Historical Development Of The ECCE Sector In Ireland Essay

As interpreter of this assignment I pull up stakes write ab reveal the historical tuitions of the archaeozoic boorhood carry on and breeding (ECCE) sector in Ireland, History of ECCE cooking in Ireland Pre- instill mean solar days culture did not re every last(predicate)y exist in Ireland apart from a a couple of(prenominal) exceptions until the 1980s and 1990s. This was largely due to the fact that until quite recently the absolute majority of Irish women did not realize outside the home. Even if they did the tiddlerc be was usually set upd by family members or churlminders located in the company known to the family. Irish policy discour boardd women from working(a) outside the home.The marriage bar meant that women working in the public portion had to leave their jobs as soon as they go married and become stay at home m others and wives. This proscription was lifted in 1957 for radical school teachers, but it was 1973 before the banishment was lifted for other women in the public re study. Until resent years in Ireland, truly few mothers worked outside the home. at that placefore , there was little localise on pre-school education in Ireland until the late 1980s and 1990s sanitary-nigh of the move on in the argona of pre-school education in Ireland has come from the privet sooner than public sector.Outside the state funded primary school system, investment in pre-school provision was traditionally targeted to computer backup children in need of specific interventions, including educational disadvantage and children with special needs. The ECEC needs of babies, new-fashioned children and their families were met instead by a broad chain of mountains of community, voluntary and private enterprise. ECCE process provision was un castd until 1997. When the Child economic aid (Pre- schooldays) Regulations 2006 came into put up, no stipulation was made regarding mights necessary to waive such service, especially those exte ndd by community and voluntary sector relied heavy on volunteer provide. Even in the private sector, salaries were low and conditions of traffic poor.Opportunities for employment in state-funded go were very limited excluding primary teachers in infant varietyes and homogeneously characterised by low status and low wage. running(a) in childc ar was not generally viewed as a plummy choice. One important initiative came from the public sector in 1969, with the spring of a state run pre-school in Ruthland Street Dublin.The surgical incision of nurture worked with Van Leer Foundation an disposal that promotes the proto(prenominal) education of children emotional state time in economically discriminate beas. Together they localise up the pre-school in Ruthland Street as a template for other such pre-schools more or less the country. These pre-schools were known as primaeval scrape pre-schools. A total of 40 pre-schools abrupted topicly all of which ar still open to twenty-four hours. The bring forth of these pre-schools is to combat the effects of economic and social disadvantage on educational achievement. This is archived by giving children a good start to their education. In 1992 Ireland approved the United Nations Convention on the Rights of the Child. This facilitateed to bring public consciousness the accountabilitys of children.And in 2000, the Department of Health and Children published the theme Childrens Strategy. This pay off out ten-years invention for improvement of childrens lives in Ireland . The strategy document express that its vision was for An Ireland where children argon respected juvenile citizens with valued contribution to base and a voice of their own , where all children argon cherished and back up by family and the wider society where they enjoy a fulfilling childhood and realise their potential. (DoHC 2000 10 ).One of the goals of the bailiwick field Childrens Strategy is that children wil l receive forest supports and run to promote all aspects of their development (DoHC 200030) The strategy aims to fulfil this by providing quality child occupy services and family friendly employment measures. field assemblage on proterozoic childishness Education (1998) The National Forum on Early Childhood Education was established in 1998 by so Minister for Education and Science, Micheal Martin. The forum brought together organisations and individuals with an interest in early childhood education , and in this way it created a think thank from which a human body of very worthwhile initiatives came one being the snow-c all oered Paper on Early Childhood Education , position to bring out (DES 1999 ). National Voluntary child make do Collaborative (1999)The National Voluntary child direction Collaborative (NVCC) was first established in 1999 which today comprises of seven national non governing agencies dedicated to the promotion of ECEC in Ireland. experie nce the organisations refer atomic number 18 non-governmental, the NVCC crapper receive government funding. The seven organisations involved in the NVCC atomic number 18 Barnardos Childminding Ireland Children in Hospital Ireland Forbairt Naionrai Teo Early Childhood Ireland Irish Steiner Kindergarten Association.St Nicholas Montessori Society of Ireland black-and-blue Paper on Early Childhood Education, Ready to Learn (1999) The drive of this White Paper was to adjust out government policy on all issues relating to early childhood education. Quality of provision was the key division of the White Paper. It recognised that while there was much quality provision in the ECCE sector, there was as well as a need to standardise provision. These findings light-emitting diode directly to the Child Care Pre- School Regulations (DoHC 2006) Siolta (CECDE 2006) and Aister (NCCA2009). all(a) third of these initiatives are concerned with standardisation and quality of provision.Centre for Early Childhood education and Education (2002) The Centre for Early Childhood Development and Education (CECDE) was established by Dublin Institute of Technology and St Patricks College, Drumcondra . It was launched by the Minister for Education and Science in 2002. CECDE aimed to achieve the goals set out in Ready to Learn (1999) . The organisation was disbanded in 2008, when it was seen by government to dumbfound achieved everything it was set up to do. Among other things, CECDE produced Irelands first quality example entitled Siolta . The National Quality Framework for Early Childhood Education (2006).Child Care (Pre-School) Regulations 2006 Child Care (Pre-School serve) (no2) Regulations 2006 was produced by the Department of Health and Children. This document set out pre-school regulations and put statutory basis ECEC services provision in Ireland. The regulations clearly list all the requirements that must be met by organisations or individuals providing ECCE services to children aged 0-6. The regulations cover such issues as first aid, setment, staff child ratios, behaviour management, fire safety measures, premises and facilities, heating, ventilation, lighting, facilities for rest and play. terminus of the requirement of these regulations undoubtedly put much work and expense on ECEC providers , particularly those providing services from premises that were not purpose built. However umpteen flock believe these regulations have done more than any other initiative for the improvement of ECEC services for children. This is because they are on a statutory footing and they enforced by HSE inspectors. Siolta The Department of Education and skills published Siolta The National Quality Framework for Early Childhood Education in 2006.The Siolta framework was developed by CECDE in a process that took over three years and involved 50 contrasting organisations representing child mission workers , teachers , parents , policymakers and researchers. Siolta aims to define , measure and support the improvement of quality crosswise all aspects of practice in ECEC settings that cater for children aged 0-6. Settings covered by Siolta include full- and part-time day care, childminding services and sessional services e. g. Montessori classrooms and infant classes in primary schools. The inclusion of infant classes in primary schools represented a new departure for ECEC in Ireland.Up until the publication of Siolta (and Aistear in 2009) , pre-school and primary school children were treated very unalikely. It is now understood that children aged 0-6 require a developmental-establish (as opposed to subject establish) platform regardless of whether the child is in pre-school or primary school. Since declination 2008 after CECDE was disbanded, the Early Years Education Policy Unit in the Department of Education and Skills has been responsible for the implementation of Siolta. Aistear (2009) Up until recent years, the curriculum follow ed by pre-school settings was largely undirected and unregulated.This has inevitably resulted in variation in the quality of the curriculum provided by settings. In 1999, the NCCA published the simple School Curriculum, which did direct and regulate the curriculum followed in infant class. However, in 2004 the OECD conducted its thematic Review of Early Childhood Education and Care Policy in Ireland. This review found that education provided in infant classes in primary schools in Ireland was too directive and formal (OECD 200458). In 2009, the NCCA published Aistear The Early Childhood Curriculum Framework. The ultimate aim of Aistear is the development of the whole child.This is in contrast with the previous Primary School Curriculum, which was more subject establish. sister classes in primary schools must now follow the Aistear curriculum. This is a immense departure for ECEC in Ireland. For years, S hindquartersdinavian countries have been using curriculum confusable to Aistear and it is now understood that introducing children to formal, direct education at too modern an age is counterproductive and can suppress childrens natural ecstasy and curiosity for curbing. American educator John Holt (1923-85) devoted much of his time researching this topic. It is important to note that Aistear is inspected in primary school settings only.It is not inspected in pre-school settings , which whitethorn have reduced its impact. Free Pre-School Year computer programme In 2010, the Department of Children and Youth Affairs introduced the Free Pre-School Year in Early Childhood Care and Education Programme. Before this, it was only children in disadvantaged areas who could avail of free or subsided pre-school education. The Free Pre- School Year Programme recognises that all children benefit from quality pre-school education.The programme recognises that because pre-school education in Ireland usually comes from private providers, it is expensive and ther efore not available to all children, e.g. parents not working outside the home. under the programme, pre-school providers are paid per child enrolled . The provider must meet trustworthy criteria before entering the connive, e. g. staff qualifications. This has had the effect of incentivising providers to meet criteria, which in turn has increased the quality of provision. ECEC Services soon Available in Ireland The types of ECEC services currently available in Ireland can be organised under these headings Sessional services, which provide ECEC services for a set consummation of time during the day e. g. 9am 1pm.Full time services which provide ECEC services through and throughout the day Part-time services which provide ECEC services for a total of more than 3. 5 hours and less than 5 hours a day . It may include a sessional pre-school service for pre-school children not tending the part-time day care services. Up to 80% of services in Ireland, whether sessional or full time , are possess and operated by the private sector. All registered services regardless of who operates or funds them must comply with the Child Care Pre-School Regulations 2006 and they must follow the Siolta and Aister frameworks.Sessional Services Playgroups Playgroups operate in a couch of settings and are usually open approximately three hours per day. Children usually attend playgroups from the age of two-and-a-half until they go to primary school. Some playgroups are in private owned. Community playgroups are primarily funded by government and run by community members. Many community playgroups are staffed by individuals on government employment schemes like Community Employment Scheme (CE). These staff members are encouraged to undertake further education and training.Montessori Schools Usually, Montessori pre-schools are privately owned and they operate for approximately three hours per day. Some Montessori schools run two sessions sunrise and afternoon, with childr en attending one session per day. Montessori pre-schools are run according to the principles and educational methods of Maria Montessori. age Montessori pre-schools in Ireland do follow the Aistear framework, they also take aim via the Montessori curriculum and practical materials. Naionrai Naionrai are pre-schools run through the medium of the Irish language. They are supported by an organisation called Forbairt Naionrai Teoranta and there are well-nigh 200 of them nationwide.Naionrai also follow the Aistear framework, of which there is an Irish language version. Children betwixt the ages of 3-5 attend for approximately three hours. Early Start The Early Start Programme is a one year preventative interaction scheme hold outed in selected pre-schools in designated disadvantaged areas. The objective of the pre-school programme which is managed by the Department of Education and Skills is to tackle educational disadvantaged by targeting children who are at risk of not reaching the ir potential within the school system.The Early Start Pre-School Programme was introduced in 1994 in eight pilot schools in disadvantaged areas. It expanded the following year to 40 schools and now caters for over 1,650 children in Ireland. Most Schools are located in the Dublin area, with 26 schools there. There are vi in Cork, three in Limerick. There is one in each Galway, Waterford, Bray, Dundalk and Drogheda. Early Start implements the Aistear framework in effort to enhance the boilersuit development of fresh children and to prevent school failure by trying to counteract the effects of social disadvantages. Pre-schools for traveller Children Up to recently funding was provided for a number of pre-schools that catered for specifically traveller children who might not otherwise have been able to avail of a pre-school year. However, since the introduction of the Free Pre-School Year Programme in 2010, all children can avail of one years free pre-school, so there is no longe r separated provision for Traveller children. Pre-Schools for Children with picky call for Local Health Officers and/or voluntary bodies provide services for vernal children with severe or profound disabilities. Services are provided in specialised centres around the country and are generally run by clinical director and staffed by nurses with an intellectual disability qualification, ECEC trained teachers and a good deal therapists.While pre-school children in Ireland do not have a specific right to education, they are entitled to certain health services that are tie in to education. The Health Service Executive (HSE) is responsible for providing psychological services and lecturing and language therapy services for pre-school children with disabilities who are assessed as needing these services. Assessments of children under 5 are carried out under the assessment of need provisions of the Disability operation 2005. The Visiting Teachers Service ofthe Department of Educ ation and Skills (DES) provides a service to new-fangled children with visual and /or hearing im correspondment, from the age of 2. There are a small number of pre-school class units for children with autistic spectrum disorder. These unites are some measure machine-accessible to primary schools. There are also a number of ABA schools in Ireland. These schools cater for children with autism by using a specific method of educational activity called Applied Behavioural Analysis.Parent and Toddler Groups These are informal groups where babies and toddlers go with their parents to meet other babies, toddlers and parents. They are aimed at providing play and socialisation opportunities for children and usually take place in settings such as community centres or parents homes. Parent and Toddler groups are supported by Early Childhood Ireland. Full-Time Services Creches, Day Care Centres and accommodateries These terms are utilize to describe services offering full-time care and education for babies and children. Services are usually provided for children aged 6 months to school going age. childcare regulations state that the adult-baby ratio must not exceed 13 this ratio increases to 15 for babies over 12 months. Because of this many a(prenominal) settings will not accept children less than 12 months. Many facilities also offer afterschool care and/or homework clubs for primary school children. This means that creches, day care centres and nurseries now cater for children aged 6 months to 12 years. While most(prenominal) full-time services are privately owned and funded by parental fees, a small number are government funded, i. e. community creches. Some large employers and also many of the larger colleges and universities provide creche facilities at subsidised rates for their staff and students.These usually operate a long day (8am-6pm) to facilitate working parents. Some city creches open as early as 6am. Family Day Care/ Childminding This is th e most general form of ECEC service in Ireland. According to Childminding Ireland (2012) approximately 70% of children in out of home settings are cared for in this way. It is estimated that there 37,900 childminders working in Ireland today. (National childcare Strategy 2006) Childminders who care for three or fewer children are exempt from the childcare (Pre-School).Regulations 2006 however they are encouraged to register voluntarily with their local Childminder Advisory Officer (CMO) , whose name and contact details are available through the local City/ County Childcare Committee (CCC) Under the Childcare Act 1991 , childminders caring for more than three pre-school children are needful to register with the HSE . However many not do so. All childminders whether registered or not are encouraged to follow the National Guidelines for Childminders, which were published by the Minister for Children in 2006 and updated in 2008. Recent government initiatives had tried to regulat e their services.These initiatives have tried to regulate this area by offering a number of different incentives to childminders who register their services. These incentives include training by CCCs fiscal support like childminding development grant 1000 euro and capital grants 75,000, and value exemptions childminders can earn up to 15,000 per year tax free. If childminders register, they are include on the CCC list of registered providers. This can be a utile way of advertising childminding services, since many new parents look to the list of registered providers when investigate childcare options. Occupations within the Childcare Sector Nursery nurses.These practitioners provide care for children in day or residential nurseries, childrens homes, maternity unites and similar establishments. Related job titles include creche serve wellant and nursery nurse. Playgroup leaders These practitioners deliver and facilitate play opportunities for children in a age range of formal and informal settings, including play groups, play schemes, free play locations and after-school(prenominal) activities. Related job titles include play leader and playgroup assistant. Educational /Special requires Assistants These practitioners assist teachers or relieve them of a variety of non-teaching duties. descent titles include classroom garter, education care officer, non-teaching assistant , school doer and special needs assistant. Childcare manager/supervisor These practitioners discover that the care and education of the children is being maintained at all times. They take care of any issues that arise and they are in direct contact with parents. They are responsible for the day-to-day running of the childcare facility. This role requires childcare qualifications well experienced in the area. The role also requires excellent interpersonal and organisation skills and the ability to manage a team of employees.Montessori teacher These practitioners ensure expeditious day-to-day running of a Montessori education setting. They follow Montessori guidelines regarding the education of young children. They present different exercises to children using the Montessori materials and they practise observation on a first-string basis. Other childcare and related occupations There are many other childcare practitioners who perform a variety of domestic activities in the day-to-day care of children.They supervise and participate in childrens play, educational and other activities. Related job titles include childminder, nanny and au pair City/County Childcare Committees (CCCs) There are 33 City/County Childcare Committees that were established in 2001 to encourage and facilitate the development of childcare locally. They provide information and advice on setting up your own business in the childcare sector, training courses for people interested in working in the childcare sector and useful information for parents about local childcare facilities. In Bu dget 2006, the Irish government announced the establishment of the National Childcare Investment Programme 2006-2010 (NCIP), which succeeded the previous earlier Equal Opportunities Childcare Programme.City/County Childcare Committees are open to members of public who wish to take hold for grant assistance and support information under the National Childcare Investment Programme. Public Health Nurse The public Health Nurse is employed by the HSE. Their role is to serve the community with a range of healthcare services they are also registered general nurses. They are based within the community and will cover certain local areas. They may visit schools. They may visit the elderly people who require help to dress a wound.They also visit newborn babies and their mothers within six-week period of them being discharged from hospital. Public Health Nurses engage in unfluctuating contact with GPs, hospitals and other healthcare providers about a patient in their care. This will e nsure that other healthcare providers have up to date knowledge so they can ensure best practice. Special Needs Assistants Special Needs Assistants (SNAs) are employed to facilitate learners with a disability related to education. SNAs may work in a special or mainstream school either on a part or full-time basic. They take on a non-teaching role and are always under the supervision of the class teacher. An SNA may help a child to get on and off buses.They may also help with feeding and toileting. SNAs are required to have an appropriate qualification to work as a special needs assistant. Primary Teachers Primary teachers are qualified are qualified to teach the primary school curriculum to children aged 4-12. Primary school teachers have a number of important roles. They ensure the social and academic development of the children in their care. They plan and deliver lessons within the primary school curriculum and they have standard interaction with parents and guardians. Educa tional Psychologists.The role of educational psychologist is to assess the needs of children and young people who have problems relating to behaviour, erudition and/or social /emotional development. This may be done by observing and/or interviewing the child. The appropriate methods of service the child will be established e. g. different therapies, steering or acquire support programmes. Educational psychologists work in many different settings, within schools, the HSE, private practices and third level institutions.Family Support players The Family Support Worker Service offers practical and emotional support to families if it is required. The aim of this service is to ensure where possible that children remain with their families. This service also offers home-based support to families for a certain number of hours per week. The support service includes parenting skills, information on diet, nutrition and healthcare, budgeting and family finance, and reliance and person al development. If the family support worker has concerns regarding the family, they will report this information to a social worker.Social Workers The Social Worker in childcare services can work in four main areas child protection, child placement, child and adolescent psychiatry, and family support. Social workers often work with families and individuals that require support with a number of problems such as emotional, social, psychiatric and behavioural. They may also work with individuals and their families on a regular basis regarding issues such as child abuse and domestic violence. Childcare Organisations and Non-governmental Agencies Barnardos Barnardos childrens charity delivers a variety of services and work in termination proximity with children and their families depending on their specific needs.The aim is to promote family learning and development and, therefore, to enhance the families overall wellbeing. Barnardos strives to give children positive childhood expe riences. If a childs learning and development, and his or her emotional wellbeing is successfully and measurably improved through our work. Then the childs ability to benefit from life opportunities and manage life challenges will be improved and therefore, the path of his or her life will be changed for the better. Barnardos aims to improve government laws, policies and procedure across all areas that affect childrens lives.They do this to ensure that the knowledge and experience they understand through working with children and their families in areas such as education and health is heard at government level. They also engage in regular political meetings with government and opposition parties and relevant policy makers. There are a number of ways in which people can learn about the work of Barnardos. Internet, posters, media interviews and articles. Barnardos offers services across three stages of child development Children aged 0-5 (best start) Children aged 6-12 (best chance) Children and young people aged 13-18 (best choice).Barnardos may work with a childs family in order for the child to experience a quick-witted family life with good relationships with parents and siblings. This work include Providing group sessions with parents and children to practise skills such as listening and problem solving skills. Providing help and advice to parents in different areas like challenging behaviour. Engaging with children of different ages on reverent and often sensitive issues e. g. a family affected by alcohol misuse Providing a guardian ad litem a person who is qualified and experienced in working with children that are involved in family law proceedings.This service gives children involved an independent voice in court. This person can speak on behalf of the child and explain what their particular wishes are. The guardian ad litem works in conjunction with the childs family at all times. Providing an origin trace service, this is especially for people who spent some or all of their childhood growing up in an Irish industrial school. This confidential service provides them with the necessary assistance in finding information relating to their relatives. Staffs who deliver this service are highly trained.Providing a confidential post adoption service for adults such as a helpline or e-mail service for accept family and adopted family members. A mediation service is available for people who were foster and have come in contact with birth relatives and want to set about correspondence. There are training and support meetings for parents who have adopted children from miscellaneous countries outside of Ireland. The service may also be useful for adoptive parents to discuss any questions they may have about their adult adoptive child seeking birth relatives. Barnardos provide a range of parenting programmes and talks.These are designed for parents of children of every age 0-18. These programmes can offer support to parents in m anaging their childs needs and understanding their child. Topics will be selected to name and address the needs of parents and their childs stage of development. Teen parent programmes are another important part of the work Barnardos do. In these programmes, Barnardos works in careful collaboration with teenage parents both male and female, together with their children to assist them with advice on financial /educational support. Services Provided to the Community Barnardos works with children in disadvantaged areas. They provide many services, including the following. Early Years/Tus Maith Service These are programmes suitable for children aged 0-5.The main principle is to support children and to manage alteration into primary school. This programme works using the HeighScope approach, where children have direct experiences based on their own interests and ideas, along with a programme called REDI programme (research based, developmentally informed) Friendship group Barnardos realise the importance of children having friends particularly friends of their own age . Therefore they offer a friendship group which facilitates children in learning the necessary skills to establish genuine and meaningful relationships. These friendship groups are typically suited for children aged 6-9 .Each group is made up of six children and two staff who meet every week for two hours over the period of a week. Vetting service Barnardos provides a vetting service that assists in the impact of Garda vetting applications for a number of groups/organisations that are not directly registered with the Garda Vetting Unit. This is at the demand of and in collaboration with the Department of Children and Youth Affairs (DCYA) Wizard of Words.Barnardos provides a service known as Wizard of Words (WoW). The programme is a paired literacy improvement programme. It is suitable for children in first and second class in primary school. The programme is delivers one-to-one tuition wit h older volunteers during school time and on the school premises. The trained volunteers who are typically 55 and over meet with children who have been nominated by the teacher, three times a week during school hours. The volunteers provide reading supports in the implementing of the programme, monitors progress and ensures that the programme is run effectively.WoW is currently hosted in eight schools in Dublin and Limerick. Training and consultancy Barnardos offers training to childcare professionals, parents and all people that work in the childcare area. The training given is within the important circumstance of Siolta , the National Quality Framework . Bereavement counselling Barnardos has bereavement counselling service for children and young people who have lost someone close to them. They try and help them through the grieving process and give them the fortune to talk. Counsellors are based in Cork and Dublin, but work with children from across the country.Childminding Ireland Childminding Ireland aims to promote quality childminding as a benefit form of non-parental care for children of all ages, from infancy to school age. Childminding Ireland explains that childminders are dedicated to offering eternal care in small, home like settings in which children are most comfortable. Childminding Ireland, as the National Association, is committed to promoting the development of quality in family based care for children by providing a range of services for childminders, promoting Siolta quality standards, development of local childminding networks (www. childmindingireland.ie).Childminding Ireland has a number of objectives in relation to childcare. They aim to erect high-quality ECEC standards for children and ensure that all their development needs are met Support and sack childminders and parents in the area of ECEC Maintain a code of standards for family-based care for children foster the recognition of childminding as a positive care facility f or young children. Childminding Ireland strives to ensure that their knowledge is heard at government level they have direct contact with the Minister for Children and the officials who design policies that are direct.