Launch of the Launch of the Intercultural Education Intercultural Education

StrategyStrategy 16/9/2010 16/9/2010

Catherine HynesCatherine Hynes

Early Years Education Policy UnitEarly Years Education Policy Unit

Department of Education and Department of Education and ScienceScience

ContentsContents Brief history of developments in Brief history of developments in

the Early Childhood Care and the Early Childhood Care and Education (ECCE) Sector Education (ECCE) Sector

Awareness of intercultural issues Awareness of intercultural issues in practice frameworksin practice frameworks

Implementation in the ECCE sectorImplementation in the ECCE sector ChallengesChallenges

Investment in ECCEInvestment in ECCE Sustained programme of investment Sustained programme of investment

since 2000since 2000 Creation of infrastructureCreation of infrastructure Development of regulation and inspection- Development of regulation and inspection-

Sector regulated first in 1997 Sector regulated first in 1997 2006 - Development of Síolta, the National 2006 - Development of Síolta, the National

Quality Framework (CECDE)Quality Framework (CECDE) 2006 - Publication of Diversity and Equality 2006 - Publication of Diversity and Equality

Guidelines for childcare providers (OMCYA)Guidelines for childcare providers (OMCYA) Development of Aistear, Development of Aistear, the Early the Early

Childhood Curriculum Framework (NCCA)Childhood Curriculum Framework (NCCA) Universal pre-school provision Universal pre-school provision

introduced in January 2010introduced in January 2010

Awareness of intercultural Awareness of intercultural issues in practice frameworks issues in practice frameworks

and in Regulationsand in Regulations

Child Care (Pre-School Services) (No 2) Child Care (Pre-School Services) (No 2) Regulations 2006 – Regulation 5Regulations 2006 – Regulation 5 A person carrying on a pre-school service shall A person carrying on a pre-school service shall

ensure that each child’s learning, development ensure that each child’s learning, development and well-being is facilitated within the daily life of and well-being is facilitated within the daily life of the service through the provision of the the service through the provision of the appropriate opportunities, experiences, activities, appropriate opportunities, experiences, activities, interaction, materials and equipment, having interaction, materials and equipment, having regard to the age and stage of development of regard to the age and stage of development of the child and the child’s the child and the child’s cultural contextcultural context

Síolta – Síolta – the National Quality the National Quality Framework for early Childhood Framework for early Childhood

EducationEducation Children from birth – 6 yearsChildren from birth – 6 years Applicable across all settings where Applicable across all settings where

children aged birth to six are presentchildren aged birth to six are present Structured around:Structured around:

DefiningDefining SupportingSupporting AssessingAssessing

Mediated for ages and settingsMediated for ages and settings

Defining Quality with Defining Quality with SíoltaSíolta

PrinciplesPrinciples StandardsStandards ComponentsComponents Signposts for ReflectionSignposts for Reflection ‘‘Think-abouts’Think-abouts’

Standard 14: Identity and Standard 14: Identity and BelongingBelonging Promoting positive identities and a Promoting positive identities and a

strong sense of belonging requires strong sense of belonging requires clearly defined policies, procedures clearly defined policies, procedures and practice that empower every and practice that empower every child and adult to develop a confident child and adult to develop a confident self and group identity and to have a self and group identity and to have a positive understanding and regard for positive understanding and regard for the identity and rights of othersthe identity and rights of others

Aistear: Aistear: the Early Childhood the Early Childhood Curriculum FrameworkCurriculum Framework

Aistear – Irish for ‘JourneyAistear – Irish for ‘JourneyProvide Provide all all children with appropriately enriching, children with appropriately enriching,

challenging and enjoyable learning opportunities challenging and enjoyable learning opportunities Children from birth to six yearsChildren from birth to six years Range of early childhood settingsRange of early childhood settings Parents/guardians, childminders and Parents/guardians, childminders and

practitionerspractitioners Published in October 2009Published in October 2009

The Framework’s themesThe Framework’s themes Well-being Identity and Belonging

Communicating Exploring and Thinking

Identity and BelongingIdentity and Belonging

The theme of Identity and Belonging is about children developing a positive sense of who they are, and feeling that they are valued and respected as part of a family and community.

Identity and BelongingIdentity and Belonging

Aim 1 Children will have strong self-identities and will feel respected and affirmed as unique individuals with their own life stories.

Aim 2 Children will have a sense of group identity where links with their family and community are acknowledged and extended.

Aim 3 Children will be able to express their rights and show an understanding and regard for the identity, rights and views of others.

Aim 4 Children will see themselves as capable learners.

Practice Frameworks - Practice Frameworks - ImplementationImplementation

1.1. The setting of sectoral standards for all The setting of sectoral standards for all awards in early childhood care and awards in early childhood care and education to include Síolta and Aisteareducation to include Síolta and Aistear

2.2. Universal pre-school provision – providers Universal pre-school provision – providers have to adhere to the principles of Síoltahave to adhere to the principles of Síolta

3.3. National Voluntary Childcare Organisations National Voluntary Childcare Organisations working with pre-school providers on working with pre-school providers on quality improvement measuresquality improvement measures

Diversity and Equality Diversity and Equality Guidelines (2006) Guidelines (2006)

1.1. OECD recommended that OECD recommended that these these guidelines be supported by capacity guidelines be supported by capacity building activities to ensure that they are building activities to ensure that they are successfully implemented.successfully implemented.

2.2. Dormant Accounts funding approved in Dormant Accounts funding approved in 2010 – training programme for the 2010 – training programme for the workforce - Scheme co-ordinated through workforce - Scheme co-ordinated through the City and County Childcare Committee the City and County Childcare Committee StructureStructure

ChallengesChallenges

Participation: OECD research shows a poorer take-Participation: OECD research shows a poorer take-up amongst marginalised children and migrant up amongst marginalised children and migrant children even where countries have a long children even where countries have a long established tradition of pre-school provision. established tradition of pre-school provision.

Meeting specific needs: Meeting specific needs: OECD recommendation OECD recommendation ’’the specific needs of immigrant children should the specific needs of immigrant children should not be overlooked; they should be addressed in not be overlooked; they should be addressed in all areas of the initiatives but especially through all areas of the initiatives but especially through the language and socio-cultural development of the language and socio-cultural development of the child through pedagogy and curriculum, the child through pedagogy and curriculum, training of teachers, and parental and community training of teachers, and parental and community involvement’ involvement’

ChallengesChallenges

Workforce Development – 12% of the Workforce Development – 12% of the workforce have no qualifications; 41% have workforce have no qualifications; 41% have a qualification at Level 5 on the NFQa qualification at Level 5 on the NFQ

Universal pre-school provision only Universal pre-school provision only introduced in January 2010. Ensuring introduced in January 2010. Ensuring quality of provision is of paramount quality of provision is of paramount importanceimportance

www.education.iewww.education.ie www.omcya.iewww.omcya.ie

earlychildhood@education.gov.ie

Thank You