Educators’ Perspectives of Family Day Care in Australia: “Not Just Babysitting”

In Australia, Family Day Care (FDC), the caring and educating of young children in the educator’s own home, plays a role in the diversity of offerings across the early childhood sector. However, FDC educators’ position as professionals is often unrecognised, leaving their work devalued and their agency limited. This study focuses on what FDC educators believe they bring to the early childhood sector, against mounting constraints, positioning themselves as a viable alternative within a suite of professional, quality programme offerings. Survey data from 200 respondents informs the study, analysed utilising thematic analysis and then considered through an Affordance Theory lens. This lens highlights how FDC educators’ perceptions have been shaped by culture, knowledge, ability, history and experience, in relation to the possibilities in the environment that act as either affordances or constraints. The themes identify that educators see themselves as supporting children’s learning through alignment with government frameworks; building safe and nurturing learning environments; establishing relationships with families and gaining a deep knowledge of each child through sustained engagement, yet do not feel recognised for their work as professionals. The paper argues that raising awareness and harnessing potential affordances could provide opportunities for action, leading to a revaluing of FDC.