Storytelling as a paradigm of enquiry underpins this multimodal research (Kara, 2020) providing a polyvocal (Samaras and Pithouse-Morgan, 2020) investigation of young carers in early childhood. Inspired by participatory paradigms (Clarke, 2019; Ortega et al., 2023) two key perspectives are explored. Outside views of what it means to be a Young Carer in Early Childhood through exploration of past research, and views of the workforce, inform an etic perspective of professionals and academics. Internal, emic perspective will be woven through the narrative of family and child experiences to challenge what is known, and shape what is needed. Outcomes will illustrate interconnected threads of perspective which inform current policy and enlighten future practice.
Young Carers in Early Childhood have been underrepresented in research (Ellicott and Woodworth, 2023). A recent report stresses 3000 Young Carers aged between 5 and 9 years are spending at least 50 hours per week taking care of a loved one in the United Kingdom (UK) (Carers Trust, 2023). Academics (Joseph et al., 2019) call for action research to provide depth to existing literature, supporting the UK to improve the level of response for all young carers (Leu and Becker, 2017).
This work will influence change in policy and practice, helping to ensure Young Carers in Early Childhood are recognised, empowered, and protected in their caring role. Empowerment advocated by recognising young children’s voices through the notion of voicing (Revil, 2021) appreciating that voice is not limited to dialogue alone (Lawrence, 2022).
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