Perceptions of the impact of childminding services on child, parent and family outcomes: research findings

2. Perceptions of how childminding supports children

Summary of main findings

The Childminding Setting

• There was a view among childminder and parent participants that the cosy, homely environment in a childminding setting supports children’s emotional wellbeing, which in turn supports their learning and development.
• Participants thought that the small numbers of children in a childminding setting means there is more time for one-to-one attention and thus more personalised care, supporting a range of outcomes. This was seen as particularly beneficial for children with additional support needs and younger children/babies.
• There was a widespread view that the mix of ages at a childminder supports children’s learning and development as younger children can learn from the older children, and the older children can become more nurturing and learn to help the younger ones.

The Relationship Between The Child and Their Childminder

• There was broad consensus that childminders have a professional approach to care. There was also a perception that childminders have a more professional approach to care and more experience supporting different children than most grandparents or relatives offering informal care.

Activities and Routines

• There was a belief that (mainly due to low numbers) childminders are more flexible than nurseries, meaning they can be more spontaneous and ‘child-led’ when planning activities.
• At the same time as being less structured than a nursery, there was a perception that childminders do a wider range of activities with children and have more resources than relatives providing informal care, furthering their learning and development.
• There was a perception that childminders are able to offer certain types of activities that a nursery cannot, for example more trips, spending more time outdoors and in the local community, and more domestic activities such as laying the table.

This chapter firstly explores the perceived benefits of childminding for children, including how it compares to other types of childcare and whether certain children are particularly suited to this form of care. Benefits are grouped into four key features of childminding: the childminding environment; the relationship between children and their childminder; the professional role of the childminder; and the types of activities childminders can provide. The remainder of the chapter outlines perceived limitations of childminding for children. The views of childminders and parents are presented together, as there was little divergence between them. Where views are particularly from one group, this is highlighted in the text.

The childminding setting

a) The home environment

The benefits of the ‘home environment’ childminders can provide to children was a strong theme among childminders and parents which often came up unprompted.

An important point to note is that participants used the phrase ‘home(ly) environment’ to refer to various aspects of childminding which were felt to mirror what children would experience if they were looked after by their own family. This included the space itself; the smaller numbers of children; the mix of ages; the continuity of care; and the types of activities on offer. This section focuses specifically on the space itself and the fact that childminders provide care for children in their own homes. Other factors that were seen to contribute to creating a homely atmosphere are discussed in subsequent sections.

There was a perception that being in a home environment is more comfortable and ‘cosy’ than a nursery setting, and that this supports children’s general wellbeing. For example, at a childminder, children can sit on the sofa or have a nap in a bed. The comfortable setting was seen as especially beneficial if a child is in childcare for a long period of time in a day.

Childminders’ homes were described as a ‘home from home’, a ‘second home’, or ‘an extension of home’ for children. It was suggested (by parents and childminders alike) that children know the setting very well, which makes them feel more secure. The continuity between home and the childminder setting was seen as particularly beneficial for children going to a childminder on a part time basis.

“They treat the home as their own.”

Childminder for 20 years, Renfrewshire

While the home setting was mainly linked with children feeling more settled and happier in their environment, some participants also linked it to children’s outcomes. There was a view that feeling comfortable is an important precursor to children being able to focus on activities that support their learning and development. One parent mentioned that the home environment had a positive impact on her child’s behaviour, as being at a childminder taught them how to act in a home setting that wasn’t their own, for example not putting your feet on the sofa.

“I think it’s good having a homely environment, he feels more comfortable. When you’re confident and comfortable your learning comes on.”

Parent of 4 year old, using childminder, West Lothian

Being away from home was seen as good for children in order to stimulate them and enable them to get used to being away from their parents. However, the comforting, homely setting of a childminder was considered to be less intimidating than a nursery and therefore helped maximise the benefits of being away from home without children becoming overwhelmed. This was seen as helping children build confidence, which could be particularly useful before transitioning to a larger setting.

“They’re able to be cared for in a different setting, away from home, in a small homely setting. I think [childminding]’s a great starter pre-nursery.

Childminder for 6 years, Scottish Borders

One childminder providing community childminding services^[14] also highlighted the importance of a calm, homely atmosphere to support children coming to her from chaotic households or to escape a crisis at home.

b) The number of children

Participants described numerous perceived benefits for children of spending time in a small group at a childminder.

A strong theme was the benefit of having low numbers of children to care-givers at a childminder compared to a nursery. There was a perception that this allows childminders to get to know the children they provide care for very well, which increases their ability to understand and respond to their individual needs. This was seen as particularly beneficial for quieter children who may ‘fade into the background’ in a larger setting.

“We have the lower ratio, we have more knowledge of the child. You can’t expect nursery staff to know their children inside out. I can tell you a lot about them.”

Childminder for 11 years, Aberdeenshire

Participants reported having had experiences where nursery staff had not picked up on children’s needs, for example failing to identify signs of learning difficulties that were picked up instead by a childminder.

“If he’s a bit slower it’s picked up better in a one-on-one setting. […] Things weren’t happening in nursery because things were getting passed to the next person.”

Parent of 3 year old, using childminder (and had used nursery for older child), South Lanarkshire

It was suggested that the ability of childminders to provide more one-to-one care was particularly important for younger children and babies who require a high level of attention and who are less able to communicate their needs verbally.

“I certainly think that younger children benefit far more. The youngest was five weeks old, I can’t begin to imagine putting them into a nursery. […] I’ve had younger children here that have been taken out of nursery, they were overwhelmed, so day caring got in contact with me. The difference with their behaviour was night and day.”

Childminder for 20 years, Renfrewshire

While all ELC settings are required to support additional needs, some participants also saw smaller numbers as important for children with additional support needs in ensuring they get the level of care and attention they require and supporting their learning and development. This was a point made by childminders in particular.

“I definitely think for our three with additional needs we’ve had a huge impact on their development. […] We know because [one of them] went to nursery and to us. They just didn’t have the patience, I don’t know. He benefits and does much more here. He just wasn’t coping with mainstream nursery or school. [The child] who was born profoundly deaf really needed the home from home environment. She needs to know where I am. She couldn’t have gone to nursery at 40 hours a week. We know which signs she uses but the school aren’t geared up for sign language yet.”

Childminder for 11 years, Aberdeenshire

Smaller numbers also mean childminders are typically a quieter setting, which was also seen as a benefit for children with additional support needs. For example, children with autism or other conditions may find it difficult to cope with a noisy environment, while others may become over stimulated.

“One of the wee boys that has difficulties, he’s now back two days a week [at nursery] and he hates it and says it’s so noisy. There’s so many people and it’s quite intense and a lot going on. Some children thrive in that, but others get lost.”

Childminder for 5 years, Glasgow

A childminder who provided care for a child with complex additional needs highlighted that one-to-one care in a group setting is not the same quality of one-to-one care in a childminding setting, due to the unpredictability and distraction of other children in the environment. The same point was made by the following parent:

“One to one at a nursery isn’t really one to one, you’re still aware of everyone else. There are challenges, other children, they can introduce other problems.”

Parent of 4 year old, using childminder and nursery, Moray

Another perceived benefit of the lower numbers was that it helped childminders to monitor children’s behaviour more closely than would be possible for staff in a larger setting. This enables childminders to better support positive behavioural outcomes for children through rewarding good behaviours and picking up on negative behaviour early on, which can then be ‘nipped in the bud’. There was a view that childminders could particularly benefit children displaying disruptive behaviours, as they have more time to calm them down and observe what might be triggering their behaviour.

“I think they can start becoming a bit aggressive in nursery, a bit ‘survival of the fittest’. If you’re strongest and loudest you can snatch your toys. But you can see [this behaviour] from the smaller environment at the childminder. We can work on it.”

Parent of 2 year old and 6 month old, using childminder and nursery, Renfrewshire

Participants also referenced cases where parents had started using a childminder after their children found nursery overwhelming; the limited number of children at a childminder was believed to help children to socialise and build confidence more easily before going onto a group setting. This was seen as a particular benefit for children who are shy or less confident generally, as well as those with additional support needs.

“Some children find a bigger group quite stifling but are more happy to come forward in a small group.”

Childminder for 5 years, Renfrewshire

Furthermore, it was highlighted that spending time in a smaller group allows children to get to know each other very well and form close relationships, helping to develop their social skills. It was felt that having a small number of children means childminders are more aware of the dynamics of the group and are able to actively support them to build healthy relationships, including helping to mediate disputes.

“They enjoy seeing the same group each time and having a small group. […] When there is a falling out we can work and build those relationships. I’m more aware of the dynamics and I can guide them. I can explain that ‘maybe it’s because you’re not sharing’.”

Childminder for 3 years, Midlothian

Smaller numbers were also seen as providing more scope for children to be in different spaces at a childminder, increasing their level of choice and control compared with a nursery where they tend to have to be in the same place at the same time. For example, some may choose to be in the garden while others are in a quiet indoors space.

While participants tended to focus on the benefits of having a smaller group of children at a childminder than a nursery, the fact that there are typically more children than there are when receiving informal care from grandparents or other relatives was also described as a benefit, particularly for children without siblings. Childminding was seen as giving children an important opportunity to socialise and learn how to interact with other children. For example, one childminder described providing care for a child who had previously been looked after by his grandparents who had ‘never had to share before’ he came to her. Others had experienced children developing sibling-style relationships with other children in the setting.

It was suggested that mixing with other children at a childminder can support children to transition from being at home to being at a larger group setting at a nursery through building their confidence and social skills.

“Exposure to other children is important – I’m basing that on friends who say their child is a bit more timid. We want our son to be confident. He doesn't let other older children push him around. If I'd have been a full time mum there's a level of shelter, he would suddenly go from being with no children to twenty or thirty children.”

Parent of 2 year old, using a childminder, East Dunbartonshire

c) The mix of children

In addition to the small numbers of children at a childminder, participants thought that the mix of children had several benefits, particularly the mix of ages cared for together, which children do not typically experience in a nursery setting.

There was a widespread view that mixing with different age groups supports children’s learning and development as the younger children treat the older children as role models and the older children learn by caring for the younger children.

“I find the after-school [children] seem to encourage the little ones more […] they help them, make them snacks. It gives them a feeling of being the big ones, and the younger ones learn from older ones. […] During the day it’s only her and one other boy- he’s older and her development’s come on leaps and bounds compared to my friends with kids the same age. They do activities to prep the other boy for school and my daughter hates to be left out so she’s doing them too. Shape recognition/patterns etc., she wouldn’t have got that in a nursery setting.”

Parent of 3 year old, using a childminder, Aberdeenshire

“If you’ve got one lagging, a more advanced or older one can pull them along.”

Childminder for 17 years, Renfrewshire

The fact that childminders can provide care for different ages of children was seen as a particular benefit for siblings who would otherwise have been split up into different groups at a nursery. Siblings may find it comforting to be together and can support each other. Childminders also noted that any negative sibling dynamics that could be missed in a nursery setting can be picked up by a childminder, who can then support them to improve the relationship.

“There’s a safety about having your sibling with you. If you’re feeling a bit rough or anxious you can take it out on your sibling rather than other children. I’ve been able to help support siblings […] sibling fighting is quite a big deal.”

Childminder for 5 years, Glasgow

In comparison to informal care, children at a childminder are, however, typically mixing with children from different families and backgrounds, which was seen as beneficial for developing an awareness of difference and improving behaviour and social skills.

“Teaches children to be tolerant and understand, how to share, especially if they don’t have siblings, especially important during the pandemic.”

Childminder for 2 years, Edinburgh

At the same time, childminders in particular pointed out that they may be able to more actively connect children who get on well or who share similar experiences, due to their more informal relationships with families compared to a nursery.

“Parents were splitting up and we asked if we could tell another family with same experience so the children could talk.”

Childminder for 11 years, Aberdeenshire

The relationship between the child and childminder

The benefits of the continuity of care that a childminder was seen as providing and the close relationship that participants felt children formed with their childminder was a particularly strong theme across interviews with parents and childminders.

a) Continuity of care

There was broad consensus among participants that continuity of care from an individual childminder was a major benefit for children, as childminders get to know each child “inside out” and were seen as being able to provide more personalised care. For example, they will get to know a child’s learning style, recognise what mood they are in or how tired they are, and be able to respond appropriately. This was contrasted with nursery care where it was perceived that children may be looked after by a number of different staff members who may also change over time.

“[Our childminder] knows her one hundred percent, knows what she likes, doesn’t like, if she’s in a sulky mood.”

Parent of 2 year old, using childminder, Aberdeenshire

Participants explained that childminders can build up rapport and trust with children over time, which helps children to feel safe and relaxed in the setting.

“She doesn’t have to get to know and trust multiple people. Not switching round different shifts and different days. She recognises [the childminder]. That’s something that’s benefitted her.”

Parent of 2 year old, using childminder, Falkirk

There was an appreciation that childminders can provide continuity of care not just throughout any one day or week, but over the long-term, as they are able to provide care for different ages of children and adapt their care as children progress and develop.

“A childminder is able to help at the baby stage, preschool stage and wraparound stage – if she was not at the childminder, we would have had to make changes along the way – so consistency.”

Parent of 7 year old and 4 year old, using childminder and nursery, Fife

Linked to this continuity of care was the ability of childminders to help with transitions (to nursery and to primary school in particular^[15]). One childminder felt that she had more time than a nursery would to support children with learning to put on their shoes and coats themselves (in preparation for school). Beyond this practical preparation, parents very much valued the social and emotional preparation for transition. This was facilitated by the homely setting, the close relationship between child and childminder, and the small numbers of other children, which enabled a safe and more gradual transition from home to nursery/school.

Continuity of care was mentioned as a particular benefit for younger children, for whom having a trusting relationship with their care-giver is very important.

“In a nursery you will have different key workers, which is maybe not so bad when they’re older. I think when they’re younger they benefit more from a one-to-one where they can build a relationship. It’s almost like they are family. It just makes them more settled.”

Childminder for 20 years, Renfrewshire

The greater perceived continuity of care that childminders can offer was also described as particularly beneficial for children with additional needs where it may take longer to get to know them and their needs, as well as how they communicate.

“He’s nonverbal so it takes a bit of time to get to know him, to get used to each other. At the nursery none of the staff members knew how to read him and it was always different people. Having one constant person enabled him to communicate his needs and settle.”

Childminder for 3 years, Midlothian

“He’s not diagnosed but he has, it’s slightly autistic in terms of sensory needs and his ability to self-regulate emotions and behaviour. […] But he’s just come on leaps and bounds […] it’s just one singular person which is what I think he’s needed to learn how to communicate his needs and feelings.”

Childminder for 5 years, Glasgow

b) Close relationship between child and family, and childminder

Parents and childminders commented on the closeness of the relationships between childminders and the children they provide care for, in part stemming from the smaller numbers of children, and the continuity of care over time. This relationship was seen as beneficial to children in a variety of ways.

There was a perception among some participants that children would receive more comfort, love and ‘warmth’ from their childminder than they might do from staff in a nursery setting. For example, there was a belief that childminders give children more hugs, affection and general one-to-one attention.

“She'll sleep in [our childminder]’s arms if she doesn’t want to go in her cot.”

Parent of 17 month old, using childminder, Highland

“It’s a more loving environment. I went to the nursery and I think the environment and the activities and resources are similar but we tell the children we love them and hug them.”

Childminder for 11 years, Aberdeenshire

There was also a view that childminders would ‘go the extra mile’ to nurture and support children to a higher degree compared to nursery staff, for example if children are feeling unwell or are going through a difficult time at home.

“If a wee one has a cold, in a nursery setting they might get sent home, but here you can give them that bit of extra TLC. That’s a different level of care.”

Childminder for 20 years, Renfrewshire

“One family lost their mum to cancer, they didn’t have anyone else, I took the two children and they stayed with me while [their father] was at the hospital. They were with me for 8 weeks. I’ll always go that extra mile.”

Childminder for 18 years, Stirling

The childminder-child relationship was also described as being important in supporting a child’s transition to nursery, as children can get used to being away from their parents for the first time while still having a parental figure to provide comfort and reassurance.

The perception of a childminder as a ‘parent-like figure’ fits into a broader theme of childminders being perceived as part of a child’s ‘extended family’. Childminders spoke about being in touch with children they had provided care for, who were now teenagers, demonstrating how strong they can be.

“[Our childminder has a] parent role. It’s not like it’s staff wearing uniform. It’s an informal environment. It’s the closest thing to me.”

Parent of 2 year old and 6 month old, Renfrewshire

“[Our childminder]'s like an aunty, a trusted person.”

Parent of 2 year old, East Dunbartonshire

The relationship between childminders and the families they support was also viewed as potentially closer and less formal compared with a nursery.

“I’ve visited many of them in their family home […] we know the aunties and uncles and grandads and cousins etc. they can all come in and be part of the service.”

Childminder for 11 years, Aberdeenshire

There was a perception that children can benefit when childminders have close relationships with parents, since childminders and parents can actively work together to ensure children are cared for in a way that is broadly consistent between settings.

“You can work much more closely together [with parents] […] you get to know much more detail on background – parents are much more open about the situation at home.”

Childminder for 17 years, Renfrewshire

Professional approach to care

While both childminders and parents valued the informal dynamic between childminders and the children they provide care for, compared to nursery care, parents also valued the professional approach of childminders in addition to the close, but professional relationship (explored later). There was also an acknowledgement that childminders have a more professional approach to care than most grandparents or relatives offering informal care, which could also be of benefit.

There was a strong view that – as with nursery staff – children benefit from childminders’ professional expertise and qualifications, which was contrasted to informal childcare. This was particularly linked to improvements in children’s learning and development, based on the fact that childminders will be equipped to identify areas for development and to support children to progress.

“We’ve been able to give them two days a week of amazing learning – we couldn’t do that ourselves.”

Parent of 4 year old and 2 year old, using childminder (and nursery for 4 year old), Dumfries and Galloway

“Grannies do an amazing job reading and chilling out and doing fun stuff, but not the level of professional care we’re able to provide […] [they] might not necessarily notice if a child has difficulty with spatial awareness and wouldn’t necessarily link that to the knowledge base that we would identify. It’s not an educational establishment. It’s just a different angle that they come from.”

Childminder for 5 years, Glasgow

Childminders’ expertise in health and nutrition was seen as enabling them to better support children’s physical wellbeing in comparison with relatives providing informal care. There was a concern that grandparents, in particular, may give children too many unhealthy treats.

One childminder referenced her first aid training and suggested that childminders may be also able to provide a safer environment for children compared to relatives providing informal care.

Another perceived benefit was that childminders keep their knowledge and practice up-to-date, while relatives, particularly grandparents, may have a somewhat outdated approach to childcare.

“My mother looks after our nieces and nephews. She’s in her seventies and she’s old school.”

Parent of 2 year old and 6 month old, Renfrewshire

Participants frequently highlighted that childminders are required to meet certain care standards and are inspected, making them more accountable when it comes to delivering outcomes for children compared to relatives providing informal care.

“Grandparents should be for cuddles and nice memories. A childminder is inspected, has milestones for children to reach.”

Parent of 5 year old and 18 month old, using childminder and nursery (for 5 year old), Renfrewshire

The professional role of the childminder was also seen as supporting positive behaviour outcomes through structure and boundaries.

“The structure, the rules [are a benefit to children]. They need to get ready to go into a learning environment. We have our wee rules and they’re great. Whereas at informal childcare you don’t have the same. […] We always joke and say it’s ‘bootcamp’. They love a bit of routine and structure.”

Childminder for 11 years, Aberdeenshire

This point was contrasted with care from grandparents, since there was a belief that grandparents would be more likely to tolerate bad behaviour and ‘spoil’ children.

“[My daughter]’s wrapped my dad round her finger, has him doing anything.”

Parent of 2 year old, using childminder and informal care from relatives, Falkirk

A further perceived advantage of childminders over informal childcare was that, because caring for children is a childminder’s job, it is their first priority and they are entirely focused on the children. This was contrasted to childcare from relatives, who participants felt were more likely to be distracted.

“It’s a childminder’s job to bring out the best in the child. We have more time to dedicate to that.”

Childminder for 6 years, Scottish Borders

“Their whole focus is on the kids. They don’t need to stop and do housework, or nip to ASDA etc. [My daughter]’s learnt more. If I’d known that I’d have started her earlier.”

Parent of 2 year old, using childminder, Falkirk

Parents also highlighted the value of childminders’ experience of supporting different children which they have built up over time. This was mentioned as a particular benefit for children of first-time parents.

“The amount that [my daughter] learns is quite scary. […] [Childminders] have got a lot of experience teaching them to do things as well, in comparison to a first time mum.”

Parent of 4 year old, using childminder and nursery, Moray

Activities and routines

The routines and activities that childminders can provide was another key theme when participants discussed benefits of childminding for children.

There was a belief that (mainly due to low numbers) childminders are more flexible than nurseries, meaning they can be more ‘child-led’ when planning activities. There was a strong view that this benefits children as childminders are able to tailor activities to suit individual interests or developmental needs. Participants emphasised the variety of interests different children have and how, by incorporating this into daily activities, childminders can nurture children’s natural curiosity and support their development.

Participants highlighted childminders’ ability to be spontaneous and how this contributed to their ‘child-led’ approach by adapting activities to what children want to do on the day. Childminding was often described as giving children more ‘freedom’ to choose what they want to do and allow them to go at their own pace. For example, if they are tired, they can have a nap or watch television, which may not be an option at a nursery.

“Kids are all very different in what they are interested in, for example cars or things with wheels, bugs, soft toys. There’s no way on earth you can be as flexible in a nursery – you do try but you just can't. So [we provide] a much more responsive care package from one day to a next. For example, you can follow up immediately on something that happened the day before, for example buy a wormery if they’ve shown an interest in bugs.”

Childminder for 4 years, East Lothian

However, a more exceptional and contrasting view was that the greater range of activities on offer at a nursery gave children more choice (see Limitations below).

Childminders’ flexibility was also described as enhancing children’s general health and wellbeing, for example being able to accommodate a different nap routine in a way that nurseries may not be able to.

At the same time as being less structured than a nursery, there was a perception that childminders do more organised activities with children than relatives providing informal care, which furthers their learning and development.

“All grandparents are different, but they wouldn’t do that much with her – probably quite a lot of TV, they wouldn’t take her out.”

Parent of 7 year old and 4 year old, using childminder and nursery (for 4 year old), Fife

A parent of a child with complex needs explained that her childminder has time to do fun and educational activities with her son that she can’t provide at home, due to being busy taking care of his physical needs as well as the rest of the family.

“When he’s at home I’m focusing on his physical needs. At the childminder she’s supported about that, I send her food etc. so she focuses on fun things and educational things. [Things] he wouldn’t get if just with me or in a group.”

Parent of 4 year old, Midlothian

Another benefit highlighted by participants was that childminders can work closely with parents when planning activities, enabling them to provide some continuity between what children are doing at home and in the childminding setting.

“My childminder asks what we’re working towards or what I’d like her to focus on. She’s also asked if I’d like her to look at homework or tying laces, life skills, socialisation, things like that. It reinforces what I’m doing.”

Parent of 6 year old and 4 year old, using childminder and nursery (for 4 year old), Fife

There was a perception that childminders are able to offer certain types of activities that would be more difficult for a nursery in particular more frequent and a greater range of trips. Examples ranged from local toddler groups and soft play centres, to going on day trips to beaches or safari parks.

“It’s very easy for me to get in the car and go to the beach or the woods, whereas you wouldn’t have that flexibility in a nursery.”

Childminder for 10 years, Aberdeenshire

There was a view that childminders will typically have better resources compared to relatives providing informal care.

“I’m sure grandparents do baking and bits and pieces. They might not have quite the same resources. I’m happy to bulk buy something because I know there’s gonna be a few children using it.

Childminder for 5 years, Renfrewshire

A common perception among participants was that children benefit from doing more outdoor activities with a childminder compared to with relatives or at some nurseries.

It was also suggested that it is easier for childminders than nurseries to take children into the community on a regular basis, giving them experience of everyday activities such as going to the shops and learning how to socialise with other adults. This was believed to positively impact on children’s confidence.

“I can take them into the community. […] You would meet people in the park in a more natural environment, go into the butchers or the pet shop or other shops, a much more natural learning experience for them. I try to make these visits a learning experience for them but in a less formal way.”

Childminder for 5 years, Glasgow

At the same time, it was suggested that the ‘at home’ setting means childminding gives children the opportunity to participate in more domestic activities compared to a nursery, such as baking or helping with tasks like laying the table or doing the washing up. In addition to learning these practical skills, this provides further variety of opportunities to develop language, social skills and confidence.

Summary of perceived positive outcomes for children

Table 3 (overleaf) provides an overview of the perceived benefits and positive outcomes for children. It is based on the perceptions of both parents and childminders and illustrates the closely interlinked nature of key features of childminding and positive outcomes.

Table 3. Summary of perceived benefits and positive outcomes for children

Outcome Feature	Responsive / tailored care (inc. more attention for babies, more suitable for some with ASN)	Supports wellbeing, emotional development & confidence	Supports increasing independence (& transition to nursery)	Specific emotional & development needs met	Social skills development / close friendships	Learning & development (incl. beyond what informal care provides)
Home setting	√	√	√	√
Low number of children	√	√	√	√	√	√
Mix of children (backgrounds, ages, siblings together)		√	√	√	√	√
Continuity of care	√	√	√	√	√
Close relationship with childminder & warm, loving environment	√	√	√	√	√
Professional knowledge & expertise of childminders	√	√	√	√	√	√
Child-led approach to planning, ability to be spontaneous	√	√	√	√	√	√

Links with best practice guidance

Realising the Ambition: Being Me^[16] (2021) sets out national practice guidance for early years in Scotland and is based on current research and evidence on how children develop and learn. This research is not intended to assess the extent to which childminders are adhering to best practice guidelines (that is the role of the Care Inspectorate) but it may be useful to highlight some of the ways in which the perceived benefits for children link with guidance on best practice in relation to supporting children’s learning development (note that the following list is not comprehensive):

• The child-led approach is in line with the guidance that “Child-centred play pedagogy requires us to take the lead from the children. This approach actively responds to the individual and constantly changing needs of a young child.” (Realising the Ambition, p.46).
• The home setting, with its variety of spaces and (often) outdoor space, and excursions into the local community fits with the recommendation that “Thought needs to be given to the opportunities that different learning spaces provide. Use creative solutions to provide a variety of spaces for the children. Observe how the children use and interact with the outdoor and indoor spaces available and respond to their actions.” (Realising the Ambition, p.46).
• The close relationship between child and childminder and the opportunity to develop relationships with other children, of a mix of ages, provides a “social environment of interactions [which] should provide children with opportunities to continue to develop positive relationships with others; while also supporting and developing an understanding of the notion of boundaries; self-regulation, negotiation and choice”. (Realising the Ambition, p.47).
• The close relationship between childminders and parents (discussed more in the following chapter) facilitates parental engagement and family learning (Realising the Ambition, p.59).

Limitations of childminding for children

There was a general consensus among participants that there were no significant downsides to childminding for children attending the setting, and those who went on to discuss potential limitations typically only did so after being prompted. However, it is important to bear in mind that the sample consisted of committed childminders and parents who had chosen to use a childminder, and so were likely to be highly favourable towards childminding.

The main drawback of childminding for children that was discussed was the impact of being around fewer other children compared to a nursery setting. There was a view that children may not have as many other children to socialise with and would have fewer friends around the same age. It was suggested that this might partially be mitigated by childminders taking children to toddler groups or other social activities in the community, although it was acknowledged that the COVID-19 pandemic has limited these types of activities over the past year.

“To go out to playgroups and have wider social things, it’s not always something you can give the children, the larger social groups. A lot of my childminding career has been COVID. Everything became a lot more difficult.”

Childminder for 3 years, Midlothian

However, there was a view that particularly social or confident children may enjoy spending time in a larger group.

“For that kind of child who thrives in an environment that’s busy or social, nursery or school is the place for them. You can try to fill that gap but can be difficult to engage the children.”

Childminder for 3 years, Midlothian

There was also a view that children who enjoy a greater degree of structure may prefer to be in a nursery setting instead of the more flexible offer of a childminder.

“When my older child went to playgroup, they knew what was happening, at a childminder every day is different […] so it might not be best for a child that needs more structure.”

Parent of 3 year old, using childminder, Fife

It was noted that childminders may not have the same range of resources as a nursery, for example climbing frames and other expensive equipment. Similarly, it was mentioned that childminders do not have the resource or the numbers to offer some of the activities they would experience at nursery, such as putting on a nativity play, regular football training or having summer fetes. There was also a view that children might have more choice of activity at a nursery on any given day and a nursery would have more things going on at once.

“Some people don’t like certain activities. If you’re childminding you can only do so much.”

Childminder for 3 years, Midlothian

Despite the more dominant view that childminding helps support children transition to nursery or school, some participants mentioned a couple of potential drawbacks too. For example, it was suggested that children who have become friends at a childminder may be upset if they are split up and have to go to different schools; something less likely to happen if they had made friends in a nursery (particularly a nursery attached to a school). One parent wondered if getting used to being at a childminder may make it harder for children to start nursery, although childminders emphasised the work they do with parents to help them feel ready for nursery when they are transitioning.

While there was a general view that childminders would take children out on more trips, one childminder explained that catering for the different ages of children she looked after was limiting in this regard. For example, she has to consider whether the baby needs to sleep and factor in nursery pick up times when making plans.

Finally, although childminders were viewed as highly skilled, they may not always have the specific skills a family needs – for example, despite the general view that childminders can be more attentive to children with special needs, there was one parent who felt that their nursery had a staff member who was more qualified to provide care for her autistic son and was therefore considering whether he should have more time at nursery as part of his blended care.