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Burlingham, Martha 
ORCID: https://orcid.org/0000-0002-9457-240X
(2025)
THE IMPORTANCE OF THE EARLY YEARS: EXPLORING THE LIVED
EXPERIENCES OF PARENTS AND HOME-START GLOUCESTERSHIRE’S EARLY
INTERVENTION SERVICES.
PhD thesis, University of Gloucestershire.
doi:10.46289/XMGH7265
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Text (Final Thesis)
15778 Burlingham (2025) THE IMPORTANCE OF THE EARLY YEARS.pdf - Accepted Version Available under License All Rights Reserved. Download (20MB) | Preview |
Abstract
The early years of a child's life are fundamental for brain development, with early experiences significantly influencing physical, emotional and cognitive development and thus lifelong wellbeing. While parents play a crucial role as architects of their children's development through nurturing relationships, contemporary families face unprecedented challenges including economic instability, social isolation, and increasing mental health difficulties, with early intervention during these early years recognised as important to help families. This research, from a phenomenological and interpretivist exploratory approach, explored experiences of parents during the early years and Home-Start Gloucestershire's early intervention services for families with children under the age of five (home visiting and group interventions). A mixed methods approach explored both quantitative outcomes and lived experiences of parents to understand how Home-Start's support during the critical early years can help family outcomes. Quantitative analysis demonstrated significant improvements in parent’s wellbeing, parenting, children's wellbeing, and family functioning. Thematic analysis of feedback comments from group interventions showed parents felt validated, highlighting the power of peer support in enhancing self-worth and confidence. An Interpretative Phenomenological Analysis (IPA) study, with in-depth interviews with parents who accessed home visiting, showed their transformative journey navigating contrasting realities of parenthood. Accepting help led to meaningful connections with Home-Start, creating a butterfly effect that positively impacted families' lives. The findings emphasise the importance of flexible, tailored support in the early years to help family outcomes. By integrating quantitative and qualitative methodologies, the research provided in-depth insights into the effectiveness and underlying mechanisms of Home-Start. These findings directly informed an evaluation toolkit for Home-Start UK, designed to capture both measurable outcomes and nuanced experiences. The research provides evidence to advocate for sustained funding of family support that can enhance family wellbeing and create positive ripple effects throughout the family system and society.
| Item Type: | Thesis (PhD) | |||||||||
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| Uncontrolled Keywords: | Early Years; Home Start Gloucestershire; parenting; children's wellbeing; family functioning | |||||||||
| Subjects: | L Education > LB Theory and practice of education > LB1139.2 Early Childhood Education | |||||||||
| Divisions: | Schools and Research Institutes > School of Education, Health and Sciences | |||||||||
| Depositing User: | Anne Pengelly | |||||||||
| Date Deposited: | 30 Jan 2026 11:11 | |||||||||
| Last Modified: | 30 Jan 2026 11:11 | |||||||||
| URI: | https://eprints.glos.ac.uk/id/eprint/15778 |
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