from working. This ensured that women remained in the home, taking care of children, enabling the State to maintain its non-interference approach.
The idea that the State will not intervene in the family (1937) appears to continue to underpin ECEC policy today.
The universal ECCE Scheme, introduced in 2010, permitted the government to place the responsibility of provision on the providers (90% of ECEC schools signed contracts to provide the ECCE scheme) and did not interfere with parents’ right to work or not as ‘the hours of the scheme were not designed to facilitate parental employment’ (Hayes & O'Donoghue-Hynes & Wolfe, 2013, p.11).
Under Article 41.2.2 of the Irish Constitution, women were not to engage in labour to the neglect of the family. In the 1930s, the Irish Government barred married women from working. This ensured that women remained in the home, taking care of children, enabling the State to maintain its non-interference approach.
The idea that the State will not intervene in the family (1937) appears to continue to underpin ECEC policy today.
The universal ECCE Scheme, introduced in 2010, permitted the government to place the responsibility of provision on the providers (90% of ECEC schools signed contracts to provide the ECCE scheme) and did not interfere with parents’ right to work or not as ‘the hours of the scheme were not designed to facilitate parental employment’ (Hayes & O'Donoghue-Hynes & Wolfe, 2013, p.11).
33. Hayes (2016) advises that ECEC remains a neglected and underfunded policy area. She proposes that there is a sustained distancing of the state from interfering in the private sphere of childcare, the result is fragmented policy initiatives and continued conceptual and structural separation of care and education.
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34. Question for Reflection
Under Article 41.2.2 of the Irish Constitution, women were not to engage in labour to the neglect of the family.
In the 1930s the Irish Government barred married women from working.
Is this the foundation for the limited state support for working women today (2017)?
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The 1958 Programme for Economic Expansion changed the direction of social policy and moved the emphasis away from ‘protectionism’ (discouraging outside investment) and self-reliance, to economic and agricultural growth. Social welfare and infrastructural issues were pushed aside (Fanning, 2004, p. 5).
The 1958 Programme for Economic Expansion changed the direction of social policy and moved the emphasis away from ‘protectionism’ (discouraging outside investment) and self-reliance, to economic and agricultural growth. Social welfare and infrastructural issues were pushed aside (Fanning, 2004, p. 5).
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36. High Emigration 1951-1961
'The safety value of emigration was also a brake on social and political change' (Fanning, 2004,
p.11)
High Emigration 1951-1961
'The safety value of emigration was also a brake on social and political change' (Fanning, 2004,
p.11)
'The safety value of emigration was also a brake on social and political change' (Fanning, 2004,
p.11)
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37. Increased Role of the State in Social Policy
- The Church’s power over government policy remained strong until the 1960s. The Irish State began to develop a more interventionist approach to social policy. This decade saw the publication of important reports, and the implementation of new initiatives particularly in the field of education. These reports included:
37. Increased Role of the State in Social Policy
The Church’s power over government policy remained strong until the 1960s. The Irish State began to develop a more interventionist approach to social policy. This decade saw the publication of important reports, and the implementation of new initiatives particularly in the field of education. These reports included:
1965: Report on the Investment in Education (OECD & Irish Government, 1965)
1965: Report of the Commission of Inquiry on Mental Handicap
1967/8: Introduction of free post-primary education
1968: Report on Care of the Aged.
1968: Local Authority (Higher Education Grant) to support less well-off to attend third level, expansion of Technological colleges.
The Church’s power over government policy remained strong until the 1960s. The Irish State began to develop a more interventionist approach to social policy. This decade saw the publication of important reports, and the implementation of new initiatives particularly in the field of education. These reports included:
1965: Report on the Investment in Education (OECD & Irish Government, 1965)
1965: Report of the Commission of Inquiry on Mental Handicap
1967/8: Introduction of free post-primary education
1968: Report on Care of the Aged.
1968: Local Authority (Higher Education Grant) to support less well-off to attend third level, expansion of Technological colleges.
38. Question for Reflection
The continuation of education being prioritised over care?
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40. EU Influence on Social Policy in Ireland
- Ireland joined the EEC in 1973. This led to wide-reaching reform of Irish Social Policy, particularly in the area of Women’s Rights. A series of Acts addressed issues of discrimination and equality of pay
- Marriage bar lifted (1973) The Employment Equality Act (1977) The Unfair Dismissals Act (1977) The Maternity (Protection of Employees) Act (1981)
Ireland joined the EEC in 1973. This led to wide-reaching reform of Irish Social Policy, particularly in the area of Women’s Rights. A series of Acts addressed issues of discrimination and equality of pay
Marriage bar lifted (1973)
The Employment Equality Act (1977)
The Unfair Dismissals Act (1977)
The Maternity (Protection of Employees) Act (1981)
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41. Women's Policies
- Developments in social policy continued to reflect the church/state view of women in the context of carers:
- 1968 Prescribed relatives allowance 1973 Deserted wives' benefit 1973 Unmarried mothers' benefit 1973 Prisoner’s wives' benefit 1974 Single women’s allowance 1974 Introduction of universal children’s allowance (payment made to father as head of household) (Fahy, 2004).
Developments in social policy continued to reflect the church/state view of women in the context of carers:
1968 Prescribed relatives allowance
1973 Deserted wives' benefit
1973 Unmarried mothers' benefit
1973 Prisoner’s wives' benefit
1974 Single women’s allowance
1974 Introduction of universal children’s allowance (payment made to father as head of household) (Fahy, 2004).
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42. Question for Reflection
Do you think the current philosophy underpinning Irish government ECEC policy is: care is woman’s work?
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43. Legacy of Church/State View of Women as Carers
Campbell-Barr & Leeson (2016) suggest that parents, policy makers and society agree that childcare is women’s work and therefore little training and payment is required to fulfil the role.
43. Legacy of Church/State View of Women as Carers
Campbell-Barr & Leeson (2016) suggest that parents, policy makers and society agree that childcare is women’s work and therefore little training and payment is required to fulfil the role.
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(E) The Influence of Social Partnership on Irish Social Policy
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45. The Influence of Social Partnership on Irish Social Policy
- Social partnership emerged in the late 1980s. It was built on pay agreements to increase national competitiveness, control public expenditure and social security, reform pension and increase labour flexibility. Between 1987 and 2006 there were seven social partnership agreements (Moran, 2009).
46. The State had the Upper Hand in Social Policy
- Allen (2009) proposes that during the boom times, social partnership was used to keep wage increases down and to win agreement for neoliberal policies that were wrapped in the vacuous language of ‘social inclusion’, but when the crash occurred, the employers’ and the government’s agenda changed. Their solution lay in outright wage cuts to restore ‘competitiveness’ (p. 202).
46. The State had the Upper Hand in Social Policy
Allen (2009) proposes that during the boom times, social partnership was used to keep wage increases down and to win agreement for neoliberal policies that were wrapped in the vacuous language of ‘social inclusion’, but when the crash occurred, the employers’ and the government’s agenda changed. Their solution lay in outright wage cuts to restore ‘competitiveness’ (p. 202).
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47. Social partnership did not appear to include children.
Children’s Rights Alliance Report Card 2009: C- grade for children’s material well-being. While acknowledging ‘marked increases in child income support’ the report noted the absence of essential public services: child care, housing, health and education (Children's Rights Alliance, 2009, p. 18).
48. Social partnership did not appear to include children.
Children’s Rights Alliance Report Card 2009: C- grade for children’s material well-being. While acknowledging ‘marked increases in child income support’ the report noted the absence of essential public services: child care, housing, health and education (Children's Rights Alliance, 2009, p. 18).
Children’s Rights Alliance Report Card 2009: C- grade for children’s material well-being. While acknowledging ‘marked increases in child income support’ the report noted the absence of essential public services: child care, housing, health and education (Children's Rights Alliance, 2009, p. 18).
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(F) International Influences on policy
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International Influences on policy
- Decisions in 2009 came from the European Commission, the European Central Bank, the debt ratings agencies, the Organisation for Economic Cooperation and Development, the international money lenders, and the International Monetary Fund (Moran, 2009). It could be argued that they continue to influence policy today with a strong emphasis on economic growth (2017).
49. International Influences on policy (Children's rights or economic gain)?
Decisions in 2009 came from the European Commission, the European Central Bank, the debt ratings agencies, the Organisation for Economic Cooperation and Development, the international money lenders, and the International Monetary Fund (Moran, 2009).
It could be argued that they continue to influence policy today with a strong emphasis on economic growth (2017).
Decisions in 2009 came from the European Commission, the European Central Bank, the debt ratings agencies, the Organisation for Economic Cooperation and Development, the international money lenders, and the International Monetary Fund (Moran, 2009).
It could be argued that they continue to influence policy today with a strong emphasis on economic growth (2017).
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50. Regardless of wide-ranging change in ECEC 'a traditional policy paradigm has held constant', where the State’s role in direct service delivery remains limited, the State continues to be reluctant to intervene in 'family matters' and education is prioritised over care' (Hayes, O’Donoghue-Hynes, & Wolfe, 2013, p.191).
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51. Since the introduction of the Free State, social policy has been influenced by the (A) Constitution (1937), (B) the philosophy of a dominant Catholic Church, the State (C) and the European Union (D). This was followed by an unsatisfactory social partnership experience (E) culminating in the economic influence of international organisations (F).
51. Since the introduction of the Free State, social policy has been influenced by the (A) Constitution (1937), (B) the philosophy of a dominant Catholic Church, the State (C) and the European Union (D). This was followed by an unsatisfactory social partnership experience (E) culminating in the economic influence of international organisations (F).
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52. Question for Reflection
Can you think of any other influences on ECEC policy?
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Unit Review
- Historically the shared values of the Church, the Constitution, the New State, and Social, European and International partnerships have INFORMED and SHAPED ECEC policy. These influences included: • A reluctance to intervene in family matters; • Care was associated with women and the home; • Limited role of the State in direct service delivery; • Partnerships (Social, European and International) with an emphasis on economic policy.
Historically the shared values of the Church, the Constitution, the New State, and Social, European and International partnerships have INFORMED and SHAPED ECEC policy. These influences included:
• A reluctance to intervene in family matters;
• Care was associated with women and the home;
• Limited role of the State in direct service delivery;
• Partnerships (Social, European and International) with an emphasis on economic policy.
Photo by e r j k . a m e r j k a
'It’s time we had a public debate about how we value our young children and their care and early learning … Our government invests a pitifully low amount in early care and education and public funding goes to services without regard to quality'. At the same time, 'parents in Ireland pay some of the highest childcare costs in the world, without any guarantee of quality… Service-providers are expected to run an educational service, while also being entrepreneurs and running a financially viable business. Many services aren’t financially viable, and have no prospect of being' (de Buis, 2014, p.4)
'It’s time we had a public debate about how we value our young children and their care and early learning … Our government invests a pitifully low amount in early care and education and public funding goes to services without regard to quality'. At the same time, 'parents in Ireland pay some of the highest childcare costs in the world, without any guarantee of quality… Service-providers are expected to run an educational service, while also being entrepreneurs and running a financially viable business. Many services aren’t financially viable, and have no prospect of being' (de Buis, 2014, p.4)
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56. BLOG 1
Could you please look at the following presentation and answer the questions on the next slide.
55. LEARNING ACTIVITY
Could you please look at the following presentation and answer the questions on the next slide.
Walsh, T. (2016) ‘A crowded space: the policy development landscape in early childhood education’. [Online]. Available at: https://www.earlychildhoodireland.ie/wp-content/uploads/2016/05/Thomas-Wals...
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57. BLOG/cont
In this slide set you have examined the Epsing Anderson (1993) and Bennett (2006) typologies (slides 11-14), the evolution of Irish social policy (slides 17-21) and read Walsh (2016).
Please answer the following (Blog 1: 200-25o words)
1. How has Irish social policy developed?
2. What has influenced it?
3.What political perspective underpins current ECEC
.
LEARNING ACTIVITY/contd
In this slide set you have examined the Epsing Anderson (1993) and Benett (2006) typologies (slides 11-14), the evolution of Irish social policy (slides 17-21) and read Walsh (2016).
Using this information please answer the following questions
1. How has Irish social policy developed?
2. What has influenced it?
3. What political perspective underpins current ECEC policy?
Please write you answer and post your blog on the site provided on blackboard.
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58. References
- Allen, K. (2000) The celtic tiger: the myth of social partnership in Ireland. Manchester: Manchester University Press. Ball, S., Maguire, M. & Braun, A. (2012) How do schools do policy: policy enactments in secondary school. Dublin: Routledge Bambra, C. (2012) ‘Going beyond the three worlds of welfare capitalism: regime theory and public health research’, Journal of epidemiological community health, 61 (2), pp.1098–1102. Doi: 10.1136/jech.2007.064295
Allen, K. (2000) The celtic tiger: the myth of social partnership in Ireland. Manchester: Manchester University Press.
Ball, S., Maguire, M. & Braun, A. (2012) How do schools do policy: policy enactments in secondary school. Dublin: Routledge
Buck, P. (1973) All under heaven. New York: John Day Co.
Bunreacht na hEireann (1937) The Irish Constitution. Dublin: Stationery Office.
Campbell-Barr, V. & Georgeson, J. (2015) International perspectives on early years workforce development. Northwich: Critical Publishing Ltd (eBook).
Cambbell- Barr, V. Leeson, A. (2016). Quality and leadership in the early years: research, theory and practice. Northwich: Critical Publishing Ltd
Child Care Act (1991) [Online]. Available at: http://www.irishstatutebook.ie/eli/1991/act/17/enacted/en/html
Children’s Rights Alliance. (2008) Report card 2009. [Online]. Available at: https://www.childrensrights.ie/knowledgebase/health-and-wellbeing/report-ca...
Considine, M. & Dukelow, F. (2009) Irish social policy: a critical introduction. Dublin: Gill & McMillian.
Corcoran, D. (2009) ‘Public policy in an emerging state: The Irish free state 1922-25’, Irish journal of public policy, 1(1). [Online]. Available at: http://publish.ucc.ie/ijpp/2009/01/corcoran/05/en#d2086e71
De Buis, C. (2014) Childcare: business or profession? Dublin: Start Strong.
Department of Education and Skills (2010) Workforce development plan. [Online]. Available at: https://www.education.ie/en/Schools-Colleges/Information/Early-Years/eye_wo...
Dorbrotic, I. & Juros, T. (2016) ‘Who should finance childcare? Multilevel analysis of 24 countries, RevijzaSocialnu politiku, 23 (3), pp.323-357. [Online]. Available at: http://eds.a.ebscohost.com.elib.tcd.ie/eds/pdfviewer/pdfviewer?sid=a0856cb5...
Esping‐Andersen, G. (1993) The three worlds of welfare capitalism. Cambridge: Polity Press.
Fanning, B. (2004) The construction of Irish social policy 1953-2003. [Online]. Available at: http://irserver.ucd.ie/bitstream/handle/10197/7640/Administration2003.pdf?s...
Hayes, N. (2008) Perspectives on the relationship between education and care in early childhood. [Online]. Available at:
http://www.ncca.ie/en/curriculum_andassessment/early_childhood_and_primary_...
Hayes, N. (2016) ‘Early childhood education and care: a neglected policy arena?’ In Murphy, M. The Irish welfare state in the twenty-first century. UK: Springer. Pp.193-214.
Hayes. N. & Bradley, S. (2009) ‘Right by children: children's rights and rights based approaches to policy making in early childhood education and care: the case of Ireland’, Irish research council humanities and the social sciences. [Online]. Available at: HTTPS://WWW.GOOGLE.IE/SEARCH?Q=HAYES.+N.%2C+%26+BRADLEY%2C+S+(2009)+‘RIGHT+...
Hayes, N., O’Donoghue-Hynes, B. & Wolfe, T. (2013) ‘Rapid change without transformation: the dominance of a national policy paradigm over international influences on ecec development in Ireland 1995-2012’, International journal of early childhood, 45 (2), pp.191-205. Doi: 10.1007/s13158-013-0090-5
Kiersey, R. (2009) ‘Exploring early childhood education and care policy in Ireland: critical discourse analysis as a methodological tool’. Paper presented at EECERA 2009, Nineteenth European Conference on the Quality of Early Childhood Education. Palais des Congrès of the European Union, Strasbourg, France, August 28th, 2009. [Online]. Available at: http://arrow.dit.ie/cgi/viewcontent.cgi?article=1008&context=csercon
Leitner, S. (2003) ‘Varieties of familialism: The caring function of the family in comparative perspective’, European societies, 5 (4), pp. 353-375, DOI: 10.1080/1461669032000127642
Moran, J. (2009) ‘From Catholic church dominance to social partnership promise and now economic crisis, little changes in Irish social policy’, Irish journal of public policy, 1 (2), pp. 234-242. [Online]. Available at: http://publish.ucc.ie/ijpp/2010/01/moran/01/en
O’Brien, E. & Prangnell, M. (2015) Childhood social, legal and health studies.
Dublin: Gill Education.
Walsh, T. (2016) A crowded space: The policy development landscape in early childhood education. [Online]. Available at: https://www.earlychildhoodireland.ie/wp-content/uploads/2016/05/Thomas-Wals...
Ball, S., Maguire, M. & Braun, A. (2012) How do schools do policy: policy enactments in secondary school. Dublin: Routledge
Buck, P. (1973) All under heaven. New York: John Day Co.
Bunreacht na hEireann (1937) The Irish Constitution. Dublin: Stationery Office.
Campbell-Barr, V. & Georgeson, J. (2015) International perspectives on early years workforce development. Northwich: Critical Publishing Ltd (eBook).
Cambbell- Barr, V. Leeson, A. (2016). Quality and leadership in the early years: research, theory and practice. Northwich: Critical Publishing Ltd
Child Care Act (1991) [Online]. Available at: http://www.irishstatutebook.ie/eli/1991/act/17/enacted/en/html
Children’s Rights Alliance. (2008) Report card 2009. [Online]. Available at: https://www.childrensrights.ie/knowledgebase/health-and-wellbeing/report-ca...
Considine, M. & Dukelow, F. (2009) Irish social policy: a critical introduction. Dublin: Gill & McMillian.
Corcoran, D. (2009) ‘Public policy in an emerging state: The Irish free state 1922-25’, Irish journal of public policy, 1(1). [Online]. Available at: http://publish.ucc.ie/ijpp/2009/01/corcoran/05/en#d2086e71
De Buis, C. (2014) Childcare: business or profession? Dublin: Start Strong.
Department of Education and Skills (2010) Workforce development plan. [Online]. Available at: https://www.education.ie/en/Schools-Colleges/Information/Early-Years/eye_wo...
Dorbrotic, I. & Juros, T. (2016) ‘Who should finance childcare? Multilevel analysis of 24 countries, RevijzaSocialnu politiku, 23 (3), pp.323-357. [Online]. Available at: http://eds.a.ebscohost.com.elib.tcd.ie/eds/pdfviewer/pdfviewer?sid=a0856cb5...
Esping‐Andersen, G. (1993) The three worlds of welfare capitalism. Cambridge: Polity Press.
Fanning, B. (2004) The construction of Irish social policy 1953-2003. [Online]. Available at: http://irserver.ucd.ie/bitstream/handle/10197/7640/Administration2003.pdf?s...
Hayes, N. (2008) Perspectives on the relationship between education and care in early childhood. [Online]. Available at:
http://www.ncca.ie/en/curriculum_andassessment/early_childhood_and_primary_...
Hayes, N. (2016) ‘Early childhood education and care: a neglected policy arena?’ In Murphy, M. The Irish welfare state in the twenty-first century. UK: Springer. Pp.193-214.
Hayes. N. & Bradley, S. (2009) ‘Right by children: children's rights and rights based approaches to policy making in early childhood education and care: the case of Ireland’, Irish research council humanities and the social sciences. [Online]. Available at: HTTPS://WWW.GOOGLE.IE/SEARCH?Q=HAYES.+N.%2C+%26+BRADLEY%2C+S+(2009)+‘RIGHT+...
Hayes, N., O’Donoghue-Hynes, B. & Wolfe, T. (2013) ‘Rapid change without transformation: the dominance of a national policy paradigm over international influences on ecec development in Ireland 1995-2012’, International journal of early childhood, 45 (2), pp.191-205. Doi: 10.1007/s13158-013-0090-5
Kiersey, R. (2009) ‘Exploring early childhood education and care policy in Ireland: critical discourse analysis as a methodological tool’. Paper presented at EECERA 2009, Nineteenth European Conference on the Quality of Early Childhood Education. Palais des Congrès of the European Union, Strasbourg, France, August 28th, 2009. [Online]. Available at: http://arrow.dit.ie/cgi/viewcontent.cgi?article=1008&context=csercon
Leitner, S. (2003) ‘Varieties of familialism: The caring function of the family in comparative perspective’, European societies, 5 (4), pp. 353-375, DOI: 10.1080/1461669032000127642
Moran, J. (2009) ‘From Catholic church dominance to social partnership promise and now economic crisis, little changes in Irish social policy’, Irish journal of public policy, 1 (2), pp. 234-242. [Online]. Available at: http://publish.ucc.ie/ijpp/2010/01/moran/01/en
O’Brien, E. & Prangnell, M. (2015) Childhood social, legal and health studies.
Dublin: Gill Education.
Walsh, T. (2016) A crowded space: The policy development landscape in early childhood education. [Online]. Available at: https://www.earlychildhoodireland.ie/wp-content/uploads/2016/05/Thomas-Wals...
