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Childcare
Practice
Pack
Table of Contents
Table of contents……………………….………………………………………………………………………………………….2Introduction……………………………………………………………………………………………………………………………3
Diagram of Childcare Pack…………………………………………………….……………………………………………….4
Siolta…………………………………………………………………………………………………………………….………………..5
Effective Early Learning………………………………………………………………………………………………………….6
NCNA Centre of Excellence…………………………………………………………………………………………………….8
High Scope Approach……………………………………………………………………………………………………………..9
Steiner………………………………………………………………………………………………………………………….………11
Montessori Method…………………………………………………………………………………………….……….………13
Reggio Emilia Approach………………………………………………………………………………….……………………15
Naíonra’s ……………………………………………………………………………………………………….……………………17
Conclusion…………………………………………………………………………………………..………………………………19
Introduction to Childcare Practice Pack
Choosing childcare for a child is one of the most important decisions parents make. Parents often don’t know what Childcare services offer in terms of curriculums or approaches of learning and with many options available it’s even harder to make the decision. Therefore within this Childcare pack I will give an overview of the different types of childcare practices available to parents.
Siolta is the governing framework over all childcare practices in childcare; therefore this framework is also highlighted within this pack.
Siolta – The National Quality Framework for Early Childhood Care and Education
•Síolta is the National Quality Framework for Early Childhood Care and Education (EECE).
•It was launched in May 2006. Siolta is the Irish word for ‘Seeds’; It Reflects the abundant possibilities of childhood; Ideas of growth and nurture.
•Siolta is a National Quality Assurance Scheme for Early Childhood Education. It is centred on children from birth to 6 years.
•It aims to make a difference in children’s lives through vision, consistency, continuity and quality of experiences. It hopes to aid the developmental process for ECCE practitioners. There are three Strands: Defining, Supporting and Assessing Quality
•It sets out the principles of ensuring a quality experience for early childhood education. It is designed to be applied across the many different settings and types of childcare provision.
•Síolta has been designed to assist all those concerned with the provision of quality early education in Ireland to participate in a developmental journey towards the improvement and enrichment of young children's early, and arguably most critical, life experiences.
•Síolta is an important tool to improve the quality of our early childhood care and education services across a variety of settings.
•The Framework sets outs the types of experiences and opportunities that children require in order to promote their learning and development. It will also set out ways in which adults can support children to reach their potential.
•Different childcare approaches listed in this document can be used within this siolta Framework as practical ways to achieve the aims listed above.
• You can contact Siolta for more information on 01 884 2110 or email them at
Effective Early Learning
• The Effective Early Learning (EEL) Programme may be seen as both a framework and a childcare approach.
•The EEL Programme has developed a framework for evaluating quality, which builds upon a knowledge based on effective learning. It is flexible but provides clear principles, which settings can use for self-evaluation. The EEL Quality Evaluation and improvement framework is organised around:
•The Ten Dimensions of Quality:
1. Aims and Objectives.
2. Learning experience/ Curriculum.
3. Teaching and Learning Strategies.
4. Planning, assessment and Record keeping.
5. Staffing.
6. Physical environment.
7. Relationships and interactions.
8. Equal Opportunities.
9. Parental partnership, home and community liaison.
10. Management, monitoring and evaluation.
•The Effective Early Learning (EEL) Project, aims to improve the quality of children’s learning in early years settings. The Effective Early Learning (EEL) Project is a professional development programme of supported self-evaluation and improvement for all settings that provide early education and care for young children.
• For more information contact Sue Moxon, Centre for research in Early Childhood, St. Thomas Centre, Bell Barn Road, Attwood Green, Birimingham, B15 2AF.
Telphone: 0121 464 0020 Fax: 0121 464 0019 or email .
NCNA Centre of Excellence
•The NCNA Centre of Excellence maybe be seen as both a framework and an approach.
•The All Ireland Centre of Excellence Award acknowledges the National Children’s Nursery Association & NIPPA members who are providing excellent standards of care for children in Ireland.
•NCNA members have always recognised and promoted the value of providing quality daycare for each individual child in their care. Quality childcare positively influences children’s earliest experiences in daycare and plays a vital role in their future development. It has long been accepted among childcare providers and parents that NCNA members deliver quality daycare.
•Childcare services who wish to apply for this award will be assessed and successful applicants will receive "The NCNA/NIPPA All Ireland Centre of Excellence Award" for display. The award demonstrates to parents, visitors and members of the public a commitment to quality and success in implementing and maintaining consistently high standards of excellence.
• For more information contact the National Children’s Nurseries Association (NCNA)
Unit 12c, Bluebell Business Park, Old Nass Road, Bluebell, Dublin 12, Ireland.
Website: www.ncna.net – Fax 353 01 460 1185 – Phone 353 01 460 1138.
High Scope Curriculum
•The High Scope preschool approach is used world wide. Originally designed for low-income, "at-risk" children, the High Scope approach is now used in a full range of childcare services. High/Scope's Curriculum includes components for:
1.Infant-toddler care and education / 4.Movement and music2.Preschool education / 5. Elementary education
3.Early literacy / 6. Youth programs
•In High Scope settings children are encouraged to make choices about materials and activities throughout the day. As they pursue their choices and plans, children explore, ask and answer questions, solve problems, and interact with classmates and adults. In this kind of environment, children naturally engage in "key experiences"; activities that foster developmentally important skills and abilities.
What does a High Scope preschool setting look like?
•The space and materials in a High Scope setting are carefully selected and arranged to promote active learning. The center is divided into interest areas organized around specific kinds of play. For example, a center might include separate areas for block play, art activities, house play, small toys, computers, books and writing materials, and sand and water play. In each area materials are organized so children can get them out easily and put them away independently. High/Scope does not recommend or endorse specific preschool equipment or materials, but instead provides general guidelines for selection.
How is the day organized in a High/Scope preschool?
•High Scope adults give children a sense of control over the events of the day by planning a consistent routine that enables children to anticipate what happens next. A central element of the day is the "plan-do-review sequence," in which children make a plan, carry it out, and then reflect on the results.
The High Scope Daily Schedule includes
•Planning Time: The staff let the children know what the activities of the day are; and the children decide what they want to do. They can plan by verbally telling the teacher where they want to work, by writing down their plan, by having the teacher write down their plan.
•Work Time: Children work in the area they have indicated in their plan. They can change areas when they want. The teachers have materials for each area put out.
•Clean up time: Children are encouraged to clean up after each activity and at the end of work time. The shelves are labeled with a picture (and words for older children) so that children know exactly what goes where. The children learn to be responsible for materials and equipment in the room and to independently clean up after themselves.
•Recall Time: Children are divided into their Planning Time Groups. The teachers encourage the children to talk about the activities they have participated in during Work Time. Children are encouraged to verbalize their experiences.
•Circle Time: Children are together in one group. Activities planned for Circle Time may include singing or other music activities, stories, finger plays, circle games, etc.
•Small Group: Time: Each teacher in the room is responsible for their group of children. The teachers use this time for helping children with cognitive skills. Small Group Time could also be used to do arts/crafts activities or some other specific planned activity.
•Outside Time: Teachers provide planned activities for children to practice gross motor skills. (During bad weather, this might be Gym Time or Gross Motor Activity Time, depending on available space for this type of activity.)
• For more information on the High Scope approach visit www.highscope.ie.
Steiner Waldorf Early Childhood Education
•This philosophy is experienced in a Kindergarten setting. Here children combine imaginative and creative play with sharing of activities or tasks.
•Children learn co-operation, self-reliance and independence, naturally through imitation in a caring and creative environment.
•Steiner takes an unhurried approach to childhood by providing a safe and secure environment. Key features of this approach will include:
Imitation - / The young child imitates how we do things.Play - / The foundation for creativity and problem solving.
Rhythm- / A sense of security develops from weekly and daily rhythms.
Narrative- / A well chosen story provides the child with a rich resource, in terms of language and moral content.
•Activities such as painting, baking, drawing, polishing, soap-making and imaginative play are part of the weekly rhythm. Seasonal stories, verses and artistic activities accompany the children throughout the year and festivals are celebrated together.
•Toys used in the kindergarten are of natural materials only, and when playing, the children use them and objects such as fir cones, shells, chestnuts, sheep's wool and pieces of wood.
•The emphasis on the kindergarten as a small community helps to foster social skills and gives each child a sense of belonging. Through play children develop interactive skills such as co-operation, empathy, intuition and the ability to see things from the perspective of the other.
•A great sense of confidence and security is built up within the young child, preparing them for the next stage of development.Natural materials are used for hand crafts dependent on the seasonal changes. Children share in age appropriate household activities such as baking and cleaning.
•Outdoor activities also have a huge role to play. Children learn how to tend their own vegetable patch, look after animals and learn about the natural environment around them.
•An understanding of numbers is built on the basis of concrete, real-life tasks - such as dividing a cake to share, estimating, measuring and through counting aloud, chanting of tables, musical rhythms and skipping games. These learning experiences are real and meaningful. The children may also learn games such as chess, which enhance thinking and mathematical ability.
Some key points of Steiner Schools
•Up to the age of seven encourage to play, draw, and tell stories,
•They do not teach children younger than seven to read.
•They teach a child to write before you teach them to read.
•They do not keep changing a child's teacher: allow one teacher to carry on teaching the same class for seven years.
•Allow children to concentrate on one subject at a time - do history two hours per day for several weeks and then do geography for two hours per day etc.
•Find links between art and science & engage with the child and make sure that they are enthusiastic about the material being covered.
• There are no Steiner schools in Mayo at present. The only Steiner school in the west of Ireland is Morning Star Kindergarten, Ballymote, Co. Sligo Tel: 071 9121950
Email: Website:www.morningstarkindergarten.com
For more information and a full list of Steiner schools visit www.steinerireland.org
Montessori Method
•The Montessori Method is a child-centered alternative educational method for children, based on theories of child development originated by Italian educator Maria Montessori.
•The Montessori Method allows children to reach their unique, individual potential through the prepared environment, which allows intellectual, physical, social, emotional and spiritual freedom.
•The children learn with ease in a relaxed and orderly environment, and the Montessori teacher respects and guides each child according to his/her unique stage of development.
•The benefits to the child are obvious. They achieve greater life-long learning experience in a relaxed environment. The child develops at his or her own pace while developing everyday skills that compliment home life along with maximising their academic learning.
Elements of a Montessori School
•These schools appear noticeably different than others. You rarely see toys they teach children how to handle real objects rather than pretend ones. That means arranging flowers in breakable vases and using knifes. The idea is to teach them how to handle, respect and valuable, things that some may consider dangerous, things. Hard to find a true Montessori school is hard; some apply only certain parts of the method.
•Many kids do well in the realistic Montessori environment. But some may find the structured curriculum and task-oriented activities difficult.
•A child doesn't work with an activity until the teacher or another student has demonstrated its proper use to him or her. Each lesson forms the basis of the next one and a new level of thinking. Generally a child repeats the activity over and over and if the child has become tired of it, then this is generally a sign that the child is ready to move onto the next activity.
•The main concept here is that the child develops at his/her own pace. A Montessori teacher or instructor observes each child like a scientist, providing them with appropriate lessons as they are ready for them.
•For more information on The Montessori Method see: http://www.montessoriireland.ie/
And for a list of Montessori Schools in Mayo see our website at: www.mayochildcare.ie.
Reggio Emilia Approach
•The Reggio Emilia Approach is an educational philosophy. It believes that it is in the early years of development that children are forming who they are as an individual.
•This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment.
•The Reggio Emilia philosophy is based upon the following set of principles:
1. Children must have some control over the direction of their learning.2. Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing.
3. Children have a relationship with other children and with material items in the world that children must be allowed to explore.
4. And children must have endless ways and opportunities to express themselves.
•They believe that the central reason that a child must have control over his or her day-to-day activity is that learning must make sense from the child's point of view. To make it meaningful, it also must be of interest to the child. That is one way they have control over their learning.