Ethical considerations

It should be noted that as the research was based on a small sample size, the data and its analysis are only reflective of views and experiences of the participating practitioners. A larger sample would have allowed for richer data and more diverse experiences and perspectives to be heard.

However, the sample size had to be determined according to the limited timeframe assigned for the research. Despite this limitation, the study provides important insights into cultural diversity issues in ECCE settings as experienced by some practitioners in Dublin preschools.

A reflective diary was kept throughout the study. Birks (2014^a) suggests that being reflexive is an important part of qualitative research allowing for critical awareness of the researcher‟s own subjectivities and reducing their impact on data generation and interpretation. The position of a researcher and power relations between the researcher and the participants was carefully examined throughout the process to ensure sensitivity towards participants‟ needs. When introducing herself to the participants, the researcher shared general background information about herself as a student at DIT and was open to respond to further questions if practitioners inquired.

3.7. Ethical considerations

Ethical issues were considered and addressed at each stage of the research, including planning, data gathering and analysis and reporting. The research was guided by the DIT Research Ethics Guidelines (Dublin Institute of Technology, 2014) and the Policy statement on ensuring research integrity in Ireland (Irish Universities Association, 2013). The DIT ethics forms were completed, including the following:

 Ethics form on subjects and/or researchers (Appendix 6)

 Participant consent form (Appendix 3)

 Consent form for research involving „less powerful‟ subjects or those under 18 (Appendix 5)

 Fieldwork risk assessment form (Appendix 7).

Information letters were drafted for gatekeepers (principals of the ECCE centres), practitioners and parents (Appendices 1, 2 and 4 respectively). They included information about the study, confidentiality and contact details of the researcher and the research supervisor from DIT. The letters, ethics forms and the research proposal were submitted for ethical approval to the Head of

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the School of Languages, Law and Society in DIT. The research project was approved without any suggestions for modification. Garda clearance was obtained beforehand and presented to the principals upon request. Participants were provided with the information letters after the principals agreed the study to be carried out in their centre. The letters for practitioners included information about the aim and methods of the study, confidentiality issues and the rights of participants to withdraw from the study at any point without giving a reason and without affecting their future relationship with DIT.

The data generated during the observations and interviews was stored securely in a personal computer of the researcher, treated confidentially and will be destroyed after the official evaluation of the thesis. The transcriptions of audio recordings of the interviews were emailed to participants for review. They were given an opportunity to review the contents of the transcript to ensure their perspectives and views were accurately represented in the transcript. Three out of four participants made minor changes in respective interview transcripts. All changes either concerned restructuring a sentence to make the meaning clearer or omitting words to reduce redundancy.

The names of all individuals and places have been changed to ensure anonymity and to reduce the risk of making individual participants identifiable.

DIT consent forms were provided to the participants to be signed. In addition to the information sheet, the researcher also explained the content of the research and participant rights before the data generation. The participants were given the opportunity to ask questions regarding any aspect of the study. One of the practitioners initiated email communication with the researcher to request further information about the procedures involved and was given detailed relevant information.

As the research included classroom observations, ethical considerations were given to informing parents and children in the classrooms of the participating practitioners. The aim of the observation was to gather data from the classroom environment and activities that were relevant to cultural diversity and they focused only on activities and environment, not individual children‟s behaviour. Parent information sheets were provided to the school principals who delivered them to the parents with the help of practitioners. The information was given to each parent of the children in respective classes, explaining the goals and procedures of the study and

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the researcher‟s presence in the classroom. Practitioners were kindly asked to follow up with parents to ensure that they received the information sheet. They were also asked to orally deliver the information to parents, in the event of possible literacy issues among some immigrant or Traveller parents. Parents were asked to notify the ECCE practitioner or the researcher if they did not wish the child to participate in the study, in which case the activities or interactions of the specific child would not be observed by the researcher. However no parent objected to participation in the study. Before the observation, the practitioners introduced the researcher to the children and explained the reason for the researcher‟s presence. Children were asked if they thought it was ok for the researcher to watch them play and take a look at their toys and books.

None of the children objected.

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