There are not barriers that cannot be overcome: A study on factors acting as facilitators, barriers and promoters for the continued attendance of children from 0 to 3 to non-formal ECEC provisions

Abstract

Despite the critical role Early Childhood Education and Care (ECEC) in children’s learning and development, many children, particularly those from vulnerable backgrounds, experience limited access or low attendance. This study aims to understand the factors influencing attendance, acting as barriers, facilitators, and promoters of continued participation of very young children aged 0 to 3 in non-formal ECEC, specifically focusing on Play Hubs. Employing a qualitative research design, semi-structured interviews were conducted across three Play Hubs located in different localities of Slovakia: Prešov, Spišský Hrhov and Poprad. Ten interviews were conducted in total, five with caregivers and five with Play Hub staff, with seven interviews conducted in-person and three were online via Teams (exclusively with Play Hub staff). Transcriptions of the interviews were imported into NVivo 14 for further analysis.

Findings reveal that various factors influence Play Hub attendance for very young children and their caregivers. These factors largely align with existing literature highlighting the complex interplay between individual perspectives within each ecological system (Bronfenbrenner, 1979). In the microsystem, factors such as children’s health, awareness of the Play Hub, and cost emerged prominently. Additionally, family vulnerability and the presence of school-aged siblings were identified as influential. In the mesosystem, the quality of relationships between families and ECEC staff and social cohesion were pivotal, alongside the influence of caregivers’ social networks and enrolment in formal ECEC programs. At the macro level, factors included time availability and accessibility to Play Hubs, while exosystem considerations encompassed cultural relevance and language barriers.

Factors related to continued attendance include the educational opportunities offered by Play Hubs, the provision of a safe and supportive environment for families, and the facilitation of socialization among caregivers, particularly mothers—an emerging finding recognising the key role of maternal wellbeing in children’s development and learning. Addressing these factors is crucial for supporting families from vulnerable backgrounds and enhancing overall child development and wellbeing through ECEC participation.