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Spring 2021 | Issue 27
times
Online
Research
Symposium
2021
How to make remote and in-person teams work for you
Learning Hub update
Barometer 2021
Membership benefits and services
Supporting and Mentoring Membership
Learning and Development Special Interest News
Early Years Employer Service Books Business
Raising children to raise
the world
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How to claim your Early Childhood Ireland discount?
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CONTENTS
1. How managers can make remote and in-person 14. New research to influence better terms and
teams work for them conditions or sector staff - Pathways to Better
3. Learning Hub and your CPD and induction needs Prospects
5. Garda Vetting Update. 16. Dates For Your Diary
Coming Soon – Online Vetting 17. Barometer 2021
7. Early Childhood Ireland Online Research 19. Universal Design Guidelines for Early Learning and
Symposium 2021 Care Settings
9. The joy of judging the Inspired Practice Award 21. Caring and Learning with children under 2
10. Having a bird’s-eye view of excellent practice and 23. Membership Update
children’s learning 25. Business Page
11. Learning stories: making valued learning visible 26. Online Shop – Books and Resources
WELCOME
Dear member,
You are very welcome to our spring edition of Early Times and Early Pedagogy.
Although the current environment remains challenging for us all – both professionally and personally
- there is hope on the horizon as the COVID-19 vaccination programme continues. While looking forward to brighter days
ahead, we must also acknowledge the unfaltering dedication and hard work of those employed in our sector. Huge efforts
are being made to keep vulnerable children and those children of essential workers safe while in settings and also to
maintain contact with, and support to, families during the latest lockdown. Early March sees the return of children on the
ECCE programme and hopefully, a full reopening later in the month. The critical role that our sector plays for children and
families has never been more evident than in this latest lockdown. This understanding must cement a more sustainable
level of investment in the entire early years system in the future.
This edition of Early Times boasts a wide variety of articles aimed at informing, inspiring and supporting you and your staff.
Our membership team has an important update on the Garda Vetting process while our EYES team has helpful advice
on how managers can get the best performances from their teams – whether they are working remotely or on -site. We
also shine a spotlight on Early Childhood Ireland’s Learning Hub – a key benefit of membership, which can support both
induction of new staff and ongoing learning and development of existing staff members.
Our Research and Professional Learning team shares key dates for the diary in relation to the upcoming Early Childhood
Ireland Online Research Symposium 2021. We also celebrate the winning entries from Early Childhood Ireland’s National
Annual Awards 2020, which took place at the end of last year.
Our Policy, Advocacy and Campaigning team shares the findings of our recently launched Childcare Barometer 2021,
as well as providing an overview on our research report on pay and working conditions in the early years sector, called
Pathways to Better Prospects.
Finally, we conclude our deep dive into the Universal Design Guidelines for Early Learning and Care settings, with part 4
of the series.
We welcome any queries or comments you may have during these challenging times and look forward to working with
you in the months ahead. Please stay safe and well.
Teresa
Teresa Heeney CEO,
Early Childhood Ireland
We would love your feedback and ideas for Early Times.
Email us at: info@earlychildhoodireland.ie
The information contained in Early Times is, to the best of our knowledge, accurate at the time
of publication. The views expressed in this magazine do not necessarily reflect those of Early
Childhood Ireland.
Designed by Stray Dog Design - www.straydog.ie
Printed by Doggett Group
Editor: Ken Pepper
EARLY YEARS EMPLOYER SERVICE
How managers can make remote and
in-person teams work for them
By Gillian Moore
Early Years Employer Service Manager
I
n recent months, ELC and SAC settings have had to quickly important that where teams are working both on-site and
adapt to new ways of working, in particular working remotely, each staff member feels valued and included.
remotely. Despite the fact that remote working isn’t
There are many ways in which a manager can achieve this.
necessarily suited to the type of work that the professionals
Above all, communication is key and it is the role of the
from these settings are used to, they have adapted
manager to lead out on this and ensure to simplify it as much
successfully to the call from the Department to engage
as possible. Each type of team will have specific needs based
with children who are not attending online via videos,
social media messages, newsletters etc., or other types on their location, so it is important to tune into that. Speak
of work such as administrative work, curriculum planning to each person, find out how they are doing and what they
or additional CPD. This, of course, has a lot of benefits for need. Managers need to be mindful of employees personal
the employee who may need to be at home for whatever and home circumstances which may impact on their ability to
reason during this time, but it also presents challenges for engage remotely and work with the employee to get around
employees, managers and the rest of the staff team. It is any issues. Try to keep the conversations going, a daily check
1 early times spring 2021
EARLY YEARS EMPLOYER SERVICE
in - in person or by phone call depending on where they are conferencing, it is vital that you monitor these to ensure
can facilitate this. This helps also to manage expectations, there is no misuse leading to harassment or bullying which
so each team member knows what is expected of them can easily and inadvertently happen when using remote
in terms of their work and ensures that they do not suffer methods. Managers need to have clear mechanisms for
any issues from a reduction in the amount of management staff to raise any issues or concerns so that they can be
support that they would be used to. ironed out easily. It is a good idea to update staff training in
the areas of dignity and respect and what this means when
Teams can also benefit from opportunities to connect engaging with colleagues in a virtual environment. Above
with each other. Creating a ‘break room’ can help with all, as managers, you need to offer employees support and
this. By setting up informal video calls where you can all encouragement so they can take up the challenge of these
be together virtually to share stories and experiences new ways of working with each other.
will help each staff member feel the value of their own
work and see the value of others’ work. You can also Valerie Gaynor of Creative Kids and Co. spoke to us about
consider setting up a work chat to share information, their experiences of remote working and how they have
but this needs to be closely managed. All of these made it work for their settings. “At Creative Kids and Co.,
measures ensure that everyone has access to the same relationships and interactions are very central to our
information and will help eliminate tribalism or a ‘them practice. Therefore, it was an automatic assumption
and us’ situation. that we would continue to engage with the children
and their families while the service is closed. Keeping in
Fiona Buckley, Work Behaviourist (https://www.linkedin. touch with staff is central to this process. We had some
com/in/fbuckley/) advises “One of the things we need to team meetings on zoom, and we use group whatsapp
be very mindful of as some of our workforce return to for regular communication. We send CPD ideas by
the setting and a portion may stay at home is to ensure email. Room leaders have a whatsapp group for
a ‘fault line’ doesn’t appear between these groupings. A discussing themes and ideas. We also have a whatsapp
fault line is like a crack in group for each
the cement that deepens room. We use voice
over time and this can messaging to share
happen with teams ideas and staff can
who have different pop in and out at their
work arrangements. leisure. It is important
We need to ensure to be cognisant of
inclusion, fairness and staff and their own
reasonableness at all children at home and
times and to ensure so regular checking in
positive behaviours are is important. We have
praised/promoted and a check-in at the start
negative behaviours or and end of each week
attitudes are stopped and staff are always
quite quickly so they free to call, email, and
don’t become acceptable text. This is working
habits in the workplace”. very well and the
It is also crucial to level of engagement
be mindful of your from staff is fantastic.
workplace policies and We have harnessed
procedures and ensure the capabilities of
that they are fit for technology on a basic
purpose when it comes to level and will continue
those working remotely. to develop this area
In particular, when you of practice going
are using workplace forward.”
chat groups or video
early times spring 2021 2
EARLY YEARS EMPLOYER SERVICE
Learning Hub and your CPD and
induction needs
By Greg Merrin
Information Officer – Early Years Employer Service
E
arly Childhood Ireland is very pleased to see the To compliment these courses, for new staff members
uptake on our new eLearning platform, the Learning who prepare food in the setting, our Learning Hub hosts
Hub. With the postponement of the ECCE programme courses in Food Safety Level 1 and Food Safety Level 2:
in the new year, and other settings at lower capacity, HACCP Principles. Ideally, you could ask staff to complete
the sector has seen a further increase in engagement these courses before they start working at your service,
with continuous professional development for staff. A or you could ask them to complete them as part of the
fully online, free for members training resource, our induction training programme. In addition, you can ask
Learning Hub has a number of courses relevant to the new staff to undertake training in allergens awareness,
Early Learning and Care and School Age Childcare sector. should you have any children with allergies in your setting.
We certainly feel that this is an ideal tool to manage CPD
Given the current circumstances we would also strongly
needs in your setting.
recommend that all new staff complete our COVID-19
Induction needs return to work safely training before commencing work in
your setting. You could ask them to bring their certificate
As well as meeting your CPD needs, our Learning Hub on their first day, or with the environment and COVID-19 in
can service as a unique induction tool for any new staff mind, you could request that they email it directly to you for
member in your setting going forward. records. We would also advise all students on placement in
For example, our manual handling course can satisfy your setting, and staff returning from long term sick leave,
health and safety requirements, and can be included or any extended leave, to do this training.
as part of an induction. Our fire safety course can be The beauty of the Learning Hub is that it is mobile friendly,
provided to all staff, and certification gained for fire meaning that staff members can dip in and out at times
wardens or designated staff. The non-FAR first aid course that suit and owners, providers and managers can keep
will provide any relevant staff with the knowledge and track of staff progress and certificates earned. Through
practicalities for first aid. Please note, there is a small the manager dashboard, admins can view the overall
charge for the practical certification for these three progress for the service, which staff have completed most
courses. With these courses, your new staff member will CPD, and which staff may need further support. Managers
be covered from a health and safety perspective. For staff can also keep track of which certs each staff member
to have a good overview on preventing slips, trips and hold, allowing managers to plan rosters, ensuring there
falls, you could add the health and safety course into their are enough staff trained in fire safety, first aid and food
induction programme. safety for the children.
3 early times spring 2021
EARLY YEARS EMPLOYER SERVICE
Testimonials We started using the Hub this January. To date we have
made a significant saving and will save more before the
We have received great feedback from members end of the year. And in early years we all know that
regarding the Learning Hub, including: every penny helps!”
“I highly recommend ECI's new Learning Hub. It is an Soirse Doheny, Happy Phases
easy-to-use facility providing both mandatory training
“We are really impressed with the courses provided on
and other that would benefit all staff within an ELC
the Learning Hub. It has been available to us and used
service. The support team are very knowledgeable and
by us since mid- 2020 but has been even more beneficial
were very quick to respond to any query I raised.
to our team of late with the government restrictions.
All the modules are free which is an added bonus. And We only had half numbers attending so staff worked
there is a plethora of modules our team can choose half days and trained for the other half, using the Hub.
from ranging from first aid, computer skills, conflict The benefits of accessing the Hub for CPD allowed the
resolution and so on. The only cost is €20 per person team to bring new ideas to the creche as part of daily
that covers the practical element of the mandatory routine and helped us with compliance too. The feedback
training modules - First Aid, Manual Handling and Fire from my staff was also positive, where they felt good that
Safety Training. I found this is a very competitive fee we were allowing them to upskill while employed by us.
compared to other training companies I had researched This was a really positive experience on both sides”.
and previously used.
Denise Collins, Tiernan’s Nursery
early times spring 2021 4
MEMBERSHIP
Garda Vetting Update
Coming Soon - Online Vetting
By Kylie Johnson
Information Officer - Garda Vetting
E
arly Childhood Ireland is delighted to announce Tracking the Garda vetting application
that our Garda vetting application process is going
online! This will make the process easier, less costly Once the applicant has clicked on the link sent to them
from the NVB and inputted all the information required,
and a more efficient process for our members. No more
they can then track the status of their application
cost of postage stamps, envelopes or going to the post-
through the National Vetting Bureau website: https://
box and waiting for the post to reach our office. You will
vetting.garda.ie/Track by entering the reference number
be able to input the Garda vetting application directly on
assigned to them. This will start with ECI001-2021*****-
our website at your convenience.
***** and their date of birth.
We have outlined the procedure below and have many
more resources on our website under Garda vetting. What happens next?
4 easy steps to online vetting Early Childhood Ireland reviews the completed online
vetting application and submits it to the National Vetting
1. The ECI member (owner/manager) requests that the Bureau.
Garda vetting applicant/potential employee complete
the NVB1 Vetting Invitation form and ensures it is signed, The national vetting bureau processes the application and
dated and the consent box is ticked. There is a special forwards a vetting disclosure (completed Garda vetting) to
vetting invitation form for under 18s and a parent Early Childhood Ireland.
consent form also. The owner/manager also asks the Early Childhood Ireland reviews the vetting disclosure
applicant for a copy of two forms of identification: (1) and provides a pdf copy of the disclosure to the owner/
photo identification (2) proof of address. manager of the service via email.
2. The owner/manager logs onto the ECI website www. For further information on the Garda vetting process please
earlychildhoodireland.ie with his/her membership see our website: https://www.earlychildhoodireland.ie/
number. Then, please click on the Garda vetting option work/operating-childcare-service/garda-vetting/evetting/
and type in the information given by the applicant on the
NVB1 vetting invitation form. The owner/manager ticks For further information on completing the link from the
the consent boxes based on the information given on the national vetting bureau please see: https://vetting.garda.
NVB1 form: ie/Content/UserGuides/en/UserGuide.pdf
a) consent from the applicant who has signed and given Garda National Vetting Bureau Affiliate
consent on the NVB1 form Registration Number
b) proof of identity supplied by photo identification and In order to access Garda Vetting in the future every
proof of address Early Learning and Care and School Age setting will need
their own unique Garda National Vetting Bureau (GNVB)
c) and that the applicant is doing relevant work Affiliate Registration Number
3. Once the application has been submitted, the owner/ This is to ensure compliance with the National Vetting
manager will receive a notification email confirming that Bureau (Children & Vulnerable Persons) Acts 2012-2016,
the vetting application has been submitted to the Garda so that only relevant organisations are applying for vetting
Vetting Bureau and a link has been sent to the vetting for people who are conducting relevant work or activities
applicant. Please check that the applicant has received with children. For example, an early learning and care
the link so that they can complete the application. setting applying for vetting for an early learning and care
4. The applicant will receive a link from the Garda Vetting practitioner.
Bureau within 24 hours. They will have one month to If you already have your GNVB Affiliate Registration
complete the link and enter their information. Number letter please take a copy of both sides of the letter
5 early times spring 2021
MEMBERSHIP
and email it to cdaly@earlychildhoodireland.ie so that we have their own unique GNVB Affiliate Registration Number.
can have your setting registered on the NVB portal.
2. The Garda Vetting Bureau will then email you an
How do I apply for a GNVB application form which you fill in and return to them by
Affiliate Registration Number? post. Once you have sent them the completed form, they
will then issue you with your GNVB Affiliate Registration
1. Please email the Garda vetting bureau at vetting@ Number.
garda.ie requesting a GNVB Letter.
3. When you receive your GNVB Affiliate Registration
✓ Early Childhood Ireland Membership Number Number please email a copy of the GNVB letter
(both sides) confirming your GNVB number to
✓ Name and address of your early learning or cdaly@earlychildhoodireland.ie
school age setting – this must be the setting
address (or the process will have to start again) If you have any queries regarding Garda Vetting
please see the ECI website: https://bit.ly/3ol88dB or
✓ Main contact person
(https://www.earlychildhoodireland.ie/work/operating-
✓ The nature of your business e.g. early learning childcare-service/garda-vetting/evetting/) or call us on
and care or school age setting 01 405 7102
*Multiple settings - This process must be completed for each
individual membership number as each setting is required to
early times spring 2021 6
LEARNING AND DEVELOPMENT
Early Childhood Ireland
Online Research Symposium
The Early Childhood Ireland Online Research Symposium 2021 is taking
place on Friday, 23 April and Saturday, 24 April – register today!
E
arly Childhood Ireland is delighted to invite you to researchers/evaluators/policy analysts; policymakers; and
register for our Online Research Symposium 2021. staff in agencies and organisations concerned with
regulation and quality.
Taking place from 4pm on 23 April and from 11am
on 24 April 2021, this year’s theme is Researching We have adopted an innovative approach to the
Early Learning and Care in a Time of Uncertainty & Early Childhood Ireland Online Research Symposium
Opportunity. 2021, with a new, user-friendly virtual platform that
allows for discussion forums, live calls between
This virtual research event will interest a wide range participants, networking ‘rooms’ where participants
of people. You will have the opportunity to engage in can independently organise group and individual
professional dialogue and exchange knowledge and ideas networking. You will also be able to access a range of
with Early Learning and Care and School Age Childcare learning resources on the platform.
providers and educators; lecturers/academics; students;
7 early times spring 2021LEARNING AND DEVELOPMENT
We know that you will be excited about the keynote Early Childhood Ireland has encouraged submissions
speakers on both days. On Friday, we will hear from Dr. from both new and experienced early childhood
Suzanne Egan, Mary Immaculate College, Limerick on researchers and welcomed both quantitative and
research undertaken with her colleagues on the impact of qualitative research, particularly action research
COVID-19 restrictions on young children’s play, learning and undertaken by educators in settings to improve practice
development. On Saturday, Zorica Trikic, Senior Program and policy analysis.
Manager, International Step by Step Association (ISSA), the
Netherlands, will speak of the challenges and opportunities For more information and to register for the Early
generated by the COVID-19 pandemic through the early Childhood Ireland Online Research Symposium 2021,
childhood workforce’s eyes and lived experiences. please visit our website www.earlychildhoodireland.ie
early times spring 2021 8LEARNING AND DEVELOPMENT
The joy of judging the
Inspired Practice Award
By Dr Judith E. Butler
Course Coordinator ECEC/PG Research Supervisor, Munster Technological University, Cork
I
n March 2020, and just before our world was turned • This is inspired practice in action.
upside down by the global pandemic, I was invited by
• This was a very valuable learning opportunity
Early Childhood Ireland to be a judge for their Inspired that will continue to enrich the lives of
Practice Award. I was initially presented with three the children, their teachers, families, and
exceptional submissions to review. What a joy! These community as a whole.
submissions showcased the dedication and commitment
• This winner clearly shows that the ECEC setting
of ECEC professionals to providing quality experiences flows into a connected community.
for children, their families, and the wider community.
I was hugely impressed by the considerable time and • There is wonderful evidence of deep reflection
effort which was involved in these learning opportunities on the diversity of the community that the
setting serves.
which, without a doubt, also necessitated engaging in
deep reflection on practice and a willingness to critique I am a big fan of Aistear (NCCA, 2009) and why wouldn’t
one’s own practice. I be? It is a framework that can stand up against any
critique. What is better than scaffolding children’s
These positive experiences and authentic learning development and learning through active play within
opportunities are examples not only of good practice in the context of responsive and caring relationships? The
Irish settings, but also of best practice internationally. deserving winner and the finalists all demonstrate this and
These types of experiences are what promote the holistic highlight the importance of scaffolding children’s learning
development of our children. They promote rapid brain and development through developmentally appropriate
development, learning capacity, and social competence learning opportunities. Moreover, the children were
in our children. all active agents in their own learning, while their
questions and enquiry were valued over responses. It is
The judging process was a particularly enjoyable task, extremely commendable to see that the children asked
but it was not easy. I deliberated as the standard was more questions than the teachers. The Inspired Practice
extremely high and upon deep reflection, I selected the Awards really do highlight that inspiration and ideas for
‘Kindness Elves’ as the deserving winner. My reasons for learning opportunities can come from divergent sources.
selecting this submission include:
All in all, it was an extremely
memorable and welcome
experience in a crazy 2020.
It showed me the integrity
and transparency of how
these awards are judged. It
has confirmed what I already
know- we have superb
examples of outstanding
practice in our wonderful
country. ECEC professionals,
I applaud you.
Early Childhood Ireland
would like to thank Judith
for kindly partaking in the
judging process of our
National Annual Awards
2020.
9 early times spring 2021LEARNING AND DEVELOPMENT
Having a bird’s-eye view of excellent
practice and children’s learning
By Annette J. Kearns
Placement Co-ordinator/Lecturer, Froebel Department of Primary and Early Childhood Education, Maynooth University
T
here are two things I miss most about being an Early occasions, the local community, many of these instances
Childhood Specialist in Early Childhood Ireland. The would never have become a learning story.
first is being in a position to visit many early years
One can never tire of hearing the voice of the child,
settings and see first-hand all the good practice that is
whether that be actual words, through gestures or eye
going on. Having retired from my own preschool, I always
contact. Froebel told us that listening to what children are
called it my ‘fix’, to walk in the door of a setting and hear
saying is crucial to knowing how best to support them to
the sounds that go with children playing – laughing, crying,
extend their learning and come to a greater understanding
calling out and most of all, that hum of voices chattering of how the world works. Documenting the children’s
to each other in play. I loved to stand for a moment in learning in this way supports their growing identity and
the hallway and hear the different sounds coming from sense of belonging in the setting and within the local
all the rooms. I particularly loved when I walked into a community. Supporting the children to ask questions and
room and could not immediately identify where the adult seek out answers helps the children to become reflective
was, because that meant they were down on the floor, and to be researchers in their own right.
at the children’s level, engaged in their play. I still get to
visit settings of students on the BA in Early Childhood Throughout all the stories, it was obvious the educators were
Teaching & Learning and get my ‘fix’. However, because ethical and reflective practitioners. They were tuned into
my role is different, I don’t have the same opportunity to the children in a deep and meaningful way, demonstrating
observe children throughout a setting at play. their own caring and competent dispositions. By following
the children’s lead, they were able to help them explore
The second thing I miss most is being involved in the how and where their ideas might take them. The high
day to day running of the Learning Stories Awards. I was standard of all the shortlisted entries made the task of
involved with it from its inception, and loved that this selecting a winner all the more difficult.
role gave me a bird’s-eye view into settings all around
the country, not just in my own catchment area. There Thankfully, this did not fall on the shoulders of any one
is a pure thrill demonstrated in these stories of children person. The process for selecting a winning story is very
learning and relationship building on an ongoing basis, transparent and robust. Following the shortlisting for each
once they are afforded the time, space and opportunity category, individual judges mark the stories. If all judges
to do so. It fills me with pride to see how far we have agree on the winning story, all is well. If, however, there
come in such short a period of time with regards to is a difference in who is selected for first place, there are
children leading the learning through an emergent play- further steps in the process. First, there is a discussion
based curriculum, guided by the frameworks of Aistear between the judges with each outlining where the marks
and Síolta. A far cry from when we, the adults, spent our allocated for each of the criteria are discussed. Following
evenings planning what the children would be ‘steered’to this discussion and sharing of perspectives, we re-mark
learn the following day. them. Thankfully we then had an agreed winner in each
category. I found the discussions with the other judges
When I was asked to become a judge for the Early particularly enlightening as it is always good to hear the
Childhood Ireland Learning Story Award, I jumped at the perspectives of others and come to an understanding
opportunity. I was excited to once again have the prospect of their points of view. I was really happy that all of the
of peeking in the doors of settings from all over the country. selected winners were indeed the best in their categories.
The criteria for assessment of these stories was clear.
Fundamental to gaining marks was that the story would be I look forward to next years competition and getting a
‘peek’ at the excellent practice in many more settings.
child-led, the image of the child was that of a capable and
competent child and their voice was heard throughout the Early Childhood Ireland would like to thank Annette for
story. Relationships score highly, as we know that ‘we are kindly partaking in the judging process of our National
all in this together’. Without the reciprocal relationships Annual Awards 2020.
between children, families, educators and on some
early times spring 2021 10LEARNING AND DEVELOPMENT
Learning stories: making
valued learning visible
By Lorraine Sands
Project Facilitator, Educational Leadership Project Ltd., New Zealand
T
houghtfully written learning stories tell a story of up all manner of explorations, as learners, motivated from
learning that is deeply embedded in the culture of deep within, seek to build the brain they will have for
the setting, and perhaps this connection to culture their lifetime. And fascinating too, is the way educators
is why they have been embraced by so many educators respond to children’s inquiries. This is the trail I was
across the world. Although my insights have been gained looking for as I read your learning stories. For example,
in my own cultural setting here in New Zealand, it was from ‘Woody’s Maps’:
my total pleasure to be part of the judging panel and to
hear the stories that Irish educators write from their own “Woody, this amazing journey started one cold January
unique perspectives. morning when you came up to me and told me you
wanted to make a map, a treasure map to be exact. I
I wonder if the deliciously evocative aspect of learning had a very, very old book of maps that was tattered and
stories, capturing our hearts and minds as they do, is the torn, so we decided together, to use this as the base
way they offer insights into children’s characteristics as for our treasure maps. It wasn’t long before you shared
lifelong learners. In the learning story, “More Than Words’, what you were doing with your friends, and before I
Audrey makes this very explicit in the first sentence. This knew it, there was a whole crew of treasure hungry
is emotionally engaging, and I can only imagine the way pirates climbing aboard our ship!”
this story would light up the hearts of the children and
families involved - and Audrey’s colleagues. These are the This individual interest intriguingly invited connection
stories that last a lifetime and change learning cultures, across Woody’s community and led to social learning
deepening a shared understanding inside a team of what with the maxim: “Let’s find out together”. It seems to
really matters here. me that learning rarely happens in isolation from others
and when we see learning as connection, we realise the
“I wanted to write down how your immense kindness and way relationships are the blanket that warms that inquiry
empathy towards your friends, especially Imogen, melts spark, so it dances as flames across time and space.
my heart every day. Your ability to ‘see’ others - their Learning is energy that finds its will to keep pursuing the
personalities, their likes and dislikes, their laughter and quest, when we often don't even know what this means
their tears goes way beyond your young age of 3 ½ years. at the beginning, long past the easy bits into practice and
It is your response to this ‘seeing’ that intrigues me’’ effort, inside what is imaginable and therefore possible.
From my experience, I think as educators track learning Woody’s learning lasted for a long time and ranged from
progress over time, that an in-depth understanding of the early beginnings, drawing treasure maps, to growing
children’s learning identity is formed. Learning stories into real maps drawn to portray the environment, with
enable families and children to contribute to this and so further complexity arising as digital maps were followed
a complex understanding of learning evolves within the in walks into the community. Yet, learning stories would
individual and the community. As learning stories are remain ‘an interesting story’ without a thoughtful
shared, a shift in understanding about learning occurs. assessment and in ‘Woody’s Maps’ assessment is an
When a strong vision develops and teams see children integral part of the narrative.
as inquirers, because they are enabled to pursue their
interests with energy and commitment, hard work and “…It was wonderful to be a small part of this with you
effort, the learning characteristics that lead to lifelong and it was a joy to watch you recognise patterns and
learning success are reinforced. Children can then be make connections between new learning and what you
heard to say: “I am brave… I don’t give up…I practice… already knew. I pointed to a place on the map that is
This is how I learn…” not visible from our window. “That’s the playground,”
you laughed! Your ability to gather the information
I have often wondered why inquiry learning seems you needed from different sources showed me how
to generate so many opportunities for the writing of you were developing increased cognitive, physical, and
learning stories. It is such a fascinating notion. It conjures social skills”.
11 early times spring 2021LEARNING AND DEVELOPMENT
I think the key thing to remember is that it is the learner village? Sinead explained that there was an election
who decides what to learn, not the educator. As ‘Woody’s coming up and Eanna’s daddy was running for election.
Maps’ shows, all we can do is create the opportunities “What’s an election?” several voices chorused, and
for children to be excited, engaged, committed, and then so our journey into the democratic process in Ireland
learning will happen, often at surprising rates. When began.” This learning story uses children’s voices to
children are deeply, internally motivated they push the capture their thinking. Here is a sample:
limits far beyond anything adults might set as learning
goals. So, in terms of ‘making learning visible’, this learning Lauren D: “Could you give us more bin bags for dog poo
story picks up the nuanced threads inside inquiry learning and ask the mammies and daddies to pick the poo up
and enables everyone in the community to become part ‘cause I slipped in one today”.
of the process and stretch learning further as a result. James: “There needs to be more planting in Lucan”.
There is also a place for group stories as they can tell a Finn: “There is a boy in a tent in the park, could we get
story of community learning and give a real insight into him a new house so he could stay warm?”.
a team’s values. 'Dealing with Democracy’ was one such
story and it began with children’s questions - a very good The learning journey began using provocations
place to start! that made sense to children and heightened their
understanding of the real world through inviting the
“Some of the children arrived asking the question? candidates to visit and then setting up their own
“Why is Eanna’s daddy’s picture on the posters in the elections around issues that mattered to them. I got
a sense from this story of a very real and meaningful
connection between the children’s learning setting,
family and community.
The depth of the children’s questions reveals a deep
sense of empathy for others and a concern for our world.
What better reason could there be for making this valued
learning visible through the writing of learning stories
that will travel in time, as children re-read their stories
and families grow a wider view of what learning looks,
sounds, and feels like.
I wish you all well in your learning story writing endeavours
and it makes me think that educators across the world
have much in common as well as the diversity that makes
life so very interesting.
Early Childhood Ireland would like to thank Lorraine for
kindly partaking in the judging process of our National
Annual Awards 2020.
early times spring 2021 12Registration Now
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Aims of the LINC CPD programme are:
• To further equip participants in their role as INCOs with the requisite knowledge,
practices and values to lead inclusion in ELC settings and to support the
implementation of the Better Start AIM Programme.
• To offer participants further strategies and supports to enable them to respond
appropriately to ensure that all children can access and fully participate in ELC
settings.
• To further support participants in developing family, professional and community
partnerships that contribute to the creation of inclusive ELC settings.
• To further support participants in the development of Communities of Practice that
provide fora for ELC practitioners to create inclusive ELC settings.
Register now on www.lincprogramme.ie
Registration will close on Friday the 26th of March at 5pm.
For further information see www.lincprogramme.ie or email: linccpd@mic.ul.iePOLICY AND ADVOCACY
New research to influence better
terms and conditions for sector staff -
Pathways to Better Prospects
By Danielle Santanna
Research Officer
I
n 2019, Early Childhood Ireland was delighted to be
one of 28 organisations that received a grant from the
Irish Human Rights and Equality Commission’s (IHREC),
Human Rights and Equality Grants Scheme 2019. We
successfully applied for funding under the theme “Decent
Work” for our research project: “Pathways to Better
Prospects: Delivering decent work, terms and conditions
for early childhood service workers”.
In March 2020, we appointed a team led by Dr. Michelle
O’Sullivan from the University of Limerick. Dr O’Sullivan’s
expertise primarily relates to quality of work and precarious
work with particular attention on public policy. The research
team also included Dr. Juliet McMahon, Dr. Lorraine Ryan,
Dr. Jonathan Lavelle and Dr. Caroline Murphy.
The work had three main aims:
• To map the various pathways to professionalisation
of other sectors in Ireland which have had success;
• To identify models of good practice, including
internationally, to promote and advance the right to
decent work within the early years sector;
• To identify strategies that can be applied to, or
adapted for, the early years sector.
We were delighted to launch the final publication,
“Pathways to Better Prospects: Delivering Proper Terms
and Conditions for the Early Years Workforce in Ireland.
A Literature Review”, in December 2020, at a research
authors remark that raising qualification levels were
seminar at which the Department of Children responded
not able to push up wages substantially.
to the study’s findings.
• It is shown that early years is a “low hours” sector,
The report starts by providing a contextual review of with a predominance of fixed-term contracts, and
the situation of the Early Childhood Education and Care very limited access to sick pay, private pension and
(ECEC) workforce in Ireland. The analysis points to a stark paid maternity leave.
precariousness of pay and conditions:
The study also suggests that despite the fact that pay and
• The average hourly wage of staff who work directly conditions are a critical element of professionalisation,
with children was €12.55 in 2018/19, which compares they are not the only part. Professionalisation concerns
with a national average of €22.20. other issues such as professional identity and the level of
• It is estimated that over 70% of early years influence practitioners wish to have over the development
professionals work unpaid hours as part of the job. of their professions.
• In July 2020, a survey of early years professionals Other key problems experienced by the workforce
showed that almost two thirds of respondents had are excessive administration, stress, burnout, limited
difficulty or great difficulty in making ends meet. The opportunity for professional development, and a lack
early times spring 2021 14POLICY AND ADVOCACY
of recognition. The evidence on pathways towards mechanisms with wide worker coverage may have pay
professionalisation pursued by other occupations in and conditions set at inadequate levels.
Ireland, shows that strong activism through professional
associations and trade unions, the pursuit of legal Among other things, the authors conclude that:
protection of the professional title, and support for • Improving work conditions in the sector is a shared
research on role development are relevant measures. responsibility of the government, providers and
employees.
The authors also reviewed the situation of the early
years workforce in 7 countries: Australia, New Zealand, • Having appropriate public funding is central,
Canada(Ontario), Germany, Finland, Denmark and but public investment will not in of itself resolve
Norway. The international review shows that some recruitment and retention issues, unless it is clearly
countries have experienced significant challenges with ring-fenced for workers’ pay.
the recruitment and retention of early years workers due • The creation of some form of a wage setting system
to poor pay and conditions. A key problem is that there is desirable but aiming for minimal improvements is
are various pay setting mechanisms, with varying levels unlikely to address the workforce retention problems.
of worker coverage. Separate pay setting mechanisms • Supporting institutions that will campaign for
have tended to develop based on the ownership model promoting professionalisation in its multiple
of early years provision. The pay of employees in publicly- meanings is very important.
provided early years services tends to be set by collective
agreement, while pay among private providers might be The video of the launch event, along with the full
set by collective agreement or there may be no wage publication, are available on Early Childhood Ireland’s
setting mechanism. Separate wage setting mechanisms website. A properly recognised and valued profession is
have also developed in a number of countries for degree- vital to the future of our sector. We are already using the
educated early years/kindergarten teachers with other findings of this study to influence the ongoing Workforce
staff having a different system or none at all. Alternatively, Development Plan, which is due to finish by mid-2021.
15 early times spring 2021DATES FOR YOUR DIARY
MEMBERSHIP
early times spring 2021 16POLICYBAROMETER
AND ADVOCACY
2021
Early Childhood Ireland
Childcare Barometer 2021
By Frances Byrne
Director of Policy, Advocacy & Campaigning
E
arly Childhood Ireland’s Annual Childcare Barometer questions were designed to capture public attitudes in
was published last month. The 2021 edition is our the context of what has taken place since March last year
fourth yearly poll. As in previous years, Early Childhood when settings were first told to close by government.
Ireland commissioned RED C to find out the views and Statements from previous years were also put to the
attitudes of Irish people about issues related to early years public, so that Early Childhood Ireland can track these
and school age childcare. 1,029 adults aged 18+ were results across a number of years.
interviewed online between the January 22-28, 2021. The Impact of COVID-19
With the COVID-19 pandemic still ongoing, the 2021 The significance of the impact of the pandemic is clear
Barometer incorporated new questions covering issues from the Barometer results, both in the new and in the
that had not been surveyed in previous years. These new tracking questions.
73% of respondents agree that the government has a significant responsibility when it comes to making sure that childcare
settings have sufficient funding to operate under COVID-19 restrictions. People of all ages and in all regions strongly agreed
with this.
On the question of whether settings which were opened in a limited way during Level 5, should open up for all children,
the Irish public was very divided, with just 30% strongly agreeing that this should happen. This rose to 44% for parents
with children under 2 years of age.
17 early times spring 2021POLICY AND ADVOCACY
BAROMETER 2021
In previous years, RED C has asked the Irish public about the fact that under EU guidelines, by 2022, staff working directly
with children must be qualified as other professionals such as nurses and teachers. In 2020, 65% of respondents agree
that, when this is the case, the terms and conditions of staff employment contracts should reflect this. In 2021, this has
risen to 73%, which is a significant increase, and one which reflects the recognition of the important contribution which
staff in the sector have continued to make in the throes of the pandemic. Again, this support cuts across all the relevant
demographics, rising to a high of 79% among older people.
In a new question about whether government should pay the wages of childcare staff as is the case with school teachers,
55% agreed, rising to 70% of parents of 3–5-year-olds.
Comparisons with previous years available free to all children, as primary education is;
This year’s Barometer also polled respondents on
• 60% agree that parents should only pay towards
questions asked in previous years. Support for these
childcare in line with their overall income.
proposals in the 2021 Barometer showed that –
• 62% of respondents agree that the education of Each of these levels of support has declined this year,
children under 5 is just as important as the education which is most likely due to the prevailing COVID-19
of children over 5; situation along with concerns about the economic
recovery after the pandemic. Nevertheless, our fourth
• 58% feel that parents should be financially supported annual Childcare Barometer provides Early Childhood
to stay at home with their child for the first 12 Ireland with compelling demographic data which we
months of a child’s life; will use to inform our ongoing advocacy for greater
• 61% of respondents agree that childcare should be investment in early years and school-age childcare.
early times spring 2021 18COMMUNICATIONS
Universal Design Guidelines for
Early Learning and Care Settings
By Máire Corbett
Digital Co-ordinator – Learning Hub
T
his piece follows previous articles which looked Building construction, materials and finishes
at key aspects of the 2019 Universal Design
Guidelines for Early Learning and Care settings. Future proofing at an early stage can be effective to
provide flexibility and options later. This could include
The Winter 2019 edition of the magazine introduced
space to extend or include load bearing structures to
the guidelines in general describing how they were
allow for retro fitting of grabrails, hoists etc., if they are
developed. The Spring 2020 edition featured Section 1:
needed. Wide span ceilings that allow for flexible layouts
Site location, approach and design, and Summer 2020
may also be considered.
edition (available in digital format) covered Section 2:
Entering and moving about the ELC setting. The Autumn Natural materials and subtle use of colour help create a
/Winter 2020 edition looked at Section 3: Key internal calm environment. Avoid busy, distracting floor coverings,
and external spaces. because these can be over-stimulating. Surfaces should
This article outlines key points from Section 4 Elements not be too shiny to avoid glare and surface reflectance
and Systems. which can have negative impacts on some people.
Children interact with elements and systems in an Think about floor finishes. Children spend a lot of time on
intense manner, through playing, running, crawling, lying the floor, so surfaces need to be comfortable. Some areas
need to be easily cleaned, waterproof and non-slip, but
on the floor, and investigating. Therefore, these must be
some areas should have soft mats or carpets. Be careful
carefully considered as part of a Universally Designed
with patterns. Blocks of colour or strong patterns can be
Early Learning and Care setting.
seen as objects on the floor or a step or hole to some
Section 4 covers: people, which could cause them to fall or trip.
y Building construction, materials and finishes Walls should be smooth and easily cleaned. Have
y Fit-out elements carefully chosen displays at children’s eye level but avoid
cluttering walls. Have a colour contrast between doors,
y Internal environment walls and floors so people with visual impairments can
y Technology distinguish them.
Left: A sensory room at Kidz@Play, Maynooth Right: Using cushions in this space under the stairs helps absorb sound and makes a cosy space for children who may
need to have a quiet area to relax. Lotamore Family Centre, Cork.
19 early times spring 2021COMMUNICATIONS
Similarly, ceilings should be a colour that creates a sense
of space. Ceilings can be used for displays but avoid
overusing them and ensure that any items suspended
from the ceiling are fire retardant.
Fit-out elements include windows, doors, door handles,
as well as issues related to accessibility, ease of use and
understanding. Wide doors, especially at entrances
makes accessibility easier. Getting through a doorway
with perhaps a double buggy and a bag for the baby or
toddler can be a challenge.
Having a panel of safety glass in a door enables those using
it to see if there is someone behind the door, and means
a child can have a view beyond the door if the glazing is
in the lower part of the door. This applies to internal and
external doors. Children love to look out, to see beyond
the space they are in, perhaps to an adjacent playroom or
to look outside to where other children are playing.
Technology such as this fingerprint A Cat-and-Kitten door at Le Cheile
recognition system at Bessborough Family Resource Centre, Mallow
We take door handles for granted, but if they are Creche, Cork, make it easier for parents
uncomfortable to use, we are very aware. Lever handles, arriving, and also ensures security.
with the ends turned in, are more comfortable and easier
to use than round handles, and clothes, bags etc., will
not snag on them. Stainless steel can be uncomfortable
to use for some people. For safety and security some
door handles may be above the recommended height of
between 800mm and 1200mm from the floor. However,
this must be balanced by the needs of people of small
stature and wheelchairs users, as well as the fact that
children need to be able to manage opening and closing
a door successfully. Accordingly, some door handles (e.g.
toilet doors) should be accessible to children.
Windows should be low level so children can see outside.
Looking at parents/guardians arriving or departing
can help the child’s transitions, and provide interest Low level safety glazing enables children to see beyond the room they are in,
and also means that people entering the room can see if a child is behind the
to see activity outside. Larger windows provide light door. Tigers Childcare, Blanchardstown, Dublin.
and ventilation. Openings should be secure and easily
operated by staff. Providing restrictions to the window Thermal comfort and indoor air quality are achieved by
opening is important, especially upstairs. natural and sometimes artificial means. It is obviously vital
Having internal and external signage is important, to avoid excesses of heat and cold and having adequate
especially in larger settings. Signage should be clear heating and ventilation is key to ensure this.
and easily understood. For example, grandad collecting Large rooms with lots of hard surfaces can be echoey
2-year-old Stefan, may not know that that he is in a room and overwhelming for some children. Provide some soft
called ‘Bunnies’, but will know he is in the 2-3’s room. furnishing and textiles to ensure comfortable acoustic
Internal environment includes quality.
y Lighting Technology is an important aspect of the elements and
systems in a setting. This covers security technology such
y Thermal comfort
as access systems, fire and smoke alarms, sensory rooms
y Air quality and assistive technology.
y Acoustical quality
For details on all on the issues outlined above and more
In terms of lighting, it is important to avoid glare and very go to https://aim.gov.ie/universal-design-guidelines-for-
harsh light, to have a variety of light sources, especially in full elc-settings/
day care settings. Aim for as much natural light as possible.
early times spring 2021 20COMMUNICATIONS
Caring and Learning with
children under 2
By Máire Corbett
Digital Co-ordinator – Learning Hub
B
abies and toddlers are fascinating. When I visit women who are as passionate as I am about babies and
early learning and care settings, I often say that I toddlers. In episode one, Dr. Geraldine French, Head
could spend my day watching babies and toddlers of School at the School of Language, Literacy and Early
explore, play, learn, be curious and have fun. The first Childhood Education at Dublin City University, took us
year of life is miraculous, as babies develop from new- though the concept of ‘slow relational pedagogy’. She
born to wobbler physically, cognitively, socially and spoke about the importance of slowing the tempo,
emotionally. They figure out communicating, crawling, the importance of emotional nurturance, and gentle
walking, eating, playing, who is important in their lives reassuring touch to ensure babies experience a safe
and how to respond to strangers, to name but a few of secure world. In episode two, Lilian Joyce, Early Childhood
the wonderful things babies learn as they figure out their Specialist at Early Childhood Ireland, reflected on ‘getting
environments. the environment right’. She helped us consider how the
physical and emotional environments can demonstrate
That is why I have loved being involved in the making of
our values and respect for the babies and toddlers in our
the current series of Early Childhood Ireland’s podcast
settings. She echoed Dr. French saying how important it
called Caring and Learning with children under 2. In
is to go to the physical level of the young child and see
this series, I have had the absolute pleasure of teasing
how the enviroment looks from that vantage point. She
out aspects of this important area with knowledgeable
21 early times spring 2021You can also read
