Decisions influencing early learning and childcare use: understanding social policies and social contexts

5 Benefits of funded ELC use

5.1.1 The benefits of funded ELC were noted to be largely consistent with families’ rationale for using ELC generally (as discussed at Section 3.2 above). All participants agreed that funded ELC had (or would hopefully have) mutual benefits for both children and their parents:

“I think like the socialisation and being around a lot of other kids and learning from the other kids and being in that kind of group environment would be good for them [children]. Giving the parents a break and just freeing up a bit of time for them to do other stuff, whether it’s paid work or learning or whatever. I suppose those are the two benefits.” (Mother of one, a three-year-old about to become eligible for funded ELC, childcare managed by parents and a friend, with a disability in the household)

5.2 Benefits for the child

5.2.1 The benefits which participants highlighted for children largely focused on positive outcomes from attending any ELC setting, rather than identifying advantages specific to funded ELC.

Socialisation and general child development

5.2.2 Consistent with the main reasons for using ELC (discussed at Section 3.2), most participants felt the benefits of the provision were associated with their child’s development, and in particular that their child was able to socialise, interact with and create bonds with peers:

“It’s interaction with children at the same stage… because you can’t get that at home unless you’ve got other children. As much as I try, I can’t be a four-year-old and do the things and play and do what they do, as well as having opportunity to learn and hear from other adults and just have that life experience, because I’ll have different views and different ways of discipline and different routines. I just think it gives them a really, really good experience and exposure to what life will be like.” (Mother of one, a four-year-old using funded ELC at a private nursery, lone parent with a disability in the household)

5.2.3 Another key benefit for the child in attending ELC was learning new skills and broadening their education. It was felt children benefited from this in an ELC setting, both from the adult carer’s input and peer learning:

“Even at that age [two-years-old], it’s quite appropriate cos obviously they’re then mixing with children their age. I find that when they’re with other children, children progress in different ways, some quicker than others and I feel that by having that integration with other children, it helps push obviously the kids along as well.” (Father of two, a three- and a four-year-old, both using funded ELC at a Family/Early Years Centre, lone parent with a disability in the household)

“He's being taught things… in the last four weeks since his last review, he’s started to sit down with his peers and he’s like chasing them round the table and they’re sharing their lunch, something that he’s never ever done before… That’s a massive jump in four weeks, like huge.” (Mother of one, an eligible two-year-old using funded ELC at a Family/Early Years Centre, lone parent with a disability in the household)

5.2.4 Participants also felt that children benefited from increased confidence and independence, that they gained experience of non-home environments and different activities, as well as building relationships with other responsible adults:

“We thought it would be nice for her to be in an environment with lots of other children where they get to do things that basically they don’t really get to do at home and I think it’s just nice from an independence point of view as well, to get to know other adults, get used to people just coming in and out… I think it’s also beneficial for children to be in an environment that’s not at home and get to see different things, listen and talk to different people and have new experiences.” (Mother of one, a two-and-a-half-year-old, not yet eligible for funded ELC but using a private nursery, from an ethnic minority background)

Physical and mental stimulation

5.2.5 For some, it was felt that their child clearly benefited from the increased mental and physical stimulation provided in the ELC setting compared to what parents felt they could provide at home. One parent reported that their child had become more physically active since starting nursery, joining in with lots of different play activities:

“[My daughter] is quite advanced for her age, so there’s only so much I can do with her. Whereas if she was in a nursery, there’s people there to explore her needs and are trained to do that, like activities based on her age because I don’t really know.” (Mother of one, a two-year-old not yet eligible for funded ELC but using a childminder, lone parent, young parent)

“We do try to take her out for walks just to take fresh air but it can never be compared with going to play with other children doing all sorts of different activities. So, it’s a great idea…it’s very positive for me and it’s very important for the child’s development, mentally, socially and psychologically.” (Father of seven, five teenagers, a baby, and a two-and-a-half-year-old, not yet eligible for funded ELC but using a private nursery, from an ethnic minority background)

5.2.6 Another parent reported that at home their child was spending too much time on devices/in front of screens, whereas they were much more active and sociable whilst with their ELC provider.

5.2.7 The fact that staff in ELC establishments were trained in the early years curriculum and could provide preparation for school was also seen as a strength:

“She is noticing that her child is learning how to hold a pen or pencil, and write letters, and also she comes back home with new words that she learned from nursery.” (Mother (via an interpreter) of three, two in primary school, and a three-year-old using funded ELC hours in a local authority nursery, from an ethnic minority background)

5.2.8 One parent reported that they had decided to pay for childcare for their two-year-old (following a failed application for funded provision) as they felt it was important for their child to be in a social and educational environment:

“If I decided not to send my child to day-care at this stage [age two], it might affect her learning and her integration with other kids. So, it’s about the good of the child, that’s the main reason I don’t mind paying for childcare… just to make sure that she’s up to speed, she can easily adapt. By the time she turns three, she will be better prepared to go.” (Father of seven, five teenagers, a baby, and a two-and-a-half-year-old, not yet eligible for funded ELC but using a private nursery, from an ethnic minority background)

Support to tackle developmental issues

5.2.9 Some participants commented that, in an ELC setting, there was a diverse range of staff with different skills sets and supports, and so they felt reassured that staff would help to identify any issues or areas of development that needed further support. This was seen as a benefit for both the child and the parents, who generally were able to discuss any concerns and work jointly with the nursery on development issues. While this was a general benefit for all families, it was particularly important for those who had, or were suspected to have, a developmental issue or an additional support need:

“Yeah, it just really helps their development. My son had a speech delay, so being able to support him through that, being able to help promote that with him without me having to do everything at home on my own, being a bit lost. Having professionals to turn to, just having someone to almost feel like part of your family I suppose. But yeah, he benefits so much from it, he absolutely loves it.” (Mother of one, a three-year-old using a private nursery, not yet using funded ELC hours, lone parent)

“So she is very happy with how the nursery staff… and how they are treating [the child]. They have been very supportive of his case and also they’re trying their best to direct them or guide the parents on where [the child] should go to for school, because he has [additional support needs] and he needs a special needs school rather than a normal public school… from the beginning of this year there has been already 2 meetings with the parents where the nursery actually sends them feedback about the child’s development and what is needed for him inside of the house, for example, for the parents to encourage or to focus on, so he can develop even better. So she feels like they have been getting the support from the nursery.” (Mother (via an interpreter) of four, two teenagers, one in primary school, and a five-year-old using ELC funded hours in a local authority nursery, from an ethnic minority background with a disability in the household)

Supporting integration and cultural inclusion

5.2.10 For ethnic minority families where English was not the family’s native language, there was also some evidence that the nursery setting was helping to encourage speaking and language skills for the children:

“…when my daughter started going to the Early Childcare Centre, her speech [started] improving. She can speak better, she is better composed, she can express herself, even though before she started [nursery] she did express herself, from the time she started going to this day-care for two and a half hours, there was a great improvement. She can speak out, she feels happy, you see happiness all over her.” (Father of seven, five teenagers, a baby, and a two-and-a-half-year-old, not yet eligible for funded ELC but using a private nursery, from an ethnic minority background)

5.2.11 One participant commented that others in her social network had welcomed the opportunities that their nursery presented for their children to mix with others of the same and other cultures (i.e. the environment provided exposure to cultural diversity):

“I had a comment from my friend who is from Kenya, she said she was passing by the nursery and she saw [her child] was holding hands with another black girl, so she was like, ‘Oh, she’s growing up nicely!’” (Mother of three, a teenager, one in primary school, and a three-year-old using funded ELC in a Family/Early Years Centre, from an ethnic minority background with a disability in the household)

Tackling the impacts of Covid-19

5.2.12 Linked to support with development issues (as discussed at paragraph 5.2.9 above) and again, flagged as an important motivator for using ELC (at Section 3.2), some parents commented on nursery being almost a ‘life-saver’ in terms of child development and recovering from the impact of the Covid-19 pandemic and associated safety measures:

“Although he’s very much attached to me a lot of the time, I think nursery’s very, very beneficial at this age [two], especially given we’ve just been in a pandemic where [my son] was in the house for a year. He didn’t socialise, he had never communicated or been around a child his own age and he loves nursery.” (Mother of one, an eligible two-year-old using funded ELC at a Family/Early Years Centre, lone parent with a disability in the household).

5.2.13 One parent also said that their child was becoming shy and fearful of strangers after spending too much time at home and so she had chosen to enrol her in a nursery (with support and on advice from the health visitor) to help her become less socially isolated. A few also reported that their child was becoming too dependent/attached to the parents/main caregiver and needed more social interaction:

“…he’s quite a handful, so I was thinking, maybe he needs something to do during the day, and in that way, he’s not with me 24/7 cos he was very attached to me and I wanted him to get to interact with other kids and stuff.” (Mother of two, one in primary school, and an eligible two-year-old using funded ELC hours at a local authority nursery, young parent from an ethnic minority background with a disability in the household)

5.3 Benefits for parents and parenting

Support to work or attend education/training

5.3.1 Again, in line with the comments given in relation to the reasons for using ELC (at Section 3.2), the main benefit of the funded provision for parents was the ability to either work, earn money and provide greater financial stability for their family, or to undertake study with a view to starting or furthering a career in their chosen area. As noted in Section 4.3 and paragraphs 4.5.6-4.5.7 above, the funded ELC provision removed or reduced the childcare cost barrier and supported a number of participants back into work/training/education:

“I think it helps people to get into work after having a child... I couldn’t have afforded to go to work and pay for [my child’s] childcare when she was a baby. I just couldn’t afford it. I think it makes it a lot easier for people to get back into work.” (Mother of one, a two-year-old not yet eligible for funded ELC but using a childminder, lone parent, young parent)

5.3.2 While funded ELC provision had not prompted parents who were already working to find a new job, it had enabled them to continue with their employment, and in some cases to increase the hours they worked. The funded ELC provision was beneficial to them in reducing or eliminating their childcare costs (once they were old enough to qualify) and therefore provided greater financial stability. This was perceived to provide peace of mind, professional headspace, and the ability to focus more on their work (especially when working at home due to Covid-19):

“…not having to worry when you’re in a meeting, you know, where you cannot focus, you have to look after the child’s welfare at the same time, you’re trying to put your point across in a meeting and look as if you’re engaged in a work environment.” (Mother of three, a teenager, one in primary school, and a three-year-old using funded ELC in a Family/Early Years Centre, from an ethnic minority background with a disability in the household)

Respite and time for self

5.3.3 Most participants who were either not in work, education or training, or who worked less than the funded ELC hours they used, indicated that the funded ELC provision allowed them to catch up on housework, do food shopping, complete DIY tasks around the house and care for other children. A few also said that they would use the time for respite and/or catching up with friends and family (albeit often only after all other ‘demands’ were met):

“…when I’ve cleaned the house and I’ve not got anything else to do, I’ve done everything for the rest of the week, like I’ll maybe text a friend or my sister or something and we’ll go out for a coffee during the day, which I probably wouldn’t normally do if I had the kids because they just play up when you take them out.” (Mother of two, one in primary school, and an eligible two-year-old using funded ELC hours at a local authority nursery, young parent from an ethnic minority background with a disability in the household)

5.3.4 Lone parents in particular noted that this time away from their young children was highly beneficial for their mental health. It allowed them to have some down-time, a break and time to relax:

“It kind of gives me a sort of breather as well from being a parent and actually let me be an adult.” (Mother of one, a three-year-old using funded ELC in a private nursery, young lone parent, with a disability in the household)

“It’s very important, yeah. Especially if you’re there yourself with them, to get that sort of one time to yourself. But then it’s going and getting a food shop without them there and them screaming and wanting this and that and the next thing. Getting the Christmas presents in, or just even coming home and just watching rubbish morning TV or having a cuppa, a hot cuppa is the best. Yeah, it’s the best feeling to be able to do it.” (Mother of three, two adult children, and an eligible two-year-old using funded ELC hours at a Family/Early Years Centre, lone parent)

5.3.5 Several participants who had not started using the funded ELC provision yet, were also hopeful that it would provide them with a bit of respite and time to themselves:

“I’m hoping that, yeah, it will give me some time to actually say, I am myself again, not just a mum.” (Mother of one, a two-and-a-half-year-old, not yet eligible for funded ELC, not using childcare, lone parent)

“So at the moment, everything I do, I do with my daughter… so it’s hard for me to do, you know, run to the shop because I need to get her ready, so it’s all these things like getting the house clean or like anything. And… it’s so tiring that the simplest thing takes like three times as long because I cannot do them by myself. Or even, to be honest, in the last couple of years, I can count on the fingers of one hand when I met with my friends just for a chat and it’s never like 100% because when my daughter is there, you have to concentrate on the chat and keep one eye on her. So it’s sometimes helpful to have this bit of respite, yeah.” (Mother of one, a two-and-a-half-year-old, not yet eligible for funded ELC, childcare paid for in a Family/Early Years Centre, from an ethnic minority background)

5.3.6 Other parents indicated that the funded ELC hours gave them a chance to consider how to use their own time and to help them achieve personal goals:

“An opportunity for me to search for new opportunities, all the things I would like to do business wise, social enterprise, more time to meet with friends… [ELC] enabled me to do more and to maximise my capacity and potential.” (Mother of three, a teenager, one in primary school, and a three-year-old using funded ELC in a Family/Early Years Centre, from an ethnic minority background with a disability in the household)

5.3.7 While these may appear to represent more general benefits of ELC, those who opted to utilise such provision before their child was eligible for funded provision tended to do so to allow them to work. As a result, most of those families had little additional time for respite and other activities, and therefore, these benefits tended to apply more to those who were only accessing ELC as a result of being offered funded places.

5.3.8 A number of other benefits were highlighted for parents, as discussed below. While many of these would also be applicable to ELC more generally (rather than being specific to funded provision only), it should be noted that the cost of privately funding ELC means that many families could not afford such provision and, therefore, the benefits would not be as widely achieved. Indeed, some participants were only using ELC hours because they were funded, and therefore, the general benefits which ELC brings were only realised by these families as a direct result of the funded provision.

Peer support and community integration

5.3.9 Another benefit, which was less frequently mentioned, was that ELC provided opportunities for parents to meet other parents with children of the same age. This allowed them to obtain peer support and helped them (and their children) to feel more integrated into their local communities. This was particularly beneficial for those who had moved to the area more recently:

“I think it’s been a really good way of getting to know more families in the community… just to build up those kind of more local and community connections really. I think that’s been a huge benefit... especially having moved here not knowing anybody [several] years ago. I think you’re still developing networks and connections, so it’s been good for that.” (Mother of two, one in primary school, and a four-year-old using funded ELC with a childminder)

“I don’t know how to say it but, we are ‘new Scots’. We were not born or bred here, but have been here many, many years - almost 20 years. We made this our home. We feel more connected to the community [since the child started nursery], it allows us to do that.” (Mother of three, a teenager, one in primary school, and a three-year-old using funded ELC in a Family/Early Years Centre, from an ethnic minority background with a disability in the household)

5.3.10 Many, however, felt that the Covid-19 pandemic and related safety measures around educational and childcare settings had vastly reduced parents’ opportunities to make links with other parents. They noted that providers often staggered drop-off and pick-up times, and that parents were encouraged not to congregate around the door. It was also highlighted that parents had not been able to attend any of the normal activities within ELC settings, all of which meant that parents were less likely to meet, chat and get to know each other. A few did not feel this was an issue as they were heading to work so did not have time to stop and chat, but for most there was disappointment that they were not able to fully benefit from the general ELC experience:

“It’s been very hard with Covid actually, because you’ve got all these set drop-off times, and you’ve got to speak two metres apart [while] queuing, and you can’t linger afterwards. I’ve never even set foot in her nursery because I’m not allowed to. So it’s very difficult to meet other parents at nursery.” (Mother of two, an eligible two-year-old not using any form of ELC, and a three-year-old using funded ELC hours in a Family/Early Years Centre)

Family wellbeing

5.3.11 One mother commented that a benefit of the ELC provision was that it had given her more time to consider the needs of her older children. She explained that the youngest child was often so demanding of her time that she did not get a chance to play with, talk to, or dedicate time to older siblings, and so this had been welcomed.

5.3.12 Similarly, a few participants who did not work, study or volunteer explained that the ELC provision gave them a chance to complete domestic tasks during the day when the children were at school/nursery. This meant they could then be available for the children and spend more ‘quality time’ with them at the end of the day. Parents also noted that the ELC provision reduced stress in the household (not least if a disabled adult was living with the family):

“I’ve got most of the day to myself and then when the kids come back, more or less I’ve done everything I need to do during the day, get the kids and then that’s like me spending time with the kids and in the evening… and we sit down and watch a movie or do some homework. That way we’re together rather than me having to go out and do stuff for this person or go and get this. That’s all done during the day when they’re [out].” (Mother of two, one in primary school, and an eligible two-year-old using funded ELC hours at a local authority nursery, young parent from an ethnic minority background with a disability in the household)

5.3.13 In line with comments around respite and time for themselves, this same mother indicated that one of the benefits of the ELC provision for her eligible two-year-old was that it had helped to give the whole family a routine, which had been good for the whole family as well as her own wellbeing:

“I think it’s helped me - like I wouldn’t say be, not depressed, but like kind of come back to my old self because, obviously, the last five/six years I’ve been looking after the wee ones and obviously looking after a baby’s hard, and then obviously as they grow up, they’re starting to do their own things, get into nursery, and then I’ve got a bit more time for myself, which is a little bit easier… I’ve got this routine whereas before I didn’t have a routine… they would go to sleep whenever they wanted, wake up whenever they wanted. Whereas now it’s kind of in bed by half seven, sleeping by eight o’clock and wake up at half seven in the morning.” (Mother of two, one in primary school, and an eligible two-year-old using funded ELC hours at a local authority nursery, young parent from an ethnic minority background with a disability in the household)

5.3.14 One parent also noted that by using funded ELC they had been offered help with other issues by the staff at their ELC provider. This was seen as a benefit and highly supportive to the family more generally:

“It fits really well because they are sort of charity based, the centre she goes to, they’re really good at helping - like for myself at the moment, I have been struggling mental health wise [and] financially just like a lot of people recently, and they have been good at keeping in touch and asking if we need anything or if they can help in any way.” (Mother of three, two adult children, and an eligible two-year-old using funded ELC hours at a Family/Early Years Centre, lone parent)

5.4 Benefits for others

5.4.1 Wider benefits of funded ELC were also discussed by some participants. This included relieving grandparents of at least some (if not all) of the burden of providing regular childcare which had been necessary due to the cost of privately funding this in formal settings. In addition, the funded ELC provided care for children who would otherwise have been at home, and therefore, it freed up parents time and allowed them to spend one-to-one time with younger siblings:

“I don’t like to call them elderly but they are and my mum’s not of good health either… So yeah, it can be quite hard. And to be honest, it can be quite hard on their relationship having the grandchildren over quite a lot cos my dad seems to get quite stressed out with the kids there and my mum’s just like, ‘let the kids be kids’. Then it kind of puts pressure on our relationship, so I’m like, ‘don’t shout at him for running. He’s two, that’s just what they do’. So yeah, it can be quite difficult actually having to rely on parents.” (Mother of one, a three-year-old using a private nursery, not yet using funded ELC hours, lone parent)

“So before I got the job and I was still on [maternity] leave, it was lovely in that my son went to nursery, my daughter was at school, and I could spend time with the baby and actually focus completely on her, because obviously when the older two are around, the attention goes completely on them. So it was great in that I could just focus on her.” (Mother of three, one at primary school, a baby, and a four-year-old using funded ELC hours at a private nursery, from an ethnic minority background)

5.4.2 Overall, while the benefits to parents and general family wellbeing were welcomed, most parents expressed that the benefits to the child were the most important and overwhelming feature in decisions to send or keep their child in an ELC arrangement:

“For me, the welfare of my child is my top priority. So, when she’s happy, I’m on top of the moon.” (Father of seven, five teenagers, a baby, and a two-and-a-half-year-old, not yet eligible for funded ELC but using a private nursery, from an ethnic minority background)

“I’ve gone after what is going to work best for my child and I will make everything else work around that.” (Mother of twins, two-and-a-half-year-olds, not yet eligible for funded ELC, family provided childcare, lone parent)