A Right to Play
36
Transcript of A Right to Play
II
2
Contents
3
Section I:
1.0 Introduction 4
1.1 The Rights of the Child 5
1.2 Background 6
1.3 The Research 6
1.4 Profile of Participants 7
Section II:
2.0 Asylum Seeking Families in Ireland 9
2.1 Direct Provision 9
2.2.1 Life in the Hostels 10
2.2.2 Diet 11
2.2.3 A Monotonous Existence 13
2.2.4 Friendships 14
2.3 The Right to Education 14
2.4 The Right to Play 14
2.4.1 Children’s Play: Expert Opinions: 15
2.4.2 Space and Equipment 16
2.5 The Language Needs of Culturally and Ethnically Diverse Families and Children 17
2.6 Impact of Direct Provision on Child Development 18
Section III:
3.0 Provision of Early Years Care and Education and School Age Childcare 20
3.1 Areas of Focus in a Childcare setting Catering for asylum seekers 24
3.1.1 Language and Communications development: 24
3.1.2 Personal and Social Development: 24
3.1.3 Need for Routine/Parameters: 25
3.1.4 Creative Development: 25
3.1.5 Nutrition and diet: 25
3.1.6 The need for an Intercultural/Anti-bias Curriculum 25
Section IV:
4.0 Other Recommendations 27
4.1 Direct Provision in General 27
4.2 Conclusion 29
Bibligraphy 31
4
Section I:Introduction
1.0 Introduction
There are many understandings of childcare. Within the context of this report childcare is defined as the care and
education of children aged from birth to twelve years. International research shows that quality childcare provision have
major benefits for all children especially those living in disadvantage, who are vulnerable, and children with special needs.
Quality provision gives children the opportunities to learn and develop through play in an informal setting.This holistic
approach to the care and education of children is not an all panacea to the problems that vulnerable children face,
however, this report will look at the childcare needs of asylum seeking children and their parents, and the possible
benefits that childcare provision could have for asylum seeking families.
All children, regardless of their country of origin have a right to play and have their developmental needs met.Through
the ‘on-the-ground’ work of the Mayo County Childcare Committee, it became evident that the childcare needs of
asylum seeking children and their families, living in ‘direct provision’, were not being met. As a consequence the
Committee decided that further exploration of the situation was necessary in order to document their current
situation and to formulate a strategy to meet the needs of asylum seeking children and their families.This report is a
result of that investigation.
The findings of the research, as well as that of others will be presented in the coming sections. The current living
conditions of asylum seeking children and their parents will be documented.With this, quality early childhood care and
education and school age childcare will be looked at as a means to alleviate stress, facilitate rehabilitation, improve
developmental outcomes and increase the likelihood of integration and social inclusion.
In brief, early childhood care and education (ECCE) refers to a wide range of programmes, all aimed at the physical,
cognitive and social development of children before they enter primary school, normally from birth to six years.The
benefits of ECCE programmes, which extend into adulthood, are well documented and are particularly acute for those
living in disadvantage. They contribute to positive child development outcomes that set the foundation for lifelong
learning and help in the monitoring of health and nutrition status during this critical period of development. Quality
ECCE provision help to integrate asylum seeking families with young children.They provide child health, referral and
other services, and contribute greatly to preparing young children for school (OECD, 2006).
School age childcare, often referred to as after-school or out of school care refers to the care and education of four
to twelve years. Despite the limited research conducted in Ireland it is clear there is a growing need for locally based
programmes that expose children to social, recreational and developmental activities during out of school hours.Whilst
quality school age childcare programmes benefit all children it is thought that those from socially and economically
disadvantaged backgrounds benefit more than any other group.Within the school age childcare setting, children have
an opportunity to experience success and improve self-esteem and learn through fun and play.There are opportunities
to discover talents that may not be visible in a formal setting, such as the school, and to allow children to explore their
own identities (Hennessy and Donnelly, 2005). These positive outcomes for children can improve the likelihood for
children that they stay in education and improve their employment opportunities when they reach adulthood.
TERMS OF REFERENCE:
� Asylum Seeker: a person who has applied to be granted refugee status and is awaiting a decision.Asylum seekers
do not have the right to work and are usually required to live under direct provision.
� Refugee: a person who has fled their country of origin based on a fear of being persecuted for reasons of race,
religion, nationality, membership of a social group or political opinion, and is unable or owing to fear unwilling to
seek refuge of that country.The Irish State has extended the definition of social group to include gender, groups of
people with a particular sexual orientation and membership of a trade union.
� Separated child/unaccompanied minor: A child under the age of 18 years who has arrived to a country and
who is not in anyone’s custody.
� Direct Provision: Asylum seekers are housed in direct provision centres often hotels, hostels and a small number
of purpose built facilities (reception centres).They receive accommodation and meals (paid for by the State) and an
allowance of €19.10 per week per adult and €9.55 per week per child.
1.1 The Rights of the Child
The United Nations Convention on the Rights of the Child establishes a set of rights for children of which are legally
binding to the governments that ratified the convention.The basic rights that were agreed under the Convention include
Article 3, which asserts that the primary consideration, regarding any actions concerning children, is the best interest
of the child. Other principles under the Convention include that all signatory States ensure ‘to the maximum extent
possible’ the survival and development of the child (Article 6); that children receive appropriate protection (Article 22);
that children have the right to enjoy the highest possible standard of health (Article 24); that children have the right to
a standard of living that is adequate for the development of the child (Article 27); that the right to education is accorded
to all children (Article 28 and 29); and the right to rest and leisure (Article 31). In relation to asylum seeking children,
they are entitled to receive the appropriate protection and humanitarian assistance as outlined in the Convention and
any other international human rights or humanitarian instruments to which the Nation State is party. Ireland is a
signatory of the Convention.
In essence, the UN Convention on the Rights of the Child, clearly states that asylum seeking children are entitled to
the same rights as any other child. In addition, they are entitled to special assistance in the enjoyment of these rights
under the provisions of the Convention.This report focuses on the living situations and experiences of asylum seeking
children and their families living in two Direct Provision Centres in Co. Mayo. The research focuses on the living
environment and whether this type of environment is in the best interests of the child; the standard of living and
whether this is meeting the developmental needs of the child; and the right of the child to rest and play. It is the living
environment in which these children are housed that make the need for quality childcare provision even more
pertinent. Within this context, childcare needs of asylum seeking families is addressed and how adequate childcare
provision could be used as an instrument to meet the needs of these families and more specifically the children.
5
1.2 Background
An asylum seeker is a person who has applied to the State for protection from persecutions that they would be subject
to if they returned to their country of origin. In Ireland, people are granted this protection if it is shown that they would
face persecution because of their race, religion, nationality, membership of a particular social group or political opinion
if they were to return to their country of origin.A person who is awaiting the outcome of an application for protection
is called an asylum seeker. Those who are successful in their applications are given refugee status and are known as
refugees (Whyte and Byrne, 2005).
It is argued both nationally and internationally that the needs of female asylum seekers be recognised as different to
those of men in similar situations.Asylum seeking children often experience the same disruption, violence and fear as
adult asylum seekers, but these effects are further compounded by the disruption to normal family life. They will
therefore have needs that are additional to adults.
1.3 The Research
This research was conducted on behalf of the Mayo County Childcare Committee as part of their commitment to
meeting the needs of all children in the region.The aims of the research were to:
� Document the current childcare situation of asylum seeking families living in direct provision.
� Discover the childcare needs of asylum seeking families, living in direct provision centres, in Co. Mayo.
� Formulate recommendations on how to best meet their needs, in consultation with the families.
The questions asked of the families focused mainly on family composition; the needs of parents living in a direct
provision centre; caring for children in this environment; the level of access to facilities and supports; family preferences
and the responsibilities of the State.
The information was collected in March 2006 over one day.Two direct provision centres were based in two villages in
Co. Mayo.The morning was spent in Hostel A and the afternoon in Hostel B.A number of steps were taken to make
the research process as accessible and relaxed as possible.These steps included:
� Two interpreters were hired for native French and Russian speakers. Both interpreters had experience of
interviewing and it was decided that they should conduct interviews with the non-English speaking parents. A
structured interview guide was devised by the lead researcher and all interviewers were briefed on the guide and
the recording of information.
� An artist was contracted to work with the children while their parents (mainly mothers) were being interviewed.
The children were asked to paint, draw or write the type of toys they would like to have, the facilities they had
access to at home and the things they liked and didn’t like about living in Ireland.Through the use of an artist the
children were given a fun outlet to document their needs.
� A balloon artist was brought in to entertain the children for the rest of the research session.
� Lunch was provided by the research team.
� For Hostel B, there were a total of six interviewers administering structured interview guides.This was to ensure
that all parents had an opportunity to give their point of view.
6
As two Direct Provision hostels were in operation at the time of the research, it was decided to gather
information in both hostels.Access was negotiated through the support of the Mayo Inter-Cultural Action Group
who had a positive relationship with some of the residents.
Hostel A was a relatively small centre that consisted of mostly families.A total of eight parents were interviewed
from this hostel. Hostel B was much larger and a total of thirteen parents were interviewed.The data gathered
was analysed using quantitative and qualitative methods.
1.4 Profile of Participants
As mentioned previously, two direct provision centres were based in two villages in Co. Mayo at the time of the
primary data collection.The residents in Hostel A consisted predominately of mothers and their children, however,
there were a limited number of fathers and some single people also.The residents of this hostel were due to be
relocated to a different centre at the time of the research but due to community opposition to the move they
were allowed to remain until the school term ended in order to reduce the level of upheaval experienced by the
children. In total eight parents, all mothers, were interviewed from Hostel A.Two were interviewed through the
use of an interpreter.
Hostel B is a much larger habitation with over one hundred residents in March 2006. In this instance thirteen
parents were interviewed, nine of whom were mothers and four of whom were fathers.
Residents came from a variety of countries, eight in total, the majority coming from Nigeria.The participants first
languages were diverse, many residents naming their native language as their primary language. The range of
languages are as follows:
Table 1: Childcare provision by type 1999
Language Frequency Valid Percent %
English + dialect 1 5.0
French + Dialect 2 10.0
Ewe 1 5.0
Nigerian Pidgin 1 5.0
Yoruba 5 25.0
Ibibio 1 5.0
English 3 15.0
Ibo 1 5.0
Somali 2 10.0
Igbo 1 5.0
Russian 1 5.0
Tamil 1 5.0
Total 20 100.0
7
As evident from the table Yoruba is the most common language. It should be noted that as residents were asked for
their primary language, the majority stated the language of their community, however, a number would also have English
as a second language.
The age of respondents ranged from twenty years to forty four years of age.The majority (eight in total) were aged
twenty five to twenty nine years of age. Parents had between one to four children with them in the centre (though
some mentioned they had more children and had been unwillingly separated from them).
Table 2: Number of Children
Number of Children Frequency Valid Percent %
1 child 13 65.0
2 children 4 20.0
3 children 2 10.0
4 children 1 5.0
Total 20 100.0
The age of the children dictates whether a child is with their parent(s) full-time.All children aged four years and over
were attending the local primary school. Parents who had more than one child often had children with them full-time
and children attending school (referred to as ‘combination of the above’ in table 3).This is demonstrated in the table
below:
Table 3: Parents child rearing schedule
Parents child caring schedule Frequency Valid Percent %
Parent who has all child(ren) with them full-time 12 60.0
Parent whose child(ren) are attending school 2 10.0
Combination of the above 6 30.0
Total 20 100.0
Hence, as this table shows the vast majority (90%) of parents were caring for child(ren) twenty four hours a day, seven
days a week, with no access to childcare support. In fact 80% (N=16) stated that they were caring for their children by
themselves. While interviewees were not asked this question directly, a number stated during the course of the
interview that they had been unwillingly separated from spouses/partners and in some cases their children, in the
course of leaving their country of origin.
In the next section we shall look at the current knowledge on asylum seeking families, both in Ireland and abroad and
compare that to the life of the asylum seeking families that resided in Co. Mayo during March 2006.
8
Section II:Asylum Seeking Families in Ireland
2.0 Asylum Seeking Families in Ireland
Asylum seeking families have experienced intense disruption and upheaval in their lives.They are a diverse group coming
from a variety of cultures and social backgrounds.Those interviewed for this report represent a range of experiences
associated with war and political conflict, witnessing atrocities, family separation and severe hardship.While participants
were not questioned directly about their lives before arriving in Ireland many voluntarily disclosed traumas they had
experienced, including being separated from loved ones.
Candappa (2000) found that asylum seeking children arriving in Britain had mixed experiences.That is, relief at being in
a safe country, sometimes overshadowed with feelings of guilt having left their friends and family behind. Many of these
children have little knowledge of the host country when they arrive and experience culture-shock and trauma due to
their arrival in a foreign country.As mentioned previously, according to the UN Convention on the Rights of the Child,
children who have suffered these experiences are entitled to special assistance in rehabilitation and renewed enjoyment
of their basic human rights. The extent of special assistance provided to the asylum seeking children living in direct
provision in Co. Mayo, or lack thereof, is discussed more in-depth below.
2.1 Direct Provision
In a response to the lack of accommodation in the Dublin area in 1999, and in an attempt to deter further asylum
applications, the Government introduced a pilot programme to disperse asylum-seekers around the country, to
communal accommodation centres, where they live on full-board and reduced social welfare payments (Irish Refugee
Council, 2004).
The intention was for these centres to provide short-term accommodation as the Government believed asylum
applications would be processed within a six month period. However, there are currently asylum seekers who have been
living in these centres for more than two years1 .The asylum seeking parents interviewed for this report had resided in
the two centres from between three days to fifteen months. However, some had been relocated from other centres
and one family had been living in direct provision for two years.The table below shows the time spent in these two
centres, however, it does not represent the total length of time spent in the asylum seeking process. As evident, the
largest minority (45%) of participants had been residing in Co. Mayo for six to eleven months.The average time spent
in the two hostels in question was approximately 202.6 days or 6.7 months.
9
1 Over 50% of asylum seekers interviewed have been in direct provision for 9-24 months and 7% have been there for over two years.
Table 4: Length of time living in Co. Mayo Centers
Length of Time in Hostel Frequency Valid Percent %
less than one month 2 10.0
1-5 months 6 30.0
6-11 months 9 45.0
12 - 18 months 3 15.0
Total 20 100.0
According to the Irish Refugee Council (2004), approximately 7,000 people, from over 100 nationalities, are living in
different forms of temporary communal accommodation in 72 centres, in 24 counties.The number accommodated in
each centre varies from 20 to 400, and many of the larger centres are situated on the edge of towns or suburbs.This
results in isolation and segregation for many asylum seekers, especially adult asylum seekers. Also, regional variations
exist in the implementation of this system. Some asylum seekers have to share a room with up to 5 others, with no
access to services and are required to eat food, decided upon by the centre, and at a time not of their choosing, whereas
others have their own bedrooms and cook their own food at a time that is convenient to them (Irish Refugee Council,
2004).
The two accommodation centres operating in Co. Mayo at the time of this research operated under direct provision
whereby asylum seekers are provided with three meals a day and a cash allowance of €19.10 per adult and €9.55 per
child per week, plus child benefit. Packed lunches are provided for children attending school.These amounts have not
changed since November 1999 (Irish Refugee Council, 2004).
2.2 The Right to an Adequate Standard of Living
2.2.1 Life in the Hostels
According to Fanning et al (2001) children who live in accommodation centres experience extreme material deprivation
despite the best efforts of their parents who use their allowances to purchase essentials like baby formula, nappies,
clothes and non-prescription medicines.The welfare allocation to families living in accommodation centres on ‘direct
provision’ is contrary to the State’s obligations under the UN Convention on the Rights of the Child. They are also
contrary to a range of existing commitments laid out by the National Children’s Strategy (2001) and the National Anti-
Poverty Strategy. The reality is asylum seeking families, living under direct provision, experience extreme levels of
income poverty which typically places them below the 20% poverty line (Fanning et al, 2001). Mainstream policies on
social exclusion, hold that children living below the 60% poverty line are vulnerable and relatively deprived.
Smyth and Whyte (2005) found in their study on Asylum Seekers that the accommodation centres were of poor quality
and inappropriate for children. The accommodation was cramped, posed health and safety issues and impacted
negatively on psychosocial well-being. Families reported living in poverty and parents felt they were unable to buy
10
nutritious food for their children.According to Smyth and Whyte (2005) the factors that created the most difficulties
for asylum seekers included the lack of social support, which led to social isolation and that they lived in poor material
deprivation. The factors that sustained the cycle of social isolation and poverty were racial discrimination; asylum
seeking issues; not being employed; accommodation issues; childcare issues and language issues.
The experiences of young people and children after arriving in Ireland include:
� Having lived in a variety of accommodation centres
� Experiencing living under direct provision as extremely stressful
� Experiencing hostel accommodation as cramped
� Being separated from their fathers and other members of their families.The prospect of never seeing their family
members again was deeply distressing for the young people.
� Being unable to make contact with their friends from their country of origin.This was also an emotional burden for
the young people.
� Being enrolled in school as soon as they arrived in Ireland facilitated young asylum seekers to make friends.
� Unlike their mothers, being enrolled in school afforded them the opportunity to make friends. However, a range of
barriers exist to making friends which include racism, being relocated a number of times, cultural differences and
the legal status of the children and their families.
(Smyth and Whyte, 2002)
Chronic over-crowding in hostels, families sharing one room regardless of the age of children and health and safety
concerns such as not having anywhere to place dangerous items, for example, kettles or utensils out of the reach of
children pose further concerns for parents (Fanning et al, 2001)
Far from being provided special assistance many asylum seekers, in Ireland and abroad, experience many hardships after
arriving in their host country (Candappa, 2000).They are placed in communal accommodation centres that are mixed
in their standard of provision. They are often moved around the country breaking any ties they may have made and
children are moved away from friends and schools that are a vital part of the rehabilitation process. Families can be
housed with single people and this has resulted in problems within the centres.As children are not given adequate play
space, separate from other residents, their have been reports of non-familial residents reprimanding and even physically
punishing children. Other issues that arise when living in communal centres include lack of resources and further
marginalisation, lack of privacy, and disempowerment.
2.2.2 Diet
Fanning et al (2001) found in their study that the food provided in hostels was inadequate and unsuitable for the needs
of parents and their children.The lack of choice and control experienced by asylum seekers in the preparation of food
contributed significantly to financial hardships they experienced. Overall the picture painted by parents of the provision
of food in the Co. Mayo based hostels was bleak. Fourteen of the twenty residents interviewed stated that the food
provided by the hostels was inadequate and that they are often forced to forego other necessities in order to
11
supplement their families diet.Three other respondents stated that the food supplied is not an issue for them as their
children are still being bottle or breast fed. Still, however, two of these parents mentioned that they use their allowance
to purchase extra supplies of formula as the hostel does not always provide enough. Similarly, in the study conducted
by Fanning et al (2001), it was discovered that an overwhelming majority purchased extra food to supplement the food
provided by hostels for themselves and their children. Many found this extra financial burden impossible to meet.
While the majority of children living in the Mayo based centres did not have special dietary needs, those that did were
particularly disadvantaged. Children who are fussy eaters or slow to adjust to the Irish diet are those that are at greatest
risk from suffering from poor health as a result of an inadequate diet.
In the current study, one mother interviewed was contacted by the primary school expressing concerns over her child’s
health as they believed she could be suffering from malnutrition. This mother proceeded to explain that her child is
given the same type of sandwich (ham, butter and white bread) by the hostel everyday which she refuses to eat.This
mother found it financially difficult to supplement food for both lunch and dinner and as a consequence expressed
feelings of shame as she feels she cannot adequately care for her child and that professionals may perceive her as a ‘bad
mother’. The majority of parents stated that chips is what their children consume the most of and a small number
mentioned it is the only food they can get their children to eat due to the poor choice and lack of variety in the food
provided.
Culturally diverse diets is also proving a challenge in hostel life as one father stated that they both can only eat Halal
meat, a Muslim tradition with basis in the Quaran, and requires certain slaughtering requirements. However, this
problem is further compounded because this Islamic rite also refers to cross-contamination.To use the interviewee’s
example, as sausages (pork is generally not consumed by practicing Muslims) and chips are cooked in the same oil, not
only is this family losing out on the meat but also the chips.As a result, this child in particular eats very little.
While breakfast offered in the hostel was regarded as adequate by most interviewees, children that attend school miss
out on what was considered the more substantive food, for example, porridge, as a result children were eating yoghurt
and fruit.This compounded with the lack of food in-take at lunch time, parents of school age children expressed real
concern over the health of their children.
The majority of parents stated that the hostel supplies little to no meat and this is often provided for by the parents.
Due to the lack of amenities surrounding both hostels, in conjunction with a ban on kitchen access, parents provide
extra food by buying a piece of fish from the local fast food takeaway or ‘chipper’.A small minority of parents mentioned
foregoing their own food in order to supplement their children’s diet. It was also noted by a majority of parents that
the same food is often served for both lunch and dinner, on the same day, which does not peak the children’s interest,
nor give a diversity in their nutrient intake.There is also little diversity in the food provided overall.This is another cause
for parents to supplement their children’s food using their allowances.
Families on direct provision are unable to purchase needed items such as toys and outings on special occasions,
identified as child necessities in the Living in Ireland Survey (1999) and other studies on child poverty and deprivation.
Parents are compelled to provide the basic necessities such as food and toiletries.There have been reports of extreme
deprivation found in both this study and by Fanning et al (2001). These included malnutrition amongst expectant
mothers, ill-health related to diet amongst babies; weight loss amongst children; worries about health of children; hunger
amongst adults as a results of ‘within household rationing’ of available resources in an effort to provide for the needs
of children and babies; and the inadequacy of hostel food to meet the needs of asylum seekers.
12
Part of the deprivation experienced by asylum seekers stemmed from administrative inflexibilities within direct
provision. In the case of this study both hostels were run by the same proprietor who placed certain restrictions on
residents such as set meal times in which families had to adhere to in order to receive food, no access to the kitchen
regardless of circumstances, children had no access to toys or play areas and there were some health and safety issues
regarding certain equipment and potential play space.
2.2.3 A Monotonous Existence
All parents, without exception, referred to the boredom and monotonous daily routines in which they spend their days.
Two mothers stated:
“here, we just stay here in the centre, nothing happens” (Asylum Seeking Mother, 2006)
“eat, sleep and walk to town sometimes” (Asylum Seeking Mother, 2006)
For most their days consisted of sleeping, attending meal times,watching television and taking a walk around town. Some
stated that they did not bother to take a walk around the town as there was nothing to do so they spend their time
either in the common room or their bedrooms. Hostel A was in a town poorly serviced by public transport and in
reality neither asylum seeking group could afford the extra expense of travel. Some mothers mentioned the daily care
routine of their children, listing events such as feeding time and putting their child down for a nap as significant parts
of their day. One father mentioned meeting with friends, however, his wife was not permitted to engage in similar
activities due to cultural beliefs and spends all of her time in the hostel. Clear feelings of frustration were expressed
along with concerns around their own emotional and physical health as a result.
In hostel A, there were three mothers who engaged in voluntary work and mentioned connections with the outside
community as a result.They were able to negotiate childcare by agreeing with other residents to mind their children in
return or else a small cash payment would be given. Babies would be brought to meetings and events. Due to the smaller
size and the activities of the surrounding community, parents and children living in this hostel articulated more activity
and interaction with the outside community as well as within the centre.This was mostly due to the Mayo Inter-Cultural
Action Group established in the village and the work it is doing with the asylum seekers.Volunteering and gaining access
to the community as had huge benefits for the women involved, one stated that it has prevented her from becoming
an alcoholic, which she feared she was on the brink of due to the boredom.
Others mentioned that they would like to participate in the community but they do not have access to childcare
supports and this was particular evident in Hostel B.There was less informal support structures in place and parents
did not interact with each other as much. In total, eight parents stated that they would like to become involved in
volunteering and the community but as full-time carers for their children they cannot. Also, for the women that do
volunteer they mentioned they would like to engage in it further, however, caring for their children fulltime has
prevented this.
13
2.2.4 Friendships
A total of three parents stated they had not developed any friendships, one of these resided in Hostel A and had just
been relocated from Dublin.With the exception of the new resident all mothers in Hostel A stated they were friends
with other residents; with people from their native country; with other non-nationals; and six were friends with native
Irish people.
In Hostel B, 75% (9 residents) mentioned they were friends with other residents; 58% (7 residents) mentioned they
were friends with people from their native country; 83% (10 residents) mentioned being friends with other non-
nationals; and 50% (6 residents) mentioned having native Irish people as friends. Some residents mentioned that they
would like to make friends outside of the hostel but finds it difficult due to financial constraints and the lack of amenities
in the area. Feelings of isolation and loneliness were commented on by a number of respondents.
2.3 The Right to Education
Article 28 of the UN Convention on the Right of the Child recognises the right to education while Article 29 states
that education should facilitate the “development of the child’s personality, talents and mental and physical abilities to
their fullest potential”. This right is particularly important as the school is a second security base outside of the
accommodation centres and this is all the more important for children who have experienced displacement and war.
From this research the universal access to schools upon arrival in Ireland was one of the few statutory agencies from
which children could derive support. Both parents and children spoke highly of the schools they attended, the education
they received and the opportunities to make friends and socialise outside of the accommodation centre. Parents saw
the acquisition of English as one of the most important benefits of attending school, however they would like more
support for both themselves and their children.
While, respondents with school age children identified school as a vital mechanism to overcoming marginalisation of
their children within Irish society, parents with younger children spoke of the importance of early years education both
for the development of their children and for their integration and participation within Irish society, especially for
language development.
2.4 The Right to Play
Play is a simple joy that is a cherished part of childhood (Ginsburg, 2007)
Play is recognised as a basic human right for all children, a view that is reinforced by the United Nations Convention
on the Rights of the Child. “Parties recognise the rights of the child to rest and leisure, to engage in play and recreational
activities appropriate to the age of the child” (UN Convention,Article, 31).
All children need opportunities to play, explore, create, learn and relax. Children of all ages need access to independent
play and structured activities that are fun and aim to enhance a variety of skills including leadership, self-esteem, conflict
management, academic interests and hobbies (NIOST, 2005).Therefore, the place of residence for any child needs to
provide a range of play activities, in a safe environment, in order to promote child development across all domains:
social, physical, emotional, intellectual and creative capabilities.
14
2.4.1 Children’s Play: Expert Opinions:
Much has been written about the value and importance of play in the lives of children, some of which can be traced
back to ancient Greek and Roman philosophies. Play, like school, prepares the child for adult life. Froebel described play
as the “highest form of child development… Play is never trivial, it is serious and deeply significant” (Froebel, 1967).
Play is central to providing children with a platform to explore, experiment and practice skills that they will require in
later life.The value of play should not be underestimated, it is both a process and a product.As a process it promotes
an understanding of skills, concepts and temperament in children, as a product it facilitates the vehicle for children to
demonstrate their understanding of skills, concepts and dispositions (Fromberg, 1998, 2002).
In general play influences:
� Physical Development: During play children are involved in physical activity and play supports the development
of fine and gross motor skills through running, jumping, skipping, and hopping, thus enabling children to develop a
range of physical skills and competencies.
� Social and Emotional Development: Play provides a vehicle for children to establish and maintain friendships;
share and listen to others; develop empathy for others; facilitate differing viewpoints; and work collaboratively with
other children. In this way children learn to recognise and develop strategies to deal effectively with negative feelings
and control emotions appropriately within a safe, non-threatening environment.
� Cognitive development: There can be little doubt that children learn through play. Play has an extensive social
application helping children to understand the world, and to make sense of factors such as cognitive, creative,
language, social and physical aspects of play Saracho (1986).
Through play children learn about roles and responsibilities, relationships, appropriate forms of behaviour and the
consequences of their actions on others.
Children can demonstrate a sophisticated range of behaviours in their play without adult support including:
� Construction of play themes and events
� Patterns of behaviour and communication
� Rehearsal
� Repetition
� Development and mastery of competencies – play therefore can make a substantial contribution to learning and
development.
(Meckley cited in Wood and Attfield, 2005).
15
2.4.2 Space and Equipment
There was a stark lack of appropriate space for children’s play in both hostels in Co. Mayo. Communal areas were
inappropriate for children to play and children were required to watch television programmes which the adults were
watching in the communal area. Fanning et al also discovered these difficulties in their study and stated that children
often became withdrawn and fearful of their environment. In reality, living under direct provision in the accommodation
centres are having detrimental impacts on the developmental well-being of children in a number of ways.Toilet training
of young children is often stunted by overcrowding.Adolescent boys and girls experience enforced dependence and a
lack of private space. Children find it difficult to maintain friendships as they are unable to invite friends from school
over to play and parents were unable to reciprocate birthday party invitations.
In conjunction to space, there was a clear lack of toys and appropriate equipment for children. As discussed earlier,
parents use their allowances to purchase necessities which does not allow room for toys. In hostel A, there was the
remnants of a pedal car and an activity centre that were both broken and left in the corner.This was the only sight of
child friendly equipment in the hostel. Not one of the children owned a toy of their own or had access to toys in the
hostel. Hostel A did have a climbing frame and outdoor activity unit in the back garden, however, it had never been
secured to the ground and therefore the parents could not allow their children to play with the equipment or in the
outside space of the hostel.The majority of parents stated the outside play area was unsafe.
In Hostel B the communal room was once a childcare service with in-door fencing to cordon of an area in the room
for younger children and colourful murals on the walls. However, what was most striking was the emptiness of the room
as there was not one piece of equipment, just a number of adult sized chairs and a television in the corner. When
children were asked whether they owned any toys of their own a number alluded to a teddy which one child owns and
the other children often play with. Parents stated that while there was appropriate indoor space for children to play,
i.e. the communal room there were no toys or equipment. It should be noted if dedicated to a play room the adults
would not have a communal area to watch television.
In general, children mentioned either playing with their school friends in their homes or with children from the
surrounding housing estate and this is the only access children had to toys and was at the discretion of the toys owners.
All parents, with the exception of those with small babies, mentioned their children had companions to play with, other
children in the hostel, friends from school and children from the surrounding community. Parents mentioned that it was
difficult for both them and their children, as their friends could not be invited into the hostel to play.
These restrictive practices outlined above are found in many accommodation centres across the country and have
arguably been fostered by the guidelines given to private hostel managers by the Department of Justice, Equality and
Law Reform. In these guidelines there is no emphasis on the rights of asylum seekers to redress in the case of
complaints, nor is there any clear form of accountability by hostel management to residents.
Asylum seeking children are more likely to experience poverty and social exclusion than any other group in Irish
society due to higher level of dependence on social welfare payments and higher levels of housing deprivation
(Fanning et al, 2001).
16
2.5 The Language Needs of Culturally and Ethnically Diverse Families andChildren
There was a stark lack of appropriate space for children’s play in both hostels in Co. Mayo. Communal areas were
inappropriate for children to play and children were required to watch television programmes which the adults were
watching in the communal area. Fanning et al also discovered these difficulties in their study and stated that children
often became withdrawn and fearful of their environment. In reality, living under direct provision in the accommodation
centres are having detrimental impacts on the developmental well-being of children in a number of ways.Toilet training
of young children is often stunted by overcrowding.Adolescent boys and girls experience enforced dependence and a
lack of private space. Children find it difficult to maintain friendships as they are unable to invite friends from school
over to play and parents were unable to reciprocate birthday party invitations.
In this section we shall briefly look at the needs of this culturally diverse group by addressing language; information
needs; orientation and integration needs; and physical and psychological Health Needs
Language
Language barriers are recognised as a major problem for refugees and asylum seekers in whatever country they find
themselves. English is especially essential in Ireland in order to function in society and access services.Women often
find it more difficult with child rearing responsibilities because they do not have the means or supports to access
language development courses.Also, this limits the ability for women to create a support network in their host country
as they are unable to engage in social contexts where contacts could be made whether volunteering in the community
or seeking specific supports. Other consequences include social isolation impacting on mental health (Whyte and Byrne,
2005).
In the current study 20% of parents were unable to speak or understand English while 24% had a functional level of
spoken and/or written English.The majority (55%) were fluent in English.The level of language competencies reflected
the representation of certain nationalities living in the hostels.Those who did not have a fluency in English expressed a
desire to learn in order to improve access to services and develop social ties.
Even those who classed themselves as either fluent or functioning in the English language mentioned the lack of services
available to enhance their language skills.Also, the lifestyle that is fostered living under direct provision has also hindered
language development as residents do not have opportunities to engage native English speakers on any meaningful level.
Also, this group mentioned that only basic English classes have been made available and they would like to progress to
more advanced levels.
Some residents mentioned that having young babies prevented them from attending English classes that were made
available.Availability of these classes were limited or residents were unaware of their existence.
One resident took this opportunity to compare life in Hostel B to the Hostel he had been relocated from. In his
previous accommodation, which was based in Galway City, there were greater opportunities to integrate into the
community and there were opportunities to develop language skills. At this point he expressed his frustration of the
asylum seeking process and felt that by moving to Co. Mayo he is “constantly moving backwards”.
17
In one case a parent had his soon translate for him and even though the interviewer could not understand the
conversation that took place between the son and the father it became evident that the son chose what to interpret.
While this was regarding the types of activities he wished his son had opportunities to engage in (his son translated an
activity as football which was clearly not what the father had said) it demonstrated the unsuitability of having children
and family members act as interpreters.
In their study,Whyte and Byrne (2005) set out practice Guidelines for meeting language needs.These are:
� Easily accessible classes in English as an additional language should be provided at varying levels for adults.
Accessibility in terms of location, transport and cost needs to be ensured.
� Language support and interpretation services should be provided free of charge. Interpretation services should be
independent, organised and professionally based to ensure objectivity and neutrality in the information being
communicated.Using family and friends is not advisable as it may affect the information the person is willing to share.
� The use of children as interpreters should be used only as a last resort as this can place inappropriate pressure on
the children. Women are less likely to speak English and be literate and using family members as interpreters is
inappropriate.
� Health workers and other professionals may need training when working with interrupters.
� The special language needs of women need to be recognised, specifically in relation to health and welfare issues.
� Childcare should be provided in order to facilitate asylum seekers language development, which is especially relevant
for women.
Children also have particular language needs as they not only need to learn English but they also need to develop their
home language as it increases a child’s chances to learn English, as well as self-esteem and confidence in their own
ethnicity and identity (CECDE, 2002). Parents need support and some encouragement in developing their home
language.
In the case of the children living in the Co. Mayo based hostels only one child was unable to speak English while 45%
were fluent in English appropriate to their age or acquired a functional level of English.The remaining children were too
young to have developed adequate language skills to make the question relevant. Regarding the importance of children
developing native language a number of points were raised.These included:
� 55% stated that children’s fluency in their native language was important and that they needed support in developing
the native language.
� A minority of parents stated that the development of their native language by their children was not important as
they wished them to concentrate on acquiring English.
� Those with children too young to attend school saw support for developing English as important and felt that
children did not have enough opportunities to develop English as other residents tended to speak to children in
native languages.
Raising bilingual children, especially in a one-parent family, is difficult and requires support and encouragement on the
part of the Government and community and voluntary organisations, as this is an important part of the child’s
development.
18
2.6 Impact of Direct Provision on Child Development
Previous research (for example, Fanning et al, 2000) has shown that living under direct provision has adverse affects on
child development. Before leaving their home countries parents and their children may have experienced violence,
disruption and fear. There may be problems with physical health that has been exasperated in a foreign climate with
different food and environment.Also, the initial experience of arriving in Ireland may have been traumatic for various
reasons such as building attachments and friends and losing them due to the policy of moving families from centre to
centre. Direct provision and hostel life is stressful to say the least and is not conducive to developing feelings of security
and safety, especially pertinent in children.These are basic requirements in the development of the child. Children may
also be aware of distress and worry in their parents, affecting their ability to build relationships.
Some children experience family fragmentation where they have been separated from family members and friends.
There is often a change in roles which breads insecurity and adds to the disruption. For example, a child may have to
act as an interpreter, which carries with it a great deal of responsibility. Children can feel confused as they must take a
caring role, which requires maturity, causing difficulty for the child to function in a school environment.
Parents in the current study were asked whether life in the hostel has had any negative impact on their child’s
development. A number stated it was too early to tell as their children were still babies or they had just arrived in
Ireland. The majority of parents felt their children’s development has been hindered. The following summarises their
comments:
1. Lack of privacy
2. Lack of opportunities to make friends and socialise with other children
3. Lack of adequate space to do homework, read or relax.
4. There are no opportunities for children to engage in outside of the hostel or the village. One parent mentioned
that children need more than their basic needs of food and shelter met. Lack of finances are a cause of great
distress and children are not given the same opportunities and experiences as their typically developing peers,
‘fun’ named as one of those experiences.
5. Language development is hindered for children under the age of four. Parents feel this will disadvantage them
further when they attend primary school
6. Relocation and families applications being refused has resulted in children developing relationships which are
then abruptly ended causing further distress.
7. Health and safety issues are of great concern including live wires exposed, unsecured equipment and hygiene
issues.
8. Life is the hostels are stressful for the whole family and living is this manner is isolating.
9. Toilet training is hindered.
10. Nutritional concerns were articulated due to quality and diversity in food provided by the hostel.
19
Section III:Provision of Early Years Care and Education and School Age Childcare
3.0 Provision of Early Years Care and Education and School Age Childcare
Childcare provision for both younger and school age children is not a panacea for all of the difficulties asylum seeking
families face living under direct provision, however, it is vitally important for children and their parents. Children under
the age of six have specific needs and, according to Whyte and Byrne (2005), these children have an even greater need
for access to early childhood education and care than the mainstream population.This type of provision ensures that
children are supported in play in a clean, warm and stimulating environment with trained professionals.These facilities
assist mothers to provide routine for their children, model alternative parenting methods and opportunities to discuss
concerns all in a stimulating and nurturing environment.
Likewise, access to school age childcare is of great benefit to all children but especially those living in disadvantage.
School age childcare has an important role to play regarding the social and emotional well-being of asylum seeking
children. Children also glean many academic benefits from their experiences in quality school age childcare settings.
They can spend time with other children and receive help with their homework as well as experience new
opportunities that would not normally be available living in direct provision accommodation (Miller, 2003, cited in
Hennessy and Donnelly).
The Ecological Study of After-School Care (cited in Vandell and Shumow, 1999) found that eight and nine year old
children, who spent more time with their peers in ‘enrichment activities’, experienced notable improvements in
conduct, had better work habits, better relationships with their fellow students and better emotional adjustment.Also,
these children spent more time on learning opportunities and academic and enrichment activities than their counter-
parts. Noam (2002) describes school age childcare as “a new ally for education reform” due to the benefits highlighted
above. It should be noted, however, that middle and low income children’s development suffers when there are too few
or too many activities run in one session.
Research shows that children who attend school age childcare spend more time with their friends and less time
watching television compared with children who have alternative arrangements for out of school hours. Marshall et al
(1997 cited in Hennessy and Donnelly, 2005) discovered that these opportunities for children to play with their peers
in an informal setting but under the supervision of responsible adults “may have increased children’s opportunities to have
experiences necessary to reduce anxiety and other internalising problems” (ibid.).
All children benefit from attending school age childcare settings, however, those from socially and economically
disadvantaged backgrounds benefit more than any other group.Within the school age childcare setting children have an
opportunity to experience success and improve self-esteem and learn through fun and play.There is an opportunity to
discover talents that may not be visible in a formal setting such as the school and allow children to explore their own
identities (Hennessy and Donnelly, 2005).These positive outcomes for children can improve the likelihood for children
to stay in education and improve employment opportunities when they reach adulthood.
In essence, the literature has demonstrated that school age childcare has the capacity to benefit all children but is of
greatest benefit for children living in disadvantage, including asylum seeking children (Vandell and Shumow, 1999).The
benefits are at their greatest when programmes allow for children to input and make choices and there is a positive
emotional climate.
20
Access to childcare services are an important factor in meeting orientation and integration needs of both parents and
children. This would allow parents to participate in orientation courses and access information. Special training also
needs to be provided for the professionals and volunteers who work with asylum seekers to ensure they can meet the
challenging needs of this diverse group. These workers should include members of the refugee population. Asylum
seekers and refugees need to genuinely participate in the programmes and projects that are designed for asylum seekers
including childcare services.
The Refugee Act 1996 states that the provisions of the Child Care Act, 1991 applies to asylum seeking children.This
act states that the HSE must promote the welfare of children in its area who are not receiving adequate care/protection.
Based on this interpretation the HSE has a responsibility to these children, ensuring they receive adequate care and
protection.
Asylum seekers experience a dearth of information, however, mothers’ access to information is limited more so than
men. Many women come to Ireland without their husbands or partners.They are frequently the only adult in the family
unit which limits their mobility and availability. Normally those with a partner still carry the child-rearing responsibilities
again limiting freedom. Currently, childcare is outside of their means, hence, diminishing opportunities to attend language
classes or other educational and training opportunities.This also limits opportunities to develop social networks and
support systems, resulting in isolation (Whyte and Byrne, 2005).
In the current study, parents were asked the types of activities they would like their children to have access to. The
following is a summarised list of the parents statements:
� Play opportunities including toys and other play equipment; playground and space for physical activity; sports e.g.
swimming, horse-riding, soccer2, basketball; music; group activities; arts and crafts; chess and board games; table tennis
� A taste of normal home life, for example, household chores
� Early childhood care and education
� Transportation to expose children to other areas outside of the villages
� Computers
� Opportunities to socialise with native Irish children and integrate into their new communities
� Space to play with other children not living in the hostel
Whether childcare provision is located within the hostel or in the community, access to quality childcare services turns
the above opportunities into a reality, as the provision of quality childcare has the capacity to meet all of these needs.
Parents were also asked that if they had access to childcare supports what activities would improve their daily routines.
The following list summarises their statements:
� Diversity in activity provision
� Multi-cultural activities that would result in the meeting of people living in the community
� Access to a gymnasium in the Winter months to facilitate physical activity
� Community based sporting activities such as a local soccer team
21
2 Note to reader: as one parent had his child interpreting for him, the child would not interpret anything he did not like.
� Access to employment even if it were a limited number of hours.This is to ensure that skills are not lost as well as
for integration purposes.
� Voluntary work based in the community
� Training courses, not only in language acquisition but also skill development for the workplace
� Parent and toddler groups that are based in the community so parents could meet other parents outside the hostel
Providing childcare supports ensures that parents receive a break from caring for their children fulltime and allows them
to pursue interests. This would improve self-esteem and feelings of self-worth as well as relieve the boredom that
parents experience. During this part of the interview many parents expressed frustration at the lack of opportunities
to engage in activities, one parent stating that he has been ‘handicapped’ as a result of living under direct provision.
Neither set of parents had access to childcare supports. As there was a greater sense of camaraderie in Hostel A,
mothers there tended to be more supportive and cared for children while their mother ran an errand. However,
mothers stated that their children are only cared for approximately twenty minutes, once a week and normally does
not include the care of babies.Three out of the four fathers stated that their wives/partners provide childcare relief
(the fourth father was separated from his wife and seven other children).
The majority of parents paid for childminding in kind, by reciprocating the service.Two parents mentioned that they
would sometimes pay a resident to care for their children and payment has ranged from €2 to €25.
Most parents stated that this type of care was of no benefit to the children and it was just utilised to facilitate the
running of errands, either food shopping or going to the post office. Some mothers expressed concern as they felt other
residents may not be paying the level of care and attention to their children that they would like. However, in general
the women residing in Hostel A did trust and like the other residents and were generally satisfied regarding their
children’s safety.
Nine of the twenty parents (all mothers) stated that they do not use other parents to mind their children and are with
their children all of the time and those whose children are not attending school receive no respite. One father
mentioned that he is concerned for his wives well-being as he feels she needs a break. She was breastfeeding at the
time so there is not much opportunity for him to give his wife a genuine rest.
Many parents of school going children felt that they were unable to help their children with homework and in their
acquisition of English. Parents identified the need for after-school support some in the form of childcare services, others
in the need for space where children would have desks to write and a quite space to read.These were seen as necessary
to improve their children’s language skills and to keep up with their typically aged peers in school. Some parents
mentioned that they would appreciate the opportunity to volunteer in after-school activities as they would have the
security of a professional on hand to help. In the case of the two villages in Co. Mayo, the areas are under serviced so
even if they had the resources to access childcare services there are limited childcare places available in the community.
According to Whyte and Byrne (2005), after-school and homework clubs are important for school aged asylum seeking
children, especially for those living in direct provision.
Parents were asked what form they would like childcare supports to take and these included:
� Homework support
� Support in developing English language
22
� Formal Early Years Care and Education
� Respite opportunities for parents
� Access to childcare supports to facilitate volunteering, training courses etc.
� Access to childcare supports in the community
� Genuine support of play opportunities
In Hostel A there was discussion around the possibility of having a peer childminding service established where a rota
would be created and a parent would mind a group of children for one to two hours a day.While this was discussed as
a possibility there were concerns around space, health and safety issues and the lack of toys and equipment.
Parents were also asked whether their preference would be for a service to be provided within the hostel or based in
the community.There was a mixed response to this question, evident in the table below.
Table 5: Location of Childcare Provision
Location Preference Percent (%)
In the Community 42.1%
In the Hostel 26.3%
A choice of both 31.6%
Total 100%
The largest minority stated that they would like to have access to childcare services based in the community and 26.3%
stated that they would prefer services within the hostel, while a significant number (31.6%) stated they would like access
to both.When these responses were probed further it became evident that a small number of parents were nervous
regarding the prospect of leaving their children with someone else and expressed the need to be able to be with their
children as they attended a service. One mother in particular alluded to the fact that her child was severely traumatised
before they left their native country and would prefer to be able to attend or help out in the service the child attended.
This explains in part why some parents would prefer childcare services to be placed in the hostel as they felt this would
improve chances of genuine participation.
Regarding those who stated they would like a choice in whether they send their children to a service in the community
or to one in the hostel could have in fact been suggesting that they would like their children to have a safe play area,
toys, equipment and so on in the hostel. However, as in the majority of cases this was not probed further so it cannot
be definitively stated as the case.
Table 6: Timing preference for Childcare Service
Preference Percent (%)
Morning 6%
Afternoon 53%
Choice between Morning and Afternoon 41%
Total 100%
23
As evident from table six the majority of parents wanted access to childcare services in the afternoon.This figure takes
into account those parents with children of school going age; that parents usually have appointments in the afternoon;
and those who volunteer do so also in the afternoon.A significant minority stated that they would like to have a choice
on whether they access a service in the morning or the afternoon depending on their needs on a particular day. It
should be noted that parents were encouraged to state their ideal timing of scheduling childcare sessions.
3.1 Areas of Focus in a Childcare setting Catering for asylum seekers
The following outlines the areas of focus that professionals should account for in childcare provision catering for asylum
seeking families.
3.1.1 Language and Communications development:
It is through language that children develop confidence and competence to engage with others. Language and
communication skills were constantly highlighted by parents, in this study, as critical for the development of their
children.
Childcare services catering for asylum seeking children need a language policy which includes relevant training for all
staff and appropriate means of communication with parents regarding policy. Rutter and Hyder (1998, cited in Whyte
and Byrne, 2005) emphasise the importance of language development in the childcare setting. This can be done by
ensuring:
� The environment is language rich, participative and interactive.
� Language promoting activities, such as rhythms and rhymes, storytelling, reading, are multi-lingual and multi-ethnic,
making children feel secure and that they belong.
� Children are encouraged to teach staff and other children some words in their native language.
� Asylum seeking parents are encouraged to participate in the education and care of their children, for example,
parents could cook a meal or read a book in their native language in the setting.
� Childcare practitioners model good language by speaking clearly and slowly while in a normal voice.
� Practitioners watch out for opportunities to extend language for example, noting non-verbal communication and
translating it in to verbal language.
� Children are encouraged to engage with other children, especially through verbal communication.
3.1.2 Personal and Social Development:
Quality childcare services are crucial for the personal and social development of children living in accommodation
centres. Donohoe and Gaynor (2004) found that asylum seeking children who did not attend pre-school revealed very
low levels of personal and social development compared to their peers who did attend preschool.Donohoe and Gaynor
(ibid.) also discovered that when children were with their parents or in the ‘home’ environment they spent much of
their time watching television and sleeping, which was symptomatic of their living conditions.
24
25
3.1.3 Need for Routine/Parameters:
With the exception of scheduled meal time there is little or no routine for children living in these accommodation
centres and there is very little stimulation. Childcare provision would improve children’s routine as having the session
as part of their day and also the routine provided during the session.
3.1.4 Creative Development:
Just as play is a driving force for learning in language and cognition, it is also vitally important for creative development.
For example, stories are an integral part of childhood and are an invaluable source of learning and stimulation for
creative development, giving children the tools to explore their own feelings and thought. Children need access to this
type of play and learning, to name but one, for all aspects of their development.
Also, as many of these children have not had regular opportunities to engage in meaningful play they may need to
(re)learn how to play. Quality childcare provision should focus on ‘teaching’ asylum seeking children how to be children
and how to design and participate in play activities on their own accord (i.e. free and imaginative play).
3.1.5 Nutrition and diet:
As discussed previously, their children’s nutrition intake and diet is of great concern to parents. Quality childcare
services would not only ensure that children are receiving suitable meals while under their care but they have the means
to work with parents to support them in meeting these needs. Life in the hostels is clearly not conducive to a balanced
intake of healthy food and by having a child-centred service catering for the children’s needs the negative impact of this
issue could be lessened.
3.1.6 The need for an Intercultural/Anti-bias Curriculum
Ireland has been slow to develop an intercultural approach to curricula and methodology. Presently there is no formal
intercultural approach being taught in any of the training colleges for primary and early years sectors.
Cross (1985) analysed studies of Black children’s self-identity and concluded that low reference to group identity has a
damaging effect on black children’s ability to counter the impact of racism on their life experiences. More recent
research shows that the first feelings of self-esteem in children arise at around six weeks of age. How this self-esteem
grows depends on the interactive environment and their degree of success in negotiating their way through each
developmental stage.At three years of age the basic elements of self-esteem should be in place (Donohoe and Gaynor,
2004).
Children as young as three begin to develop a sense of racial identity and demonstrate an awareness of a racial hierarchy
in line with adult prejudices (Goodman, 1970; Milner, 1983). Connolly et al (2002) studied the cultural and political
awareness of 3-6 year olds in Northern Ireland and showed that children are capable of recognising differences and
holding sectarian prejudices from the age of three. Children of this age begin identifying with a particular community,
becoming aware of cultural and political items and events such as marches, flags, names etc. It can therefore be argued
that early years care and education has a pivotal role in developing children’s cultural awareness and sense of citizenship
and responsibility.
Mosney, the largest accommodation centre in Ireland, housing over 400 residents has an on-site pre-school.The benefits
of this service include:
� Language and communications skill development
� Personal and social development
� A sense of routine
� Creative development
� Identification of special needs
� Support to parents
These findings demonstrate that access to quality childcare services would begin to lessen the hardships experienced
while living under direct provision and facilitate children’s development, learning and self-esteem.
26
4.0 Other Recommendations
It is important to note that these recommendations are child focused. It is often overlooked that children and their
families experience extreme disruption when coming to a strange country and many have come from difficult and
sometimes traumatic circumstances. Children are particularly vulnerable in these situations.According to Marcel (1996,
cited in Kenny, 2000):
“To flee from one’s home is to experience a deep sense of loss, and the decision to flee is not taken lightly.Those who do make
this decision do so because they are in danger of being killed, tortured, forcibly recruited, raped, abducted or starved among other
reasons.They leave behind their assets and property, relatives, friends, familiar surroundings and established social networks.”
4.1 Direct Provision in General
While not all children will have experienced extreme levels of trauma it is fair to say that all will have experienced loss
of some kind and some will be deeply upset.We need to recognise this as the basis for our response to asylum seeking
children’s needs. Quality childcare services have never claimed to be a panacea for all the difficulties that asylum seekers
face. It is vital that other measures be taken in conjunction with providing quality childcare services. Firstly, the current
policy of using direct provision as a means of addressing the needs of asylum seekers needs to be reviewed. Elements
of the responses from respondents indicate that direct provision fosters child poverty and social exclusion within Irish
society. It can also stigmatise families and exclude them further from social integration.There would be a distinct value
if the benefits received by asylum seekers in direct provision were adjusted to be on par with other groups on social
welfare.
Hostels and hotels are wholly unsuitable for asylum seeking families and more specifically children of all ages. Families
should be helped to access private accommodation. The requirement to live in accommodation centres should be
strictly limited to a certain period and if applications are not processed in this time families should be supported to
move into private accommodation. In essence all accommodation centres should be used as a stepping stone to
independent living.
An appropriate standard of accommodation must be provided. If the system of direct provision is to be used, even on
a short time basis, monitoring the standard of direct provision and hostel accommodation with a view to establishing
quality standards and a culture of transparency is vital.Also, hostels catering for families need to take into account the
needs of children, providing adequate space and equipment that facilitates children’s play and relaxation.
The management of accommodation centres should be in line with international best practice. There is a need for
responsiveness to the needs of asylum seekers to be engendered into the system.
If asylum seeking applications cannot be processed in a reasonable period of time (between three to six months) then
they should be given temporary work permits.This will alleviate stress and boredom and allow families to access more
disposable income.
27
Section IV:Other Recommendations
Asylum seeking families also need a valid response to be created within the education system.While all asylum seeking
parents interviewed appreciated and praised the access to education granted to their children, it should be noted that
schools and classrooms need greater support. Parents also need access to education and training especially in English
and literacy as they are the primary educators of their children.
Community support services that facilitate families to participate meaningfully in community life and self-help initiatives
should be supported. In Hostel A, a community based support group had been established to assist with asylum seekers
integration into the community.As a result, there appeared to be greater interaction between the residents themselves,
as well as between the residents and the surrounding community, when compared to those living in Hostel B.
Counselling Services are required given the trauma many children and their parents have suffered.This includes support,
training and resources be made available to existing counsellors to enable them to respond to the needs of refugees
and asylum seekers.This need was outlined by a number of parents in this study as they feared for the emotional well-
being of their children.
Asylum seekers need to be involved in the design, implementation and evaluation of integration and language training
programmes that would utilise their experience and skills. Information dissemination regarding programmes should
target all asylum seekers, especially those most isolated. English language classes should be freely available (Smyth and
Whyte, 2005).
Staff of accommodation centres require ‘anti-bias training’ as part of best practice guidelines.
Section 11(e) of the Ombudsman for Children Act 2002 should be amended as it does not permit the office to
investigate complaints made by or on behalf of asylum-seeker, refugee and immigrant children (Smyth and Whyte, 2005).
Many organisations working with asylum seekers have criticised this system for the financial hardship and deprivation
it inflicts on asylum seekers.There is also a belief that this system causes a retraumatisation of this group due to the
emotional and psychological upheaval the system subjects these people too. Fanning et al (2001) documented the
inadequate and inappropriate diet offered by the hostels, the overcrowding and the material deprivation resulting from
living on a minimal income.
Asylum seekers have experienced long delays in the process of their applications which has resulted in many living in
great uncertainty for longer than twelve months.This uncertainty is exasperated by their living conditions which are
not conducive to family life. Parents and children sharing rooms is common place. In the case of County Mayo, meals
are provided by the hostel. The opportunities for a private family life that is supportive of the development of the
children is non-existent in most cases compounding feelings of stress, both within families and between residents.While
some children attend school, their parents are left with a lot of time on their hands or are minding younger children
on their own in cramped conditions (Kenny, 2000).
These difficulties are compounded further by dispersal and direct provision policies.While the State is clearly under
pressure to provide accommodation, the experience of living in rural Ireland, with minimal income and limited
amenities, is isolating to say the least. Given the living and economic situation of asylum seekers it is not surprising that
some experience depression, anxiety and boredom.This is compounded further by the racism experienced at a policy
level and that asylum seekers are seen as a ‘problem’ rather than a benefit to Irish society (Fanning et al, 2000).
28
29
While the issue of separated children is out of the scope of this report it should be noted that these children are
particularly vulnerable and have distinct needs.A formal code of practice needs to be created addressing the treatment
of these children (Kenny, 2000).
4.2 Conclusion
There is a mound of research, both nationally and internationally, that demonstrates the benefit of early years care and
education and school age childcare, especially for those living in disadvantage. The Green Paper on Education (DES,
1992), the Education Act (DES, 1999), the White Paper on Early Childhood Education (DES, 1999), the Commission on
the Family (1998), the Expert Working Group on Childcare and National Children’s Strategy (Department of Health,
2000) all emphasise the importance of early years care and education and school age childcare.
According to the Working group of the National Childcare Coordinating Committee, play should be the distinguishing
characteristic of childcare settings. These play activities should be provided in both a structured and non-structured
manner (Working Group of the National Childcare Co-ordinating Committee, 2005).Asylum seeking families require
access to quality childcare to ensure adequate access to play opportunities for children and respite and support for
their parents.
Providing childcare for asylum seeking children must be an integral part of any asylum seeking programme, as is to
ensure parental involvement in programmes. Such an approach would facilitate training and socialising of parents and
create opportunities for children to be in contact with peers (Smyth and Whyte, 2005).
The policy document compiled by Barnardos (Kenny, 2000), recommends that funding be made available to state and
community childcare agencies so that they can provide places for asylum seeking children and adequately train staff to
respond to the distinctive needs of this diverse group. It is necessary to ensure that childcare facilities are culturally
appropriate and staffed by people from a range of cultural backgrounds, including Irish people. All childcare services
must adopt an inclusive approach. Childcare needs to be available to assist parents in English acquisition, socialisation
and integration, volunteer work and so on (Smyth and Whyte, 2005).
Childcare provision should ideally be located in the community to facilitate integration of families. Where childcare
provision is limited in the community, provision should be located within the hostel. Parents bring with them a wealth
of expertise and different perspectives on the needs of their children. Research shows that involving parents from
minority and disadvantaged groups in provision helps to raise early childhood education participation rates among these
groups (Department of Education and Science, 1999).
Also, hostels that are catering to families should be required to provide adequate space and equipment that gives
children the opportunities to play, relax and complete their homework. Health and safety requirements should be
stringently enforced so children are free to explore and utilise the space in which they are forced to live in.
To sum up, children need:
� Multi-faceted support, a sense of security, education and opportunities to develop to their full potential (Whyte and
Byrne, 2005).
� Resilience and coping skills to be developed through normal activities and access to these normal activities need to
be supported and promoted (ibid).
� Opportunities for play and relaxation in a safe and secure environment that promotes the physical, emotional,
cognitive and social development of each child.
� Quality, culturally appropriate childcare provision has the potential to meet these needs and should be prioritised.
It evident from the research presented above that the needs of asylum seeking children, as indicated by the Convention
on the Rights of the Child, are not consistently being met. This disparity leaves a very vulnerable group of children
without adequate support.There is a pressing need for the Irish State to consider the needs of asylum seeking children
and fulfil their obligations to them, as a signatory of the UN Convention.
30
Bibliography
31
1. Candappa, M., 2000. The right to Education and an adequate standard of living: Refugee Children in the
UK. The International Journal of Children’s Rights, 8 262-270.
2. CECDE, 2002. Submission to the Curriculum Development Unit of the Department of Education and Science
regarding the promotion of Anti-Racism and Interculturalism at all levels of the Education System. Dublin:
CECDE.
3. Connolly, Paul, Alan Smith and Berni Kelly, 2002. Too Young to Notice. The Cultural and Political
Awareness of of 3-6 Year Olds in Northern Ireland. Belfast: Community Relations Council.
4. Cross, W.E., 1985. Black Identity: Rediscovering the links between personal identity and reference group
orientation. In M.B. Spencer, G.K. Brookins and W.R. Allen (Eds), Beginnings: The social and affective
development of black children. Hillsdale, New Jersey: Erlbaum.
5. Department of Education and Science, 1999a. Ready to Learn – A While paper on Early Childhood
Education. Dublin: The Stationary office.
6. Donohoe, Josephine and Frances Gaynor, 2004. Education and Care in the Early Years, (3rd edition).
Dublin: Gill & Macmillan
7. ESRI, 1999. Living in Ireland Survey. Dublin: ERSI.
8. Fanning et al, 2001. Beyond the Pale: Asylum-seeking children and Social Exclusion in Ireland. Ireland:
Irish Refugee Council.
9. Fromberg, D, 1998. Play Issues in Early childhood education, In Seefeldt, C. (Ed), The Early Childhood
Curriculum: A Reveiew of Current Resraech, 2nd Ed., 190-212, Columbus, OH: Merril.
10. Fromberg, D, 2002. Play and Meaning in early education, Boston, Allyn and Bacon.
11. Ginsburg, 2007 (online). Available at http://www.aap.org/pressroom/playFINAL.pdf. Accessed on
12/12/07.
12. Goodman, M.E.,1970. Race Awareness in Young Children. New York: Collier.
13. Hennessy, Ellis, and Mary Donnelly, 2005. After-School Care in Disadvantaged Areas: The Perspective of
Children, Parents and Experts. Dublin: Combat Poverty Agency.
14. Irish Refugee Council, 2002. Fact Sheet on Asylum Seekers and Accommodation Centres. Ireland: Irish
Refugee Council.
15. Kenny, Brian, 2000. Meeting the needs of Asylum Seeking and refugee Children in Ireland. Ireland:
Barnardos.
16. Milner, David, 1983. Children and Race Ten Years on. London: Ward Lock.
17. National Children’s Strategy, 2001. National Children’s Strategy 2000 – 2010. Dublin: Office of the
Minister for Children and Youth Affairs.
18. National Institute of Out of School Time (NIOST), 2005. Massachusetts After School Research Study
(MARS). Wellesley, MA: Wellesley College, Centre for Research on Women.
19. Noam, G., 2002. After School Education: A New Ally for Educational reform (online). Available from
www.edletter.org/past/issues/2002-nd/afteschool.shtml. Accessed on 11/12/07.
20. OECD, 2006. Starting Strong II: Early Childhood Education and Care. Paris: OECD.
21. Saracho, O., 1986. Cognitive style and the evaluation of young children’s educational programs. Early Child
Development and Care, Volume 51, Issue 1 1989 , pages 13 – 28.
22. SMYTH, KAREN AND JEAN WHYTE, 2005. MAKING A NEW LIFE IN IRELAND: LONE REFUGEE AND ASYLUM
SEEKING MOTHERS AND THEIR CHILDREN. DUBLIN: TRINITY COLLEGE DUBLIN.
23. United Nations, 1989. United Nations Convention on the Rights of the Child, Adopted by the United
Nations General Assembly, 20th November 1989. (Ratified by Ireland September, 1992. Geneva: United
Nations.
24. Vandell, D. And Shumow, L., 1999. After-School Childcare Programmes, The Future of Children – When
School is Out, 9(2), 37-64.
25. Whyte, Jean and Tina Byrne, 2005. Working with Ethnically and Culturally Diverse Families and Children:
A review of Best Practice and Guidelines. Dublin: Barnardos.
26 Wood, Elizabeth and Jane Attfield, 2005. Play, Learning and the Early Childhood Curriculum (2nd ed).
England: Sage
27. Working Group of the National Childcare Coordinating Committee, 2005. Developing School Age
Childcare: Report of a Working Group of the National Childcare Coordinating Committee. Ireland:
Department Justice Equality and Law reform.
32
