CARE06031 2022 Quality in Irish ECEC
Full Title
Quality in Irish ECEC
Transcript Title
Quality in Irish ECEC
Code
CARE06031
Attendance
80 %
Subject Area
CARE - Social Studies
Department
SOCS - Social Sciences
Level
06 - Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Deirdre McCaffrey, Sinead Regan, Aoife Cooney, Breda McTaggart
Programme Membership
SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care
SG_EEARL_B07 202200 Bachelor of Education in Early Education and Care (exit)
Description
The overarching aim of this module is to support students to explore the concept of quality in relation to ECEC. Students are provided with an introduction to national standards and frameworks that are available to support quality for all early years services. The module will provide opportunities for students to engage with key quality documents and processes such as Siolta The National Quality Framework for Early Childhood Education (CECDE, 2017), Aistear: the Early Childhood Curriculum Framework (NCCA, 2009), the Child Care Act 1991 (Early Years Services) Regulations 2016, the Inspection Processes, the Code of Professional Responsibility and Code of Ethics for Early Years and other relevant frameworks. The potential of the standards, regulations and frameworks in helping Early Childhood Educators to improve the quality of children’s early experiences in services is examined.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Discuss constructions of “quality” in the ELC sector.
2.
Understand the role of key supports for quality in the Irish ELC sector.
3.
Describe the aims, principles and purposes of Aistear: The Early Childhood Curriculum Framework, Síolta: The National Quality Framework for Early Childhood Education and other relevant quality frameworks and standards.
4.
Demonstrate knowledge of the range of mandatory policies set-out in the regulatory framework and how they aim to achieve appropriate standards of quality within the ELC setting.
5.
Examine the standards and frameworks as supports in promoting high quality early experiences, interactions and environments for children.
Teaching and Learning Strategies
This module will involve students in engagement with the Aistear Siolta Practice Guide and specifically with the Curriculum Foundations Element 2 - Principles of Aistear and Siolta and Element 4 Professional Practice and the Pillars of Parent Partnerships, Learning Environment, Play, Interactions, Planning and Assessing and CPD and mandated policies in relation to quality provision in ECEC.
Students will be active participants in the learning and will experience different teaching and learning strategies including, but not limited to, lecture, tutorial, peer learning, debate, discussion, guest lecturing. These will be reviewed annually and adjusted accordingly.
Module Assessment Strategies
This module will be assessed through 100% continuous assessment. The continuous assessment will be made up of 2 different assignments. Assignment one will be a quality project which will take a case study approach allowing students to focus on applying the theory covered in the module and make reference to relevant policies, legislation and frameworks in an authentic way (addressing LO 2,4,5). Assignment 2 will be an individual report on how the theory covered in the module was used to support the case study and will be presented as an individual write up (addressing LO 1,3).
Students will be actively engaged in formative feedback for learning and will be provided with clear and timely notification of assessment requirements. Criteria for success will be shared when the assessment brief is published for CA.
Repeat Assessments
Repeat requirement will be determined based on failed components and will be recorded at Progression and Award Boards.
Indicative Syllabus
LO1) Discuss constructions of “quality” in the ELC sector
Students will explore definitions of quality, theories of quality and the challenges of implementing quality systems in organisations. They will also examine the value of quality ethos within organisations and ‘problematising’ this term.
LO2) Understand the role of key supports for quality in the Irish ELC sector.
Students will be introduced to a number of supports on quality in ELC environments such as DES-Early Years Education Inspectors, Tusla-QRF, the Child Care Act 1991 (Early Years Services) Regulations 2016, Siolta Quality Assurance Programme, NCCA-Aistear/Siolta Practice guide and the role of Better Start.
LO3) Describe the aims, principles and purposes of Aistear: The Early Childhood Curriculum Framework, Síolta: The National Quality Framework for Early Childhood Education and other relevant quality frameworks and standards.
Students will identify the key themes of Aistear: The National Curriculum Framework and Siolta: The National Quality Framework for Early Childhood Education and other relevant frameworks in relation to quality in an early years’ service. The rationale for them will be explored as well as the aims, principles, purposes and differentiation of each will be examined. Students will also explore the Code of Professional Responsibility and Code of Ethics for Early Years.
LO4) Demonstrate knowledge of the range of mandatory policies set-out in the regulatory framework and how they aim to achieve appropriate standards of quality within the ELC setting.
The student will explore the policies mandated to be in place for the service pursuant to the Early Years Regulations 2016 and as specified in Schedule 5. The objective of the regulations and policies is to ensure a high-quality ELC service. An opportunity to develop policies and procedures in line with QRF will be made available to the student.
LO5) Examine the standards and frameworks as supports in promoting high quality early experiences, interactions and environments for children.
Students will examine the implications of quality for children and the ELC environment. They will explore structural quality (systems, staffing, qualifications), process quality (pedagogical environments, interactions and relationships, interconnection between care and education, children's experiences and curricula) and outcome quality (benefits for children, families, communities and society). Students will also consider the view of quality as a process rather than a destination and the importance of context in relation to quality.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Group Quality Project | Project | Group Project | 50 % | Week 10 | 2,4,5 |
| 2 | Individual Written Report | Coursework Assessment | Assessment | 50 % | Week 13 | 1,3 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Tiered Classroom | Lecture | 2 | Weekly | 2.00 |
| Tutorial | Flat Classroom | Tutorial | 1 | Weekly | 1.00 |
| Independent Learning | Not Specified | IL | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Required & Recommended Book List
Required Reading
2016-02-14 Quality and Leadership in the Early Years SAGE Publications Limited
ISBN 1473906482 ISBN-13 9781473906488
2016-02-14 Quality and Leadership in the Early Years SAGE Publications Limited
ISBN 1473906482 ISBN-13 9781473906488
Required Reading
2011-01-01 Quality In Early Childhood Services - An International Perspective McGraw-Hill Education (UK)
ISBN 9780335228782 ISBN-13 033522878X
2011-01-01 Quality In Early Childhood Services - An International Perspective McGraw-Hill Education (UK)
ISBN 9780335228782 ISBN-13 033522878X
This book examines how quality and good practice in early childhood education and care is interpreted and implemented in a variety of settings and circumstances, globally as well as nationally. Drawing on a lifetime of practice in a variety of roles and in particular using her experience of research and policy making in a wide variety of countries, the author discusses issues of quality and practice in early education and care
Required Reading
2007 Beyond Quality in Early Childhood Education and Care Taylor & Francis
ISBN STANFORD:36105123338258
2007 Beyond Quality in Early Childhood Education and Care Taylor & Francis
ISBN STANFORD:36105123338258
Taking a broad approach, this edition relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science, and to an analysis of the world we live in today.
Required Reading
2015-03-24 Childhood Social, Legal & Health Studies Gill Education
ISBN 0717168131 ISBN-13 9780717168132
2015-03-24 Childhood Social, Legal & Health Studies Gill Education
ISBN 0717168131 ISBN-13 9780717168132
A guide to the Early Childhood Care and Education (ECCE) setting with a particular focus on social-, legal- and health-related issues within an Irish context. Discusses the emergence of the childcare profession and the legislation and policies that shaped its transformation, from pre-regulation times to the present day. Links child protection thinking and concepts directly to childcare practice, through the use of case studies and activities, to encourage understanding and good practice. Summarises current research into and guidelines for equality and diversity practice, focusing on their application in an ECCE setting. Defines child health and well-being and discusses them in the context of current policy, legislation, research and Siolta standards. Describes and applies to practice the role of the advanced early years practitioner and their professional development, using self-reflection and key interpersonal skills exercises. Case studies and 'In Practice' examples throughout illustrate the relationship between concepts and practice. WRITTEN FOR QQI Level 6 Early Childhood Care and Education (6M2007) and the following modules: 6N1945 Childhood Social, Legal & Health Studies 6N1944 Early Childhood Curriculum 6N1945 Supervision in Early Childhood Care 6N1946 Work Experience 6N1947 Work Practice
Module Resources
Non ISBN Literary Resources
Campbell-Barr, V. (2017) Quality Early Childhood Education and Care--The Role of Attitudes and Dispositions in Professional Development. Early Child Development and Care, 187(1), 45–58
CECDE. (2017) Síolta the National Quality Framework for Early Childhood Education. CEDCE: Dublin.
Council of the European Union. (2019) COUNCIL RECOMMENDATION on High-Quality Early Childhood Education and Care Systems, Brussels available at:https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CONSIL:ST_9014_2019_INIT&from=EN
Department of Children and Youth Affairs. (2014) Better Outcomes, Brighter Futures: The National Framework for Children and Young People, 2014-2020. DoCYA: Dublin.
Department of Children and Youth Affairs (2016) Child Care Act 1991 (Early Years Services) Regulations 2016. Dublin: Stationary Office.
Department of Education and Skills. (2018) A Guide to Early Years Education Inspection. Dublin. Department of Education and Skills
Duignan, M. & Walsh, T. (2004), Talking about quality: report of a consultation process on quality in early childhood care and education - executive summary, The Centre for Early Childhood Development and Education, Dublin.
ECD (2015),Starting Strong IV: Monitoring Quality in Early Childhood Educationand Care, OECD Publishing, Paris. DOI
Fenech, M., Harrison, L. J., Press, F., & Sumsion, J. (2020) Using Metaphor to Illuminate Quality in Early Childhood Education. Australasian Journal of Early Childhood, 45(2), 197–210
Hoskins, M. L., Pence, A., & Chambers, E. (1999).Quality and day care: What do children have to say?Early Child Development and Care, 157(1), 51-66.doi:10.1080/0300443991570104
Moyles, J., Adams, S. and Musgrove, A. 2002. SPEEL Study of Pedagogical Effectiveness. Department for Education and Skills, Research Report 363.
National Council for Curriculum & Assessment. (2009) Aistear: The Early Childhood Curriculum Framework. NCCA: Dublin.
National Council for Curriculum & Assessment. (2009) Practice guide to Síolta and Aistear. NCCA: Dublin.
OECD. (2020) Quality Early Childhood Education and Care for Children Under Age 3: Results from the Starting Strong Survey 2018, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/99f8bc95-en.
OECD. (2019) Providing Quality Early Childhood Education and Care: Results from the Starting Strong Survey 2018, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/301005d1-en
Penn, H. (2011) Quality in early childhood services. An International Perspective. Open University Press, Maidenhead.
Slot, P. (2018), Structural characteristics and process quality in early childhood education and care: A literature review, OECD Education Working Paper, no. 176,
Siraj-Blatchford, Iram and Muttock, Stella and Sylva, Kathy and Gilden, Rose and Bell, Danny, Department for Education and Skills (DFES), corp creator. (2002) Researching effective pedagogy in the early years. [ Research report
Sylva, Kathy and Melhuish, Edward and Sammons, Pam and Siraj-Blatchford,Iram and Taggart, Brenda (2004)The Effective Provision of Pre-SchoolEducation (EPPE) Project: Final Report: A Longitudinal Study Funded by theDfES 1997-2004.[Report]
The Child Care Act, 1991 as amended by the Child and Family Agency Act, 2013. Government Publications Office
Tusla. (2018) Quality and Regulatory Framework: Full Day Care Service and Part-Time Day Care Service, Dublin: Early Years Inspectorate, Tusla.
Willoughby, M. (2016) Quality Early Years Care and Education: What to Look for in an Early Years Service. Dublin: Barnardos.
Journal Resources
Graham, I. (2014) Spaces to be Me: Quality Environments in Early Years Services, Bardnardos Ireland, Dublin.
Grey, T., Corbett, M., Sheerin, J., Heeney, T., Ring, E., and O’Sullivan, L. (2019) Universal Design Guidelines for Early Learning and Care Settings, DCYA in collaboration with CEUD-NDA, Dublin. Accessed at: https://aim.gov.ie/wp-content/uploads/2019/06/universal-design[1]guidelines-for-elc-settings-introduction-1.pdf [accessed on 24/07/2019]
Hoskins, M. L., Pence, A., & Chambers, E. (1999).Quality and day care: What do children have to say?Early Child Development and Care, 157(1), 51-66.doi:10.1080/0300443991570104
Saracho. O (2015) Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education. Charlotte, NC: Information Age Publishing (Contemporary Perspectives in Early Childhood Education). Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=1020077&site=eds-live&scope=site
Tonge, K. L., Jones, R. A. and Okely, A. D. (2019) ‘Quality Interactions in Early Childhood Education and Care Center Outdoor Environments’, Early Childhood Education Journal, 47(1), pp. 31–41. Available at: http://search.ebscohost.com.queens.ezp1.qub.ac.uk/login.aspx?direct=true&db=eric&AN=EJ1203536&site=eds-live&scope=site
URL Resources
website: International Organization for Standardization http://www.iso.org
[Website], Early Childhood Ireland,
[Website], Aistear/Síolta Practice Guide,
http://www.aistearsiolta.ie/en/
[Website], OCED,
[Website], Department of Education and Skills,
[Website], Better Start,
[Website], Child and Family Agency,
https://www.tusla.ie/http://www.oecd.org/officialdocuments/pu blicdisplaydocumentpdf/?cote-EDU/WKP (201 8)12
Other Resources
Hannafin, S. (2014) Report on the Quality of Pre-School Inspections Dublin Tusla
Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006). Assessing qual[1]ity in the early years: Early childhood environment rating scale extension (ECERS-E): Four curricular subscales. Revised ed. Stoke on Trent: Trentham Books
Sylva, Kathy and Melhuish, Edward and Sammons, Pam and Siraj-Blatchford,Iram and Taggart, Brenda (2004)The Effective Provision of Pre-School Education (EPPE) Project: Final Report: A Longitudinal Study Funded by theDfES 1997-2004.[Report].
Additional Information