EP36: The Future of external childcare

“It’s time to put children’s needs back at the center – with childcare that balances bonding, structure, and education.”

The 5 Key Takeaways from the Article

The Importance of Parent-Child Bonding: Prof. Dr. Verbeek highlights that a stable bond between parents and children is fundamental to emotional and cognitive development. She warns about the risks of early external childcare, particularly for children under the age of two.

Stress in External Childcare: Young children in childcare often experience stress due to noise, conflicts, and a lack of individual support. This can negatively affect their emotional regulation, social skills, and mental health in the long term. Verbeek criticizes overly open pedagogical concepts that place too much responsibility on children.

Diversity in Practice: Although diversity is a central concept, it is often addressed symbolically rather than practically. Verbeek calls for active efforts to reduce social inequalities and to better prepare childcare professionals for managing cultural diversity, especially in a multicultural country like Luxembourg.

The Role of Attitude and Practical Skills in Training: Personal traits such as conscientiousness and emotional stability are, according to Verbeek, just as crucial as theoretical knowledge. She praises Luxembourg’s focus on mandatory ongoing training for professionals while criticizing Germany’s focus on academic credentials over practical experience.

Policy Recommendations: Verbeek advocates for extending parental leave, ensuring a fairer distribution of caregiving responsibilities between parents, enhancing professional training, and reforming childcare concepts to provide a better balance between autonomy and structure for children.

Prof. Dr. Verbeek, a psychologist, psychotherapist, and educational scientist, brings over 30 years of experience in training childcare professionals. She calls for reforms in early childhood education, emphasizing the needs of children and their families.

Bonding as the Foundation: A Neglected Perspective

“Children need the first 18 months to develop a secure bond with their parents,” Verbeek explains. However, early external childcare, as commonly practiced in Luxembourg, often contradicts this principle. While Luxembourg has already made strides in offering flexible parental leave and encouraging fathers to participate in caregiving, Verbeek urges continued investment in these areas.

Adaptation: An Overlooked Step

Verbeek is surprised by the lack of emphasis on proper adaptation for children transitioning into preschool in Luxembourg. “Good adaptation practices are essential to provide children with a sense of security and prevent overwhelming them,” she says. She identifies this as a significant gap in implementation, which unnecessarily exposes children to stress.

Stress in Childcare: Impacts on Children and Professionals

Childcare settings face numerous challenges – noise, conflicts, and a lack of structure – which burden both children and professionals. Verbeek is particularly critical of open pedagogical concepts, which often overburden children. “Children need structure, clear rituals, and guidance to feel secure,” she explains. Verbeek praises earlier approaches that balanced autonomy with community-building through shared meals and activities.

Diversity and Participation: From Concept to Practice

As a multicultural country, Luxembourg bears a unique responsibility to implement diversity in childcare realistically and sensitively. Verbeek criticizes the symbolic treatment of diversity: “A romanticized view of diversity does little to address social inequalities.” She calls for better training of professionals to handle cultural realities and actively tackle inequalities.

Training: Where Theory Meets Practice

Verbeek emphasizes that personal traits like conscientiousness and emotional stability are just as important as theoretical knowledge. She highlights Luxembourg’s mandatory ongoing training for professionals as a positive example, contrasting it with Germany’s overemphasis on academic credentials, which often lack practical relevance.

A Vision for the Future: A Balanced Approach to Childcare

Verbeek advocates for a balanced approach between structure and freedom in childcare. “Children need autonomy, but also support and clear boundaries that are tailored to their age and needs.” Her message to policymakers is clear: prioritize the well-being of children and families with extended parental leave, better support for professionals, and realistic, child-centered educational concepts.

Conclusion: A Call for Change

Verbeek encourages a deep reflection on early childhood education, urging greater incorporation of scientific insights into practice. She inspires parents to trust their instincts and challenges professionals and policymakers to make bold, sustainable decisions. “It’s time to put children’s needs back at the center – with childcare that balances bonding, structure, and education.”

"Die neue Kindheitspädagogik"

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Childcare for Children Under One Year: Additional Sources and Perspectives

Children who were placed in daycare during their first year of life showed an increased likelihood of developing socio-emotional difficulties (such as heightened aggression, behavioral problems, hyperactivity, and impulsivity) later in childhood. These effects were more pronounced the more hours the child spent in daycare and the lower the quality of the facility. These findings persisted even when controlling for the socio-economic status of the families. The risk of problematic behaviors was even higher for infants with a difficult temperament. Based on empirical evidence, some research groups recommend starting external childcare only after the child’s first birthday. To enable this, parents need workplace policies and financial frameworks that allow them to care for their child themselves.

Source: Haug-Schnabel, G., Bensel, J. (2010). Ziele in der Krippenpädagogik: Bildungsziele der deutschen Frühpädagogik in der Diskussion. In: Weegmann, W., Kammerlander, C. (Eds.), Die Jüngsten in der Kita. Ein Handbuch zur Krippenpädagogik. Kohlhammer, Stuttgart. pp. 145-163.