External Publications Using GUI Data

Authors	Year	Title	Link	Journal/Book ↑
Fahey, T., Curran, M.	2016	Children and Families, Then & Now	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
Darmody, M., McGinnity, F., Kingston, G.	2016	The Experiences of Migrant Children in Ireland	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
Greene, S.	2016	Changing Perceptions and Experiences of Childhood, 1916-2016	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
McCoy, S., Banks, J., Shevlin, M.	2016	Insights into the Prevalence of Special Educational Needs	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
Chapter 8 examines aspects of provision for children with special educational needs and considers their inclusion within Irish mainstream education in recent years. It considers how much of the education and care of children with special needs in the early decades of the 20th century was provided by religious orders before going on to discuss how, since the early 1990s, there has been a substantial shift in focus from segregated educational provision towards a more inclusive view of special education, mainly delivered within mainstream schools. In particular, the chapter considers the proportion of children with special educational needs and variations in levels according to the background characteristics of the children in question.
Nixon, E., Swords, L.	2016	Is Family Structure a Source of Inequality in Children’s Lives?	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
Layte, R., Nolan, A.	2016	Child Access to GP Services: Do User Fees Matter?	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
Chapter 11 discusses healthcare use among children and the extent to which the current system of healthcare financing in Ireland leads, in particular, to differences in patterns of the use of GP services by children that are not predicted by their need for healthcare. The analysis investigates not only variations in use levels but also considers the demand implications of future policy proposals around extending free GP care to further cohorts of children.
Layte, R., McCrory, C.	2016	Social Variation in Child Health & Development: A Life-course Approach	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
Murray, A., McGinnity, F., Russell, H.	2016	Inequalities in Access to Early Care and Education in Ireland	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
Chapter 6 provides a detailed discussion of the history of childcare provision in Ireland throughout the 20th century before investigating trends in non-parental childcare for infants in the first few years of life. The role of the Free Pre-school Year, a major policy shift in the Irish context, is also discussed.
Quigley, J., Nixon, E.	2016	Parental Investment & Child Development	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
Thornton, M., Williams, J.	2016	Anti-Social Behaviour at Age 13	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
Chapter 12 considers the prevalence of anti-social behaviour in the early teenage years in Ireland, the nature of this behaviour and the extent to which anti-social behaviour is associated with socio-economic characteristics of the family, family structure and other factors such as parenting style, the adolescent’s self-esteem and peer influences.
Williams, J., Nixon, E., Smyth, E., Watson, D.	2016	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
Smyth, E.	2016	Inequalities from the Start? Children’s Integration into Primary School	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
Watson, D., Maître, B., Whelan, C.T., Williams, J.	2016	Child Economic Vulnerability Dynamics in the Recession	Open	Cherishing All the Children Equally? Children in Ireland 100 Years on from the Easter Rising
None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background. TABLES OF CONTENTS: Introduction Changing Perceptions and Experiences of Childhood, 1916-2016 Children and Families, Then & Now Is Family Structure a Source of Inequality in Children’s Lives? Parental Investment & Child Development Inequalities in Access to Early Care and Education in Ireland Inequalities from the Start? Children’s Integration into Primary School Insights into the Prevalence of Special Educational Needs The Experiences of Migrant Children in Ireland Social Variation in Child Health & Development: A Life-course Approach Child Access to GP Services in Ireland: Do User Fees Matter? Anti-Social Behaviour at Age 13 Child Economic Vulnerability Dynamics in the Recession Concluding Observations
Thornton, M.	2012	Family structure in Ireland and child emotional and behavioral outcomes.	Open	Child and Adolescent Mental Health

Mirković, B., Brady, B., Silke, C.	2021	Associations Between non-parental Adult Support and Youths’ Individual and Contextual Characteristics	Open	Child Care in Practice
While the role parents play in supporting young people is well established, support from other caring adults also becomes important during adolescence, particularly when young people are facing problems in their lives. The goal of this paper is to reflect on youth support seeking when facing problems, exploring differences between youth who seek support from parents only and those who seek support from parents and other non-parental adults. This paper outlines the findings of a secondary analysis of data from the third wave of the Growing up in Ireland child cohort at 17/18 years, collected from primary caregivers and youth. From 6126 young people in the national sample, 91.3% answered the selective question about the type of adult support they seek. Of this cohort, 36% of young people seek support from a parent and 48% go to a parent and another adult. Comparing these groups, there are significant differences found in both their individual and contextual characteristics, with better outcomes for youth with additional non-parental adult support, including using active coping strategies, better self-esteem, and identity resolution. While the findings indicate that non-parental adults have a positive influence in different areas of youth well-being, further research is required to better understand the ways in which support from non-parental adults helps young people in their transition to adulthood. Keywords Supportive adults, natural mentors, youth, transition to adulthood, parenting
McNally, S., Share, M., Murray, A.	2014	Prevalence and predictors of grandparent childcare in Ireland: Findings from a nationally representative sample of infants and their families.	Open	Child Care in Practice
Anecdotal evidence suggests that grandparents provide a substantial amount of childcare support to parents of infants in Ireland yet there has been little attention to the provision of grandparent childcare at policy level. Using nationally representative data on childcare provision in the Republic of Ireland, this study examined the prevalence of grandparent childcare provision for very young children, and associations between this choice of childcare and key infant, family, and community factors. Using archived data from the Infant Cohort of the Growing Up in Ireland study, descriptive data regarding use of grandparents as childcare providers were outlined. A series of bivariate analyses were then conducted to examine the independent association between a range of infant, family, and community variables and use of grandparent childcare. Finally, a multivariate analysis using binomial logistic regression was used to examine the association of each of these variables in a fully adjusted model. The results show that 38.6% of infants experienced non-parental childcare: 12.4% were looked after by grandparents, 15.7% by other home-based carers and 10.5% in childcare centres such as crèches. Grandparents were the cheapest source of childcare but also provided fewer hours on average. Multivariate analysis indicated the importance of parental income, age, and education in choosing grandparental childcare, with younger, less well-off parents using grandparent childcare more than any other type of childcare. The findings suggest that, whether by choice or by economic pressure, grandparents represent a huge resource in terms of providing childcare for infants. Current childcare policy needs to be cognisant of the significant contribution of grandparents in helping families with young children participate in the labour force. Constraints on the amount of care grandparents are able to provide may have knock-on constraints for parents’ participation in the labour force and earnings. Keywords Grandparents, Childcare, Policy, Infants, Ireland
Mari, G., Keizer, R.	2021	Parental Job Loss and Early Child Development in the Great Recession	Open	Child Development
The study examines whether and why parental job loss may stifle early child development, relying on cohort data from the population of children born in Ireland in 2007–2008 (N = 6,303) and followed around the time of the Great Recession (2008–2013). A novel approach to mediation analysis is deployed, testing expectations from models of family investment and family stress. Parental job loss exacerbates problem behavior at ages 3 and 5 (.05–.08 SDs), via the channels of parental income and maternal negative parenting. By depressing parental income, job loss also hampers children’s verbal ability at age 3 (.03 SDs). This is tied to reduced affordability of formal childcare, highlighting a policy lever that might tame the intergenerational toll of job loss.
McAuley, C., McKeown, C., Merriman, B.	2012	Spending Time with Family and Friends: Children’s Views on Relationships and Shared Activities	Open	Child Indicators Research
Sociologists of childhood have stressed the importance of children’s experience in the present and children as agents who actively construct their own lives and influence relationships with family and friends. Current thinking in the field of child well-being emphasises the need to consult children as experts in their own lives. Findings from research with children have led to important insights about what contributes to well-being. Relationships with family and friends have been found to be central to well-being whilst bullying by peers deeply impacts on their well-being. Shared activities appear to be the context for children to not only master competences but also learn about and negotiate relationships. The Growing Up in Ireland interviews with 9 year old children were re-analysed with a view to exploring these crucial domains and how they impact on the children’s well-being. The children were found to have a wide circle of family connections and were particularly close to their mothers although also close to their fathers. Grandparents played a significant role in their lives and their relationships with siblings were often positive but did fluctuate. Reasons for closeness centred around trust. Lack of availability due to work was a key contributor to children feeling less close to a family member. The children were involved in a wide range of structured activities after school and at the weekend, This was usually balanced with free time although some ‘hurried’ children had frenetic lifestyles. Involvement in unstructured activities such as free play was particularly associated with time with friends and choice. Friendship was characterised by sharing and trust. On the other hand, bullying by peers had been experienced by many of the children and almost all were conscious of the danger of becoming bullied. The wider issues of work-family balance and its impact on children, the predominance of bullying and children’s right to be heard are reflected upon.
McCoy, S., Byrne, D., Banks, J.	2012	Too much of a good thing? Gender, ‘concerted cultivation’ and unequal achievement in primary education.	Open	Child Indicators Research
It is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the way out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the out-of-school activities of children. Moreover, we examine how out-of-school activities, class and gender impact on children’s school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of concerted cultivation to explain gender differences in mathematics and reading attainment.
Cheevers, C., O’Connell, M.	2013	Developing an Index of Well-Being for Nine-Year-Old Irish Children	Open	Child Indicators Research
This paper outlines the development of an index of child well-being using data from the first wave of the Child Cohort in the Growing up in Ireland study. This national longitudinal study explores children’s lives by collecting data from 8,568 nine-year-old children, their caregivers and their teachers. Well-being indices are useful to describe children’s circumstances, to monitor child outcomes, and to create and assess the efficacy of social polices involving children. Traditionally, macro-level data has been used in the construction of child well-being indices. However, micro-level data is used in this paper to provide a child-centered perspective on their well-being. This index is comprised of three domains; physical health, social & emotional functioning and educational attainment. Fourteen measures were used in the creation of these domains utilising data from children, caregivers and teachers on the child’s current development. The domain content, protocol followed and confirmatory pro-cess used in creating this index are discussed. Evidence is provided supporting the inclusion of the domains and the factorial structure of the index. A child well-being index of this sort is valuable as it manages to efficiently summarize the richness of information provided by multiple informants on the multidimensional nature of child well-being into a single index. Consequently, it can be easily used and understood by the various stakeholders involved in services related to child welfare.

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