Despite increasing awareness of the importance of prioritising mental health, there is limited research considering the mental well-being of very young children and the role played by Early Years educators. This thesis explores the perspectives of Early Years educators working within Private, Voluntary, and Independent settings in England. While teachers within schools have been the subject of previous literature, the voices of those working in Early Years childcare settings have not been afforded the same privilege.
The study considers the knowledge Early Years educators have regarding young children’s mental well-being, where this knowledge stems from, whether educators perceive themselves to be confident in supporting young children’s mental well-being, the tools they employ to achieve this, and whether educators believe they could be better equipped to promote and support mental well-being. Grounded in a constructivist framework, the research emphasises the social construction of knowledge and the subjective experiences of individuals within a community. As a researcher working in an Early Years setting, particular attention is afforded to my positionality and the potential impact of my insider status.
This exploratory study employs a pragmatic approach, gathering data through scoping questionnaires from 34 educators, followed by semi-structured interviews with 6 participants. Reflexive thematic analysis generated four superordinate themes: Holistic View, Detective Work, Expanding Role, Discourse and Dissemination.
Findings indicate that educators recognise the importance of mental well-being and the influence of a child’s home life, often relying on knowledge sources beyond formal training. Barriers to supporting mental well-being include limited experience, unclear role boundaries, and challenges in collaboration with external professionals.
The study advocates for stronger partnerships with parents, tailored training, clearer policies, and enhanced multi-agency collaboration. It emphasises the unique position of Early Years educators in supporting mental well-being while highlighting gaps in policy, funding, and training. Recommendations include increased recognition of Early Years in mental health initiatives and further research on promoting mental well-being for children under five. The study contributes to addressing a significant gap in infant mental health literature by amplifying the voices of non-school-based Early Years professionals.
