Care and education have become a part of children’s daily lives in Ireland and England outside the home in childcare services. The Early Years Foundation Stage (EYFS) is the statutory curriculum framework for children up to the age of five in England. It was first introduced in 2008 and on the 1st of September 2012 a new revised document was published. Aistear, published in 2009, is Ireland’s first early year’s curriculum framework for children from birth to six years of age. A curriculum framework is a scaffold or support for the development of a curriculum that can be used in childcare settings. A curriculum framework can also be used in partnership with parents when developing a curriculum. This paper will compare and contrast these two curriculum frameworks in relation to philosophy, content, pedagogical practices and expected/targeted outcomes for children. Due to the limits of this paper, it will only be possible to develop an overview of the similarities and differences. Aistear is the Irish word for journey and is Ireland’s Curriculum framework for early childhood. It received this name as childhood is seen as the beginning of a lifelong learning journey (NCCA, 2009). Aistear recognises that early childhood forms the basis for future success; but emphasises that early childhood is a time of being rather than becoming. This framework allows for an emergent curriculum to emerge that is both challenging and enjoyable so that children can be “competent and confident learners within loving relationships with others” (NCCA, 2009, p.6). The Aistear approach is based upon a set of twelve principles which are divided into the following three groups; “children and their lives in early childhood”, “children’s connections with others”... ... middle of paper ... ... April, 2014]. Robert-Holmes, G. (2011). It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal, 20(1), pp. 30-42. Stynes, A. (2013). The implementation of Aistear in the infant cycle of formal schooling. (Master in Early Childhood Education and Care) thesis, [online], available: file:///C:/Users/Mark/Documents/psy/Audrey%20Stynes.pdf [accessed 15 March, 2014]. Suggate, S. (2009). School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA). International Journal of Educational Research, 48(3), pp. 151-161. Sylva, M., Kyriacou, M., Wild, M. and Glenny, G. (2009). (2009). Learning, Playing and Interacting Good practice in the Early Years Foundation Stage. [online], available: http://www.keap.org.uk/documents/LearningPlayingInteracting.pdf [accessed 5 March, 2014].
However, reputation and the amount of learning goals put strains on early year’s practitioners when assessing the areas of development. This became one of the significant changes in the new reform in 2012 lowering the amount to make it clearer to follow and to have a clear understanding of what adds value to their work with children (Tickell, 2011).
There are numerous of reasons why parents should be involved in early childhood education. According to the Constitute of Ireland, Bunreacht na hÉireann (1937) under 42.1 states that parents are the first carer and the primary educator in a child’s l...
Sayeed, Z and Guerin, E (2000). Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Publishers Ltd.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of
Early years frameworks have an emphasis on a personal approach to learning and development as due to socio-economic changes children are having to spend longer periods away from their carers and therefore need extra care to support their emotional well being. There is also an emphasis on the needs of individual children. This is because children all develop at different rates, are unique and come from a range of backgrounds. All of this means that they will have different needs and will be interested in different things so in order to thrive will need a range of different
Interestingly it was through this process of sharing our professional experiences that we established the central idea of our exhibition. We had determined that the importance of play in the Early Years was a theme that was often debated by parents, colleagues and policy makers. By choosing this as our topic we hoped to have an enhanced understanding of the historical implications of play in Early Years Education, resulting in professional competence and the ability to guide and mentor others on the significance of play. Rodd (1996) endorses this importance of Early Years Professionals having the skills to build, establish and maintain credibility in the fast-changing sector of Early Years.
Origin from a city in the north of Italy, the Reggio Emilia approach in Early Childhood Education is adopted by multi-countries over the past decades. This approach has a core philosophy, that children should play a leading role in education. Children are seen as full of knowledge and intelligence, with full capabilities to express themselves if only given the proper ways to do to so. They are protagonists of their own learning and have a say in what topics and problems they will study and research. Teachers provide resources to assistant children’s learning and developing. The curriculum is emergent, meaning the teachers choose topics and projects based on careful listening and observations of their student’s interests, needs and inquiries. Children are encouraged to use materials and media to demonstrate their learning and understanding of a topic or project. Documentations and environment have direct influences in helping children’s learning. Parents and community also play a supportive role in children education (O.E.C.D, 2004).
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
This has led to children having a poor start to life, which carries on through their learning and is the leading cause of behavioural or emotional problems (Commonwealth of Australia, 2015). Therefore, the Australian Government inaugurates an ECE and care reform agenda. The key components: • Australian Early Development Census (AEDC) • Early Years Learning Framework (EYLF) • Early Years Workforce Strategy •
Drake, J. (2005) Planning Children’s play and learning in the foundation stage, 2nd ed. London: David Fulton Publishers Ltd.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
...the blue print to their future characteristics and skills in adult life, this is observed by Dr Elizabeth Kilby, Dr Sam Wass and Psychologist Paul Howard Jones to have more of an understanding on how the children learn through their own experiences and not being adult led. Their home life and adult influences have a huge impact on their development and skills.
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and
Nóirín Hayes explains in her research paper Perspectives On The Relationship Between Education and Care In Ireland (2007), how demand for early years education in Ireland has increased in the last two decades for a multitude of reasons. Due to this growing demand for quality early years education the NCCA (National Council for Curriculum and Assessment) introduced Aistear as the early childhood curriculum framework for 0-6 years in Irish early years settings in 2009. Aistear was introduced as the curriculum framework which when practiced alongside Síolta, the quality guidelines for the early years settings environments (introduced by the NCCA in 2006), creates a nurturing and safe environment which caters to the individual developmental needs of each child within the setting. Aistear means journey as Gaeilge and symbolizes the learning process and search of knowledge as a journey. Aistear’s framework is based on four themes - Well Being, Identity & Belonging, Communication and Exploring & Thinking - as a means to develop the child in a holistic way. (Aistear principle and themes: introduction).