Appendix 5: documents reviewed for the Rapid Evidence Assessment
Ang, L., Brooker, E., Stephen, C. (2017) A Review of the Research on Childminding: Understanding Children's Experiences in Home-Based Childcare Settings. Early Childhood Education Journal (45:2), 261-270.
Audit Scotland. (2020). Early learning and childcare: Follow-up.
Bauters, V., Vandenbroeck, M. (2017). The professionalisation of family day care in Flanders, France and Germany. European Early Childhood Education Research Journal (25:3), 386-397.
Blanden, J., et al. (2020). Challenges for the childcare market: the implications of Covid19 for childcare providers in England. London: The Institute for Fiscal Studies.
Bonetti, S. (2019). The early years workforce in England: a comparative analysis using the Labour Force Survey. London: Education Policy Institute.
Brooker, L. (2014). Childminders, parents and policy: testing the triangle of care. Journal of Early Childhood Research (14:1), 69-83.
Bury, J., et al. (2020). Understanding the early years workforce: qualitative research findings. London: NatCen Social Research.
Callanan, M. (2014). Study of Early Education and Development: views and experiences of childminders. London: Department for Education.
Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020). Childminder Sustainability in England and Wales. Plymouth: University of Plymouth.
Department for Education. (2015). Study of Early Education and Development (SEED): Study of the quality of childminder provision in England. London: Department for Education.
Department for Education. (2019). Survey of childcare and early years providers: main summary, England, 2019.
Dunlop, A., Rayna, S., Garnier, P. eds. (2016). Childminders, home based day care and young children's transitions. In: Transitions dans la petite enfance (Transitions in early childhood). PIE Peter Lang, Brussels.
Hunnikin, L., Blackburn, J. (2020). Survey of childcare and early years providers and COVID-19. London: Department for Education.
National Day Nurseries Association. (2019). 2018/19 Workforce Survey Scotland.
O'Regan, M., Halpenny, A., Hayes, N. (2019). Childminding in Ireland: attitudes towards professionalisation. European Early Childhood Education Research Journal (27:6), 757-775.
Pascal, C., Bertram, T., Cole-Albäck, A. (2020). Early Years Workforce Review: Revisiting the Nutbrown Review – Policy and Impact. London: The Sutton Trust.
Paull, G., Wilson, C. (2020). Providers' finances: Evidence from the Survey of Childcare and Early Years Providers 2019. London: Department for Education.
Reid, P., Hanks, J., Ferguson, A. (2019). Early Learning and Childcare Workforce. Glasgow: ekosgen
Scottish Childminding Association. (2019): Early Learning and Childcare Audit 2019.
Scottish Childminding Association. (2020): #TellSCMA: Childminding and You Survey Results 2020.
Scottish Government. (2020). Survey of childcare providers on impact of reopening guidance: summary.
Scottish Government. (2021). Our commitment to childminding: report.
Simon, A., Owen, C., Hollingworth, K. (2016) Is the 'quality' of preschool childcare, measured by the qualifications and pay of the childcare workforce, improving in Britain? American Journal of Educational Research (4:1), 11-17.
Siraj, I., Kingston, D. (2015). An Independent Review of the Scottish Early Learning and Childcare (ELC) Workforce and Out of School Care (OSC) Workforce. Edinburgh: The Scottish Government.
Skills Development Scotland. (2018). Skills Investment Plan: For Scotland's early learning and childcare sector.
Skills Development Scotland. (2019). Achieving Diversity in the Scottish Early Learning and Childcare Workforce.
Skipp, A., Hopwood, V. (2017). Childminders' views on funded early education. London: Department for Education.
Social Mobility Commission. (2020). The stability of the early years workforce in England: An examination of national, regional and organisational barriers.
Wane, K. (2019). The expansion of early learning and childcare. Edinburgh: The Scottish Parliament.
Warin, J., et al. (2020). Gender diversification of the early years workforce: recruiting and supporting male practitioners. Lancaster: Lancaster University.
Yarrow, A. (2016). What we feel and what we do: emotional capital in early childhood work. Early Years (36:4), 361-366.