Lara Corr

The framing of Australian childcare policy problems and their solutions

Using discursive policy analysis, we analyse recent Australian childcare policy reform. By examining the policy framings of two successive governments and a childcare union, we demonstrate how the value of care work was strategically positioned by each of the three actors, constructing differing problems with different policy solutions. We argue that women’s care work was recognised by one government as valuable and professional when it aligned with an educational investment framing of enhanced productivity. This framing was capitalised upon by a union campaign for ‘professional’ wages, resulting in a government childcare worker wage subsidy. However, prior to implementation, a change of government re-framed the problem. The new government cast mandatory quality standards as placing unnecessary financial pressure on families and business. Within this frame, the remedy was to instead subsidise employer staff-development costs without increasing workers’ wages.

Childcare providers’ mental health: a systematic review of its prevalence, determinants and relationship to care quality

Childcare providers’ mental health is important for their well-being and its potential impact on turnover and care quality. A systematic review of research (1980–2012) was conducted to investigate the quality and findings of studies on the mental health of centre- and home-based childcare providers. Eighteen articles were identified that examined depression, stress, negative moods or positive mental health. There were risks of bias within most studies (15/18). Qualitative research indicated high provider stress, yet mean scores of perceived stress and depression were low and mental well-being was high. Poor mental health was linked with poor working conditions. Its relationship with care quality was inconclusive; however, higher quality care was consistently related to higher educator mental well-being. This systematic review revealed a limited evidence base largely focused on mental health problems and suggests that sector engagement is essential to advance the mental health of childcare providers.

Organizational capacity building in childcare: promoting children's mental health

Mental health promotion is not included in core childcare training or in intervention programmes for family day care (FDC). The aim of this study was to identify key FDC strategies for a childrens social and emotional well-being intervention. Three focus groups and five individual interviews were conducted with FDC educators, as well as one focus group with FDC fieldworkers. Content analysis guided data analysis and issues were mapped onto a health promotion capacity-building framework. Capacity-building strategies in the key areas of workforce development, resource allocation, and enhancing leadership and creating partnerships were identified. Issues to be managed included lack of resources and time and unclear role delineation for educators and fieldworkers. Worker insight into capacity-building strategies and potential barriers are essential to shape much needed and timely mental health promotion programmes in FDC.

Fair relationships and policies to support family day care educators’ mental health: a qualitative study

BackgroundHigh quality child care is a population health investment that relies on the capacity of providers. The mental health and wellbeing of child care educators is fundamental to care quality and turnover, yet sector views on the relationship between working conditions and mental health and wellbeing are scarce. This paper examines child care educators’ and sector key informants’ perspectives on how working in family day care influences educator’s mental health and wellbeing.MethodsSemi-structured telephone interviews were conducted with Australian family day care educators (n = 16) and key informants (n = 18) comprised of representatives from family day care schemes, government and other relevant organisations regarding the relationship between working conditions and educator mental health. Thematic analysis referenced the assumptions and concepts of critical inquiry and used social exchange theory.ResultsEducators and key informants reported that educators’ mental health was affected by the quality of their relationships with government, family day care schemes, and the parents and children using their services. These social relationships created and contributed to working conditions that were believed to promote or diminish educators’ mental health. High quality relationships featured fair exchanges of educator work for key resources of social support and respect; adequate income; professional services; and information. Crucially, how exchanges influenced educator wellbeing was largely contingent on government policies that reflect the values and inequities present in society.ConclusionsMaking policies and relationships between educators, government and family day care schemes fairer would contribute strongly to the protection and promotion of educator mental health and wellbeing, and in turn contribute to workforce stability and care quality.

Investigating the institutional norms and values of the Productivity Commission: The 2011 and 2015 Childcare Inquiries

The Productivity Commission (PC) has a mandate to provide independent advice to government that promotes community wellbeing. Whilst it plays a significant role in social and economic reform, the underlying institutional values and norms of the PC that shape its advice have not been examined. This paper examines policy problematisations (Bacchi 2009, 2012) across two PC ‘inquiries’ into childcare (2011, 2015) between Labor and Coalition governments, and the advice provided by the PC. In doing so, this research demonstrates that PC recommendations are imbued with economic values that are highly institutionalised. These values give preference to targeted social welfare and traditional gender norms, despite current evidence suggesting alternative approaches would have better social and long-term economic outcomes. Our findings raise questions over the conflict between the traditional economic values of the PC and providing social policy advice that reflects best practice, indicating that further investigation into the PC is urgently needed.

Information-seeking in family day care: access, quality and personal cost

ABSTRACT Family day-care (FDC) educators work autonomously to provide care and education for children of mixed ages, backgrounds and abilities. To meet the demands and opportunities of their work and regulatory requirements, educators need access to context-relevant and high quality information. No previous research has examined how and where these workers access information. This study aimed to explore how and where FDC educators access information on childrens social and emotional well-being. Data on information-seeking by educators was collected using focus groups and individual interviews. We found that educators use a range of networks to source information on childrens social and emotional well-being. Information networks comprise other educators, FDC coordination staff, external health and childhood professionals, and the Internet. The availability, quality and personal costs associated with different sources have implications for educators and the collective capacity of FDC to respond to changing evidence and government requirements.

Worthwhile work? Childcare, feminist ethics and cooperative research practices

ABSTRACT Interdisciplinary research collaborations are often encouraged within higher education while the practicalities of such collaborations are glossed over. This project specifically addresses the praxis of research collaborations, exploring how feminist academics within different countries and disciplines came together to explore their mutual concern about the perceived worth and well-being of early childhood practitioners. Engaging in a formal methodological dialogue over eight months, seven academics discussed, analysed and dissected their different investments in research methods and intents, with the aim of agreeing to a common methodological framework. Unexpectedly, what emerged was not a product, but a process. We argue that this process offers much to those seeking deep collaboration in and through shared research. Building on a collective research interest, we found ourselves in a process of becoming, germinating the seed of a transnational research cooperative, based on trust and mutual respect, rather than the arid methodological contract originally envisioned.

Enhancing support for the mental wellbeing of parents of children with a disability: Developing a resource based on the perspectives of parents and professionals

ABSTRACT Background: Raising a child with a disability can place significant strain on the mental wellbeing of parents and carers. This study developed a mental wellbeing resource specifically for parents and carers of children and adolescents with a disability. Methods: Interviews with 20 parents and carers and 13 health and disability service professionals were conducted to determine resource content and format. Results: Key information areas for the resource were information about parent/carer wellbeing; understanding the barriers to wellbeing, including lack of support, being unable to ask for help, being isolated from the community, and having insufficient time or income to spend on self; suggestions on how to organise respite; and opportunities for increasing wellbeing. Conclusions: Given parental mental health is key to the quality of life of the child and family, it is recommended that the resource is distributed to parents and professionals, and adapted for different cultural and linguistic backgrounds.