Early Childhood Care And Education
Early Childhood Careand EducationNESF Report 31 · July 2005
ContentsAbbreviationsvPrefaceviExecutive SummaryixSection IIntroduction and Overview1Section IIChanging Perspectives of Childhood in Ireland9Section IIIAudit of Policy Implementation onEarly Childhood Care and Education, 1998-200519Summary of Submissions made to the Project Team35Section VThe Economics of Early Childhood Care and Education49Section VIA Policy Framework for Early ChildhoodCare and EducationSection VIIImplementing the Early ChildhoodCare and Education Policy FrameworkSection IV7199
iiiAnnex 1.1ReferencesAnnex 1.2Individuals and Organisations Consultedby the Project Team111Annex 1.3Early Childhood Care and EducationPlenary Session, Attendance List112Annex 3.1Table 3.1Summary of Main Issues/Recommendationsmade in Policy Documents, 1998-2005116Annex 4.1List of Written Submissions Received123Annex 5.1Cost-Benefit Analysis of Universal ECCE125Annex 6.1Children’s Centres in the United Kingdomand the Proposed Child and Family Centre Model134Annex 6.2The Childhood Development Initiative inTallaght West135108Table 7.1Implementation Schedule for ECCE, 2005–2009136Annex 8Membership of the NESF138Annex 9List of NESF Publications141Annex 10Structures and Working Arrangements of the NESF143Annex 11Terms of Reference and Constitution of the NESF148Annex 7.1
ivNESF Report No. 31List of Tables, Figures and BoxesTable 2.1Children under 6 years in Ireland, 2002Table 3.1Summary of Issues/Recommendations made inPolicy Documents, 1998–2005Table 3.210116Estimated Participation in Government-financed Services(full and half-day)21Table 3.3Participation in Full-time Education by Age 2002/0322Table 3.4Expenditure on educational institutions as % of GDP (2001)in selected OECD countriesTable 5.1Present value Costs and Benefits for Universal pre-schoolin Ireland (in c per child)Table 5.231127Present value Costs and Benefits for Universal pre-schoolin Ireland (in c and c per cohort of 4 year olds)128Table 5.3The Benefit-Cost Analysis under Alternate Assumptions129Table 5.4Estimates and Sources for Valuing Pre-school Benefits (costs) 132Table 7.1Implementation Schedule for ECCE, First Phase, 2005–2009136Table 7.2Costs of NEAD Programme and other Recommendations105Figure 6.1Framework for ECCE Policy73Figure 6.2The National Early Age Development Programme (NEAD)79Figure 7.1Implementation Matrix for Framework on ECCE102Box 2.1Core Developments in relation to Children, 1989-200413Box 3.1The Model Framework for Education, Training andProfessional Development for the ECCE sector29Box 3.2Typology of Early Childhood Systems32Box 5.1Outline of Assumptions (1)126Box 5.2Outline of Assumptions (2)133Box 6.1Proposed Incremental Increases in Childbirth-related Leave76Box 6.2Principles of the CECDE’s National Frameworkfor Quality in ECCE87
vAbbreviationsADMArea Development ManagementCCCCounty/City Childcare CommitteeCECDECentre for Early Childhood Development and EducationDCRGADepartment of Community, Rural and Gaeltacht AffairsDESDepartment of Education and ScienceDELGDepartment of Environment and Local GovernmentDFinDepartment of FinanceDHCDepartment of Health and ChildrenDJELRDepartment of Justice, Equality and Law ReformDSFADepartment of Social and Family AffairsECCEEarly Childhood Care and EducationECDUEarly Childhood Development UnitECEAEarly Childhood Education AgencyEOCPEqual Opportunities Childcare ProgrammeEYDUEarly Years Development UnitFETACFurther Education Training Awards CouncilHETACHigher Education Training Awards CouncilHSEHealth Service ExecutiveIBECIrish Business and Employers’ ConfederationICTUIrish Congress of Trade UnionsINTOIrish National Teachers’ OrganisationIPPAIrish Pre-School Playgroups’ AssociationLDSIPLocal Development Social Inclusion ProgrammeNCCANational Council for Curriculum and AssessmentNCCCNational Childcare Co-ordinating CommitteeNCNANational Children’s Nurseries AssociationNCONational Children’s OfficeNCSENational Council for Special EducationNCVANational Council for Vocational AwardsNFQNational Framework for Quality in ECCENQFNational Qualifications FrameworkNQAINational Qualifications Authority of IrelandNVCONational Voluntary Childcare OrganisationOECDOrganisation for Economic Cooperation and Development
viPrefaceThe overwhelming research evidence at international level on the importance ofearly childhood care and education was one of the reasons why the NESF decidedto evaluate the implementation of policy in this area. A variety of valuable officialreports that have been prepared in recent years have, however, had only limitedimpact to-date. The challenge now is to have these implemented as effectively aspossible for the benefit of all our children, families and society at large.This will require leadership and sustained effort, at both political andadministrative levels, to put in place the necessary structures to drive forward theprocess of change and ensure that the necessary momentum and co-ordinationof services are maintained into the future.The attached report was prepared by a Project Team that the NESF establishedspecifically for this purpose. The Team was drawn from the NESF’s four mainmembership strands as well as a number of outside experts with particularknowledge and experience of the policy issues under examination.More effective and integrated policies are long overdue. These will also need tobe under-pinned with the provision of much greater budgetary resources –international comparisons show that we spend less that 0.2% of our GDP onearly education and care, compared to the OECD average of 0.4%. Ourunprecedented high levels of economic growth in recent years now provideus with a major opportunity to fill this gap.In-line with its extended mandate from Government, the report was discussedand widely supported at an NESF Plenary Session in June that was attended bya wide variety of invited guests representing Government Departments and StateAgencies (such as the National Children’s Office, the Equal OpportunitiesChildcare Programme Directorate, the Centre for Early Childhood Developmentand Education, City and County Childcare Committees, National VoluntaryChildcare Organisations, the Health Service Executive and some of the formerHealth Boards), and those who made submissions to help us in our work (over
vii50 of these were received from childcare providers, voluntary and communitygroups, individual parents, teachers, etc.). All those involved are listed in an Annexof the report.The report has also been designed to complement a number of other issuesrelating to childcare policies and the alleviation of child poverty that are currentlyunder examination in other fora such as the Cabinet Committee on SocialInclusion, the NESC and the Special Initiatives under Sustaining Progress.Finally, the NESF wishes to record its fullest appreciation to the members of theProject Team for all their hard work, commitment and giving so freely of theirtime. A special word of thanks is called for the Chair, Professor Emeritus JohnCoolahan, for his outstanding contribution in ensuring that all voices were heardand for bringing the work to a successful conclusion as well as to the NESFSecretariat.NESF Management CommitteeJuly 2005
ixExecutive SummaryWhy a NESF Report on ECCE Now?This NESF Report is presented following a sequence of major reports on earlychildhood care and education (ECCE) in Ireland over recent years. It might well beasked why there is a need for another report and what is distinctive about itsapproach? The answer to this question centres on the very inadequateimplementation of policy which has occurred and the very insufficient financialinvestment in the education and care of our younger citizens. It was in thiscontext that the terms of reference of the NESF Project Team on ECCE weredevised as follows :cTo identify what progress has been made in relation to theimplementation of recommendations in recent reports and policydocuments;cTo develop a coherent policy framework for ECCE; andcTo set out an implementation process with key targets and objectivesto be achieved at policy level, within an appropriate time span.The Team adopted the OECD definition of ECCE which includes “ all arrangements providing care and education of children under compulsory school age,regardless of setting, funding, opening hours or programme content it wasdeemed important to include policies – including parental leave arrangements”(OECD, 2001, p.14).The Project Team has engaged in multi-faceted action in processing its work.It prepared a detailed analysis and evaluation of relevant reports and policydocuments, with a particular emphasis on evidence of implementing policydecisions or recommendations. Team members engaged in dialogue with a hostof departments and agencies which have responsibilities for aspects of ECCE.The Project Team also received oral presentations from Irish and internationalpersonnel with special expertise and experience regarding ECCE. In responseto a request to the public, the Team received 54 written submissions, which itanalysed and discussed. The Team also commissioned a research paper to give anup-to-date interpretation of the economic perspectives of investment in ECCE,drawing on available research studies.
xNESF Report No. 31Perspectives on Childhood in a Changing SocietyIn setting the contemporary context for a proactive policy on ECCE, Section II ofthe Report highlights some of the key socio-economic and cultural changeswhich have greatly altered the configuration of Irish society since the early 1990s.This Section also emphasises the paradigm shift in Irish public policy andattitudes towards children and it is now better understood that early childhoodcare and education form the indispensable foundations for achieving thenational goal of lifelong learning. Among landmark initiatives and reports in thisregard are Ireland’s ratification of the UN Convention on Children’s Rights (1992),publication of the Childcare (Pre-School Services) Regulations (1996),Strengthening Families for Life (1998), Report on the National Forum for EarlyChildhood Education (1998), White Paper on Early Childhood Education (1999),National Childcare Strategy (1999), National Children’s Strategy (2000), NationalChildren’s Office (2000), Children’s Act (2001), Equal Opportunities ChildcareProgramme (2001), Children’s Ombudsman (2003), National Council forCurriculum and Assessment’s (NCCA) Towards a Framework for Early Learning(2003), OECD’s Review of ECCE Policy in Ireland (2004), Centre for Early ChildhoodDevelopment and Education’s (CECDE) Insights on Quality (2004), and MakingConnections (2004).It is clear from this selective listing of reports and initiatives that a rich base ofideas, understandings, recommendations, research findings and records of goodinternational practice is available to Irish policy makers. The research andconsultative base has been both wide and deep. What is now needed, however,is a comprehensive, co-ordinated and streamlined policy implementation processwhich will establish high quality ECCE provision for children in those vitalformative learning years from birth to six years of age. When viewed from theeconomic, educational, cultural and social justice policy perspectives, the time isnow ripe to take such action.
Executive SummaryWhat Progress has been made onImplementing ECCE Policy?Section III of the Report is devoted to a policy audit of recommendations made inkey policy reports on ECCE. Drawing on the European Commission Network onChildcare and the OECD’s Starting Strong report a framework of analysis wasoperationalised under the following seven headings:cExpanding provision towards universal access,cPromoting coherence and co-ordination,cRaising the quality of provision,cImproving staff training and conditions,cAdequate investment,cDeveloping appropriate pedagogies andcEngaging families and communities.Central to all of these issues is the needs and rights of children. A summary ofthe issues/recommendations from the policy documents since 1998, are includedin Annex 3.1 to this Report.Overall, it is concluded that Ireland rates ‘low’ in its investment in ECCE and in itscommitment to implement policy and improve its international comparativeposition. Among the characteristics of low investment in ECCE, the OECDidentified such factors as:cNational early childhood policies have been weak.cSeveral departments share responsibility for policiesaffecting young children.cThe childcare sector is weakly regulated and conceivedas a service for working mothers.cPublic investment is less than 0.5% of the GDP (in thecase of Ireland it is less than 0.2%).The policy audit commends the work of the EOCP, the NCCA and the CECDE onECCE initiatives. It also recognises the dynamic, “bottom-up” vitality of thevoluntary and community sector in ECCE provision, which bodes well for thefuture. However, the Project Team remarks “we have seen little progress inrelation to the implementation of the policy decisions set out in the GovernmentWhite Paper on Early Childhood Education (1999)”. The conclusion of the policyaudit was that it paints “a picture of inaction, peripheral implementation anddrift” despite some worthwhile investment and initiatives over recent years.xi
xiiNESF Report No. 31What are the Views of Providers and Users of ECCE?An analysis of the written submissions made to the Project Team is contained inSection IV. These indicated a high level of public interest in ECCE, a comprehensive and focused view of the issues involved and an informed awareness of thepolicy context and documentation. It was noted that there was a strongconvergence of views between the submissions and policy debates in recentyears on what is emerging as positive in the provision of ECCE, in what is beingcriticised as unsatisfactory and in recommendations for improvement. There is,thus, a strong consensus between the views from the research, policy andprovider perspectives. The most striking feature which has emerged from theaudit of policy (Section III) and this review of submissions is that of a greatvacuum in policy implementation, even on issues that have been agreed onby Government.This Section gives a detailed and up-to-date insight on how agencies and practitioners evaluate the current situation of their proposals for reform. Deliveringpolicy changes and action in the main areas identified in the submissions wasconsidered by the Project Team to be critical to work on improving the design,delivery, implementation, availability and standard of ECCE services and facilitiesin Ireland.What are the Economic Gains from Investment in ECCE?Section V presents a summary of the research on the economic perspectives inECCE that the Project Team commissioned from the Geary Institute in UCD. Oneof the leading researchers in the field, Nobel Laureate James Heckman, whopresented a paper to a conference in Dublin on 22nd April 2005 reported thatability gaps open up early long before formal schooling begins, and that thehighest returns are on early interventions that set the stage for and nurture theabilities needed for success in later life. Most notably, Section V of this reportstates:“An important lesson to draw from the Perry Pre-school programme, and indeedfrom the entire literature on successful early interventions is that the social skillsand motivation of the child are more easily altered than IQ. There also tends to besubstantial improvement in the children’s social attachment. The social andemotional skills acquired in these types of programmes affect performance in schooland in the workplace. The evidence from the Perry Pre-school Programme and theevidence summarised in Carneiro and Heckman (2003) reveals that early interventionprogrammes are highly effective in reducing criminal activity, promoting social skillsand integrating disadvantaged children into mainstream society”.
Executive SummaryFollowing a wide-ranging review of research evidence the conclusion is that :“The key element from the earlier sections in this paper are that in terms ofoutcomes for children, ECCE matters. The returns are unquestionable. ECCEprovision for all children clearly deserves to be an issue of high political priority”.This Section also provides a cost-benefit analysis (presented in Annex 5.1) whichsets out the nets costs of providing a universal pre-school service against thelong-term benefits that would accrue. These range from a net benefit return ofe4.60 to e7.10 for every Euro invested, depending on the assumptions used.A Policy Framework and Recommendationsfor ECCE in IrelandThe Project Team is of the view that this is a time of unique opportunity inrelation to ECCE policy in Ireland to harvest the extensive efforts of recent yearsand to bring together the main components of development into a coherent andlogical whole. This will require looking at the care and education needs of youngchildren in a more enlightened way, identifying and removing inadequacies andrigidities of existing provision and providing greater investment to ensure theimplementation of policy in a streamlined way. If the opportunity is taken it willbe a landmark in Irish social and educational history and will yield dividends, in avariety of ways, to the betterment and quality of life of all children.The Project Team recommends in Sections VI and VII a policy framework andimplementation plan for ECCE to cover a ten-year period. This is divided into twophases of five years. At the end of the first five-year period a formal evaluation/review of progress should take place, the lessons from which should inform theplan for the second five-year period. The aim would be that by the target yearof 2015, a comprehensive system of ECCE would be in place, based on bestpractice principles, as a framework of support for future generations of ouryoungest citizens.The policy framework is structured with a vision statement for ECCE “Youngchildren should have access to, and participate in quality education and careservices and supports of an internationally accepted standard through a planimplemented over the next ten years (2005-2015).”The following five principles for ECCE policy are proposed to underpinthis framework:cValuing children’s competence and contribution.cHolistic support for young children’s well-being, learningand development.cUniversal access to ECCE for all children, and targeted interventions.cOngoing quality development in policy, infrastructureand service provision.cBuilding on existing partnerships.xiii
xivNESF Report No. 31Key objectives are set out in relation to the achievement of these principles andthe key actions needed over the next five years are detailed. These form themajority of the recommendations of the Project Team as follows :Principle 1Valuing children’s competence and contributioncA renewed commitment to implementing the National Children’s Strategyshould be given by the Government for the remaining five-year period ofthe Strategy.Principle 2Holistic support for young children’s well-being, learning and development1cDepartments and agencies with responsibility for child and family policyshould work together to ensure more effective design and delivery ofservices. At local level the work undertaken by the County and CityChildcare Committees in conjunction with the HSE should be continuedand enhanced.cChild-birth related leave should be provided for the baby’s first yearof life.cThe period during which Maternity Benefit is paid should be increasedincrementally so that by 2009 women will be entitled to the payment for26 weeks.1 The cost of this proposal is c100 million (see Section VII).cFor those parents who do not wish to stay at home for the baby’s firstyear, access to a quality early childhood education and care service shouldbe provided.cThe school age childcare policy developed by the National ChildcareCo-ordinating Committee sho
Annex 1.1 References 108 Annex 1.2 Individuals and Organisations Consulted 111 by the Project Team Annex 1.3 Early Childhood Care and Education 112 Plenary Session, Attendance List Annex 3.1 Table 3.1 Summary of Main Issues/Recommendations 116 made in Policy Documents, 1998-2005
Understand the importance of early childhood education for 0-6 years Learn the need and scope of early childhood education. 18.2 Importance/ Need for early childhood care and education 18.2.1 Significance of early childhood years i. Early childhood is a period of life not just quantitatively different from that of an adult
Early Childhood Care, Development and Education (ECCDE) is a term that is used interchangeably worldwide but refers to the same concept of early childhood education and cognitive development. The World Bank for instance refers to it as Early Childhood Care and Education, whereas UNESCO refers to it as Early Childhood Development Care.
ECE 240 - Administration of Early Childhood Care and Education Programs (3) ECE 241 - Administration: Human Relations for Early Childhood Education (3) Colorado Mesa University B.A. Early Childhood Education - Early Childhood Special Education Advisor: Vail Shoultz-McCole vshoultz@coloradomesa.edu 970-255-2674
Early Childhood Education I L1 Early Childhood Education II L2 Early Childhood Education III L3C Early Childhood Education Advanced Studies AS The core course sequencing with the complementary courses provided in the following table serves as a guide to schools for their programs of study.
11 Current & Emerging Pedagogies in Early Childhood Education and Care 15 Approaches to Entrepreneurship in Early Childhood Education and Care 16 The Impact of Contemporary Global Issues on Children's Health and Wellbeing 17 Advanced Practice in Safeguarding and Child Protection for the Early Childhood, Education and Care Practitioner
Section 15- Service providers operating early childhood education and care centres must be licensed (1) A service provider who operates an early childhood education and care centre must be licensed in accordance with regulations made under section 636. (2) A licensed early childhood education and care centre may be operated within the premises of a
Early Childhood Care Education - Early Childhood Care Education (ECCE) Centres in this Policy will be referred to as pre-school or Kindergarten. At present in Vanuatu Early Childhood Care & Education [ECCE] is synonymous with Pre-School [4 - 6 year olds]. However, internationally the term ECC
T.E.A.C.H. Early Childhoodâ PENNSYLVANIA Certification Only Scholarship What is the Purpose of the T.E.A.C.H. Early Childhood Certification Only Scholarship? The purpose of the T.E.A.C.H. Early Childhood Certification Only Scholarship is to assist early childhood teachers in obtaining their PA Early Childhood Education (PreK-4) teaching certificate.
