Early Times Autumn 2014 by Early Childhood Ireland

Autumn 2014 | Issue 2

Aistear & Siolta Practice Guide Reflections on

Reggio Emilia

Children with Additional Needs:

ISBN 978-0-9566506-1-0

Are You Prepared? 9 780956 650610

Learning and Developing  Health and Wellbeing  Books  Support and Mentoring  Business  News  Interviews  In Brief  Special Interest  Regional Focus

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Hello Reader!

elcome to the second edition of Early Times. We received many comments on our inaugural issue, all complimentary and all deeply appreciated! The function of the magazine is to provide an arena for relevant, interesting and thought provoking articles full of knowledge and practical advice as well as providing up-to-date news, events and changes happening in the early years sector for members. Thanks to the members who wrote in to the new Letters Page (p.12), which we know will provide a platform for commentary and reader engagement. Congratulations to Deirdre Murphy from Cork for her reflective letter, the winner of the short break away in Ireland. We will also be inviting nationally and internationally recognised early childhood education experts/authors to contribute to our regular feature ‘In Conversation With ......’ and the next editorial will come all the way from Australia. Working with Kidd Insurances we have developed Motor and Home Insurance products for our members. You can rest assured that you are getting a great level of cover at a very competitive price. For more information contact the Insurance Specialist Niall Sheridan at 01 4057104 nsheridan@kiddinsurances.ie

Lastly, what would you like to see more of in Early Times magazine? Let us know your areas of interest or what sort of research you would like to read more of. We hope you will share tough issues and your experiences with members for the purpose of finding common solutions. Email us at earlytimes@earlychildhoodireland.ie to have your say.

Contents 01

Introducing the Aistear and Síolta

Practice Guide

Reflections on Reggio Emilia

Food for Thought, Encouraging

Healthy Eating

Thinking about Indoor Environments for

Under 2’s

Green Schools in Ireland

Children with Additional Needs:

Are You Prepared?

Staff Induction, Get Off to a Good Start

Your letters

In Brief

Book Reviews

Upcoming Events

Who’s Who

12 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.

ISBN 978-0-9566506-1-0 Designed by Design Farm | www.designfarm.ie

Learning and Developing

Introducing the Aistear and Síolta Practice Guide Mary Daly and Arlene Forster, NCCA

We are delighted that Mary Daly and Arlene Forster from the National Council for Curriculum and Assessment (NCCA) are giving Early Childhood Ireland members an update on the new Aistear and Síolta Practice Guide. Our colleague Maire Corbett is currently on secondment from Early Childhood Ireland with NCCA and working on the Guide.

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he early childhood team at the National Council for Curriculum and Assessment (NCCA) is developing a Practice Guide to support the use of Aistear: the Early Childhood Curriculum Framework (NCCA, 2009) and Síolta, The National Quality Framework for Early Childhood Education (CECDE, 2006). Neither Aistear nor Síolta is being phased out or replaced. Instead, attention is being given to elements of practice in both frameworks that play a particular role in enriching the lives and learning of children from birth to six years. Current work focuses on sessional and full- and part-time daycare services. The Practice Guide will be a key resource for the work of the National Early Years Quality Support Service. This new service is

being established to co-ordinate the work of existing State funded supports for quality in early years settings and to manage a specialist support service which will work with early years settings to develop and enhance their capacity to provide high quality early education and care experiences for children and families (Department of Children and Youth Affairs, 2014).

So, what can we expect to see in the Guide? It will include a range of resources designed to help practitioners think critically about their curriculum work in order to identify both strengths as well as areas for development and improvement. Having identified these areas, the resources will help plan

Learning and Developing

actions so that positive changes can be made to practice. The resources for the Guide are being designed so that they can be used by an individual practitioner, a team or staff, or by a practitioner in partnership with a mentor. Standard 7 in Síolta focuses on curriculum which Aistear defines as all of the experiences, both formal and informal, within an indoor or outdoor environment, planned or unplanned that contribute to the learning and development of children (Principles and Themes, p.54). Curriculum can often be thought of as the ‘daily routine’ or ‘a document to follow’ or ‘a set of activities to do’. Drawing on the sector’s work with Aistear and Síolta, the Practice Guide uses a different understanding of curriculum — one that is more in tune with how young children learn and develop. The Guide is based on the idea of ‘building a curriculum’ with children. This involves practitioners and children creating a curriculum based on the children’s interests, their questions and musings through a continual cycle of reflection, planning and interaction. This is cutting-edge curriculum development work.

The Guide will include a range of resources designed to help practitioners think critically about their curriculum work in order to identify both strengths as well as areas for development and improvement. Figure 1 presents a visual of this understanding of curriculum with children and practitioners at the very heart of the work. Founded upon the principles of early learning and development that come from Aistear and Síolta, the Practice Guide focuses on five priority areas:  creating and using the learning environment  supporting learning through play  building partnerships with parents  nurturing interactions  assessing, documenting, and planning. Professional practice underpins all aspects of the curriculum as the role of the adult is the key to

quality practice. Focusing on the above areas, the Practice Guide will include reflective tools, action planning resources, videos and photo presentations spotlighting specific aspects of practice, conversations with practitioners, information and tip sheets for practitioners and parents as well as a range of other tools to support the process of curriculumbuilding. Many of the resources already published in the Aistear Toolkit at www.ncca.ie/aisteartoolkit including those developed through the Aistear in Action Initiative, will be key contents in the Guide. The Practice Guide will become available in the autumn this year. References Centre for Early Childhood Development and Education (CECDE) (2006). Síolta,The National Quality Framework for Early Childhood Education. Dublin: Government Publications. Department of Children and Youth Affairs (2014) www.pobal. ie/Publications/Documents/ NEYQSS%20Early%20Years%20 Specialist.pdf National Council for Curriculum and Assessment (NCCA) (2009). Aistear: the Early Childhood Curriculum Framework. Dublin: NCCA.

Figure 1: Curriculum Practice

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Learning and Developing

Insights to

a i l i m E o i g g e R

Reggio Emilia

When you think of Italy you probably think about history, landscape, beaches, fashion, food and wine! But one corner of Italy is also world renowned for the quality of early childhood care and education. That place of course is ‘Reggio Emilia’. Background Reggio Emilia is a city in the Emilia Romagna region of northern Italy. The city has received international recognition for what it has accomplished in the field of early childhood education, this kick-started in 1991 with an article in Newsweek where the preschools of Reggio Emilia were identified as one of the ten best schools in the world. It all started when at the end of the Second World War the women and men of Reggio Emilia wanted change. They hoped for a different future for their children free from oppression, a new more just world which demanded a right to education for all the children of the working class and they wanted to educate their children as thinkers (not just people who blindly follow orders). The community of Reggio Emilia set out to realise their dream. Abandoned German tanks were sold to raise money and bricks from bombed out buildings were recycled and used by volunteers to create new schools for the children.

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Spearheaded by an inspirational man Lorris Malaguzzi, the first school the “Peoples Nursery School” in Villa Cella was opened in 1947. Over the next fifty years educators, working together with parents and citizens of the town, have built a system of education which has gained international recognition.

seen and consequently treated as being able and competent (active protagonists of their growth and developmental processes). In this way children’s competencies and senseof-self develop from a very young age.

The Reggio Approach The approach to early childhood care and education in the infant toddler centres and preschools of Reggio Emilia is under pinned by a set of strong beliefs about children, childhood and learning. It is important to say that the Reggio approach is not a curriculum, it is not a transferable system or formula that can transfer from one country to the next. Rather, it is a set of beliefs which really do guide the way adults work with children. Reggio fosters creativity and innovative thinking in young children and below are some key beliefs which inform practice: 1. Image of the Child - In the thinking and practice of Reggio children are

2. The adults or educators see children as having a hundred languages (so many ways to communicate and express themselves). The importance of actively listening to and engaging in real dialogue with children is central to the Reggio approach. 3. Documentation makes children’s learning visible. Its purpose is to identify and follow children’s learning and to share it with parents and others. All our work in learning how to observe children provides a strong foundation for documenting children’s learning. In Reggio, documentation follows the progress

Learning and Developing

Tastes( cafeteria, restaurant) and the Annamaria and Marco Gerra Auditorium. For study groups visiting Reggio this is the base for the study programme. The study visits to the infant toddler centres and preschools are organised by the Reggio Children international partners worldwide. To learn more and view how Irish early childhood care and education providers have been inspired by the infant toddler centres and preschools of Reggio Emilia log on to the Early Childhood Ireland website: http://www.earlychildhoodireland.ie

of children’s thinking as they work through ideas and themes (a little like the learning journals that Early Childhood Ireland promotes). In documenting (writing, audio, video) we begin to see how and what children are thinking. 4. Environment Reggio understands the power of the environment, which they see as the third teacher. This means that properly equipped and laid out the environment invites children to engage in deep and meaningful play. In Reggio, much of the material comes from the very well established and rich recycling centres. (Have a look at the Recreate web site to learn about really great recycling materials available here in Ireland (www.recreate.ie ). The key is to have a selection of interesting open ended materials (shells, stones, fabric, mirrors, mosaic tiles, cones, wool….. the list is endless) which are presented beautifully to the children (laid out attractively) with care to the overall aesthetics. 5. Community In Reggio, the community is a vital component of the service. Not only does the community come into the services, the children go into the community and are seen as an integral part of it. Frequently, as

they explore topics (where we live; what streets look like) children walk through the town/city.

Visiting Reggio For early childhood care and education professionals who have had the opportunity to attend a study visit to the infant toddler centres of Reggio Emilia the abiding impression is that of the aesthetic beauty of the environments where learning and creativity is fostered. Visitors are also struck by the value placed on taking time, listening to children, and working in partnership with parents and community. It is important to say at this time that this approach is not a curriculum, it is not transferable from one country to the next. Many early childhood care and education professionals have studied the Reggio approach and have been inspired in their daily work with children. The Loris Malaguzzi International Centre was opened in 2006 and since then the Centre has become a dedicated meeting place for professional development, research and dialogue for the local and international educational community, as well as being a place for children and families of the Reggio Emilia community. The centre houses the ray of light atelier(workshop) the Marco Gerra exhibition hall, the documentation and research centre, the Reggio Childrens Book Shop, a space dedicated to food at Pause-Atelier of

As an international partner for Reggio Emilia, we in Early Childhood Ireland conduct professional development workshops and are the distributor of the Reggio publications in Ireland. We are also co-ordinating a study visit to Italy from 24th-28th November to support members who are inspired by the Reggio approach.

See our website for details http://www.earlychildhoodireland.ie/ international-study-visit/ or contact Rita Melia at rmelia@earlychildhoodireland.ie

3 Great Reasons to visit Reggio with Early Childhood Ireland in November:

See first-hand what the Reggio approach looks like – see the services operating

Understand the philosophy and theory - hear from Reggio experts on the how and the why of what they do

Enjoy the Italian experience that is Reggio – sit in the Piazza and enjoy local produce.

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Health and Wellbeing

Food for Thought Encouraging Healthy Eating

n a recent Early Childhood Ireland survey, members fed back (excuse the pun!) that while there is an abundance of information available out there on food, nutrition, health, menus and food safety, the questions remain, what are the regulations around food preparation, how do you best meet the diverse nutritional needs of toddlers and pre-schoolers and are you better off buying meals from outside specialist companies? Members strongly say that ‘googling’ can be a hit and miss affair and that a trustworthy, knowledgeable, up to date, ‘one stop shop’ is needed. Together with Safefood, Early Childhood Ireland is developing a

web site specifically focussing on catering for the younger age group, which hopefully will equip members with a comprehensive range of reliable information. The web site will be launched later this year and we will notify you when the exact date is agreed. As you start the new academic year, consider the following golden rules when it comes to healthy food in your service: 1. Have a good food/eating policy in your service and talk with parents about it, see Early Childhood Ireland’s sample policy on Healthy Eating http://www. earlychildhoodireland.ie/operatinga-service/nutrition/developing-ahealthy-eating-policy/

Last year each member service received publications, which we know so many of you found useful. Once again we are offering the Childhood Obesity booklet ‘Your Child’s Weight’ in packs of 22 free of charge to members. We would ask members, where possible, to collect the booklets from Early Childhood Ireland Hainault House Belgard Square South Tallaght Dublin 24. This booklet is full of practical advice for parents on how to make small changes that could make a difference to their children’s health.  You could share the booklet at a parent’s evening – highlighting your Healthy Eating Policy and listening to what parents have to say.  You could focus on healthy eating with the children (when they have settled in) - maybe using small group time to encourage thinking and talking about keeping healthy. As part of this work, let the children bring home the booklet to parents and get families talking about the food they eat. If you would like copies of the Childhood Obesity booklet for your children and parents contact: Aisling Hearne in Early Childhood Ireland at (01) 4057100 or ahearne@ earlychildhoodireland.ie

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Health and Wellbeing

2. Get staff involved, use one of your staff meetings to talk about food and eating, ensure everyone is informed and positive about what is promoted in the service 3. Get the children involved in growing some of their own food (start small), helping to prepare it and to laying tables for mealtime 4. Work with parents – listen to their preferences, share information with them and if you come across resources (web links; booklets) pass it on 5. Make sure dining (lunch or snack time) is a sociable and enjoyable experience for all – adults should sit with the children and encourage them to try new foods on offer 6. Use good quality local produce that is in season – be confident where your food comes from 7. Check portion sizes and use the Safefood booklet ‘What is a serving size? A Guide for Pre-schools’ to help

Irish preschool children who watch television recognise twice as many unhealthy food and drink brands as healthy ones. 8. Stay linked in with other organisations locally or nationally (such as Early Childhood Ireland or Safefood) to keep up to date with food and nutrition developments Look at Early Childhood Irelands’ web site for tips on healthy lunch boxes and share these ideas with your new parents. http://www.earlychildhoodireland.ie/ operating-a-service/nutrition/

New Research Interesting (but maybe not surprising) research was launched earlier this summer which tells us that Irish preschool children who watch television recognise twice as many unhealthy food and drink brands as healthy ones. Eating habits, food knowledge and taste preference are formed early

in life, so there is a window to help educate families in the preschool years. The report also highlights that food education in preschool services needs to be supported creatively and that family-focused obesity prevention programmes should begin before children are three years of age. The research from University College Dublin and Safefood suggests that the complete marketing environment to all age groups needs to be looked at in the light of the growing obesity problem here in Ireland. For more on this report check out - http://www.safefood.eu/ News/2014/New-researchhighlights-links-betweeenadvertising.aspx

early times autumn 2014 6

Learning and Developing

t u o b a g n i k n i Th

s t n e m n r Indoo Enviro

for Under 2’s by Kathleen Tuite

reating indoor environments for small children (Toddlers) can be challenging, but if got right it can be hugely rewarding, not only for children but also for staff! Getting it right requires the adult to give a lot of thought to what this environment for young children should look like. Consideration needs to be given to the age and stage of the children using it, our values, what we feel is right for small children, having a strong ‘rights of the child’ perspective, and having an understanding of the learning which can take place in a well thought out indoor environment. Let’s consider for a moment a playroom that you have visited lately, one that stood out for you as being a ‘beautiful place’ for small children to be. I am thinking of a room that I visited where I see small children in a space with lots of well-designed interest areas, with places for small children to gather in little groups, with sturdy soft matting where they can sit and bring toys to play with. There is a section where blocks and manipulative toys are enjoyed, without the child being disturbed, a

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space protected by low open shelving, with interesting materials, such as wooden blocks, stacking bricks, natural materials (small tins with lids that can be easily removed, filled with spools, keys, little cars etc.). These items are free of detail, open-ended and allow children’s imaginations to flourish and as Einstein said ‘imagination is more important than knowledge’. This is a place where opportunities to play with interesting and challenging materials are provided, with things that encourage manipulation, interaction and the need to figure something out, such as blocks, puzzles, water and sand, and plenty of props for pretend play. The educators have created a space where small children can crawl into and pretend to hide away; with cushions, textures in little baskets, a variety of

books, a space that says ‘I can take some time for myself, away from the group, a little space ‘just for me’! Of course this space can be easily supervised, but the small child is unaware of the adult being physically present. The space is clean, well maintained, and still a beautiful space where adults can sit and enjoy the developing relationships between them and the small children. Adults can share control between what the children wants to engage in and possibilities the adult wishes to create for them as they respond to the emerging interests of the children. This space includes a daily routine, which respects the natural rhythms of the children, their need to be cared for, their need to explore through play, their need to just be, their need to be loved, responded to and their need

Consideration needs to be given to the age and stage of the children using it, our values, what we feel is right for small children.

Learning and Developing

to engage with caring sensitive, well informed adults. While planning is the key to successful environments for small children so too is planning for how their day will be spent in the environment. This beautiful space also includes a colour scheme, where the addition of strong colours is kept to a minimum; the walls are pale in colour, with space for wall hangings, displays of children’s photos, and paintings which are in designated areas, adding a splash of colour! In the past the practice was that children should be surrounded by brilliant colours, but in fact it’s difficult to relax in such an environment. Today we know that a calmer colour scheme fosters a more peaceful atmosphere, brightness can be provided by fabrics, children’s paintings or interesting

features and with the addition of lighting in different interest areas of the room. I am also thinking of a space where floor covering is easy to maintain, but with the addition of soft areas for small children to tumble into! Equipment is displayed and easily accessible by the small child, in interesting containers, wicker, cloth, plastic, and added to as the child’s interests develop and change. In this space adults can enjoy being with the small child, but they must also consider the opportunities for children to play, relax, sit, eat, be safe, explore objects, have fun with other children, a space to develop skills, learn boundaries, self-control and friendships.

In the past the practice was that children should be surrounded by brilliant colours, but in fact it’s difficult to relax in such an environment. Do you stop to think what the space design says to young children in terms of their identity, exploration and thinking? So do children feel valued and nurtured and stimulated in an environment that you have created for them? Are you very focused on hygiene and plastic and sterile surfaces or do you think of every child’s need for close relationships, comfort and security? Getting the environment right is an on-going process. As a team, get down on the floor from time to time and discuss how the room ‘feels’ from a young child’s perspective, what can you see, hear, reach, touch, smell? What does this room say to you? As the young child grows and develops so too should their environment. Meeting staff needs is also very important. We all fulfil our tasks best when we are comfortable, so consideration needs to be given to whether materials are stored conveniently, is furniture easy to rearrange, is equipment designed to avoid excessive lifting, and is seating low, but adult-scale, so that you can comfortably interact at child level. For more information on creating beautiful environments for young children go to www.aisteartoolkit.it, where you will find an ‘Environmental Audit Tool’ to help you reflect on your environment and also www. siolta.ie where you will find Standard 2 Environments, which contains reflective questions and think abouts to guide you in thinking about your current childcare environments.

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Regional focus

Green Schools in Ireland

reen-Schools, known internationally as Eco-Schools, is an environmental educational management system and award scheme, operating in 42 countries, that promotes and acknowledges long-term, whole school action for the environment. The Irish Green-Schools is one of the most successful within the international network. Below is one Early Childhood Ireland members’ account of their participation and why it is important to teach children how to sustain the environment for their future and for our future generations. Úlla Beag is based in Ballybroghan Co Clare catering for children from 12 months to 10 years. Our philosophy is based on ‘whole child learning’ by following the Aistear Early Years curriculum and Siolta Quality Framework. Our team is made up of Denise Sheridan, manager and owner, Rhona Sheridan and Fiona Bourke the Pre & After-school leads. We are registered and approved with the HSE and are members of Early Childhood Ireland. We joined An Taisce’s Green Schools

Program in 2010 and received our first Green Flag for Litter and Waste Management in 2012. The same year we received the Early Childhood Innovation Award in Environmental Awareness. Overall, Úlla Beag delivered €1,800 through reduction of waste, the introduction of a school garden and a process of recycling to supply us with art materials for the school – cardboard tubes, wellies, paper, boxes, yogurt pots etc. In 2013 the work began for our second flag on Energy Management. We designed and developed an energy management curriculum to deliver our overall Aistear learning goals, affecting environmental awareness and management under the categories of Well-being; Communication; Identity and Belonging Exploring and Thinking. Some of the challenges for us were:  To engage with a local market gardener in the design of the curriculum and lesson plans in delivering energy projects for the children

 Maintain and grow our litter and waste management  Teach children at an age appropriate manner about how energy works, the effects of sun, light, water, dark on our every-day lives and how we can manage our use of energy  Deliver Aistear learning goals and meet the Siolta Quality framework  Meet best practice afterschool in line with Early Childhood Irelands accredited Level 5 Afterschool Training  Design and deliver project work at an age appropriate level  Extend learnings to home life  Maintain active involvement with parents and other community members Over the 2 year period we reduced our heat consumption by 1,100 litres of oil, eliminated 1.7 tonne of CO2 and saved €900 annually! Driving a Green Management Initiative not only focuses on the holistic development of the child but also seeks out community support, extends the learning into their home life, and allows easier transitions into national schools for our children. By actively adopting Aistear within your service you are challenged to come up with a holistic approach and once we began talking about energy and waste management the ideas started to flow! These are just an example of some of the ways you can support and drive energy and waste management programmes in your services around the country. The following links may also give you some ideas on how to get started; http://www.greenschoolsireland.org http://www.ullabeag.ie/second-greenflag-awarded/

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special interest

: s d e e N itional

d d A h t i ldren w

Chi

Catherine Tyrrell is a passionate educator who has many years’ experience in supporting children with additional needs and in working with their families. In this article Catherine shares some thoughts and strategies which work for her children, families and staff team.

tarting preschool is significant for any child and even more challenging for a child with additional/special needs. I have found that preparation is vital and if possible should start before the summer holidays. To support this transition to preschool I have suggested some strategies below and broken them into three distinct areas: Before: In the preceding weeks, meet with the parents and all stakeholders as much as possible to form an ongoing partnership. Some parents will be anxious entrusting their child to someone outside the family and this should be expected.

? d e r a p e r e You P

Suggestion: Photos can be used effectively. A small photo album e.g. Mammy, Daddy, siblings, favourite toy, car, home and preschool. The child will then be familiar with the photos and we can build on this preparation for preschool. Parents will also feel more confident being involved. When the child becomes familiar with the photos we can begin to use them to build a sequence of the transition. During: In advance invite the child and parents into the preschool to look around and identify different areas. Suggestion: Take more photos for the album. Include a photo of the staff members. Children also need to experience the different smells, textures, flooring, colours and selection of toys and activities. If the child shows particular interest in a toy, take a photo. Using the album: Rearrange the photos in the following sequence: Mammy/Daddy > Home > Car > Preschool > Staff member > Class > Selected toy > ----- Mammy/Daddy Car > Home. Some children may need more detail, however we are attempting to support the transition in a visual

format. Familiarity with the photos makes it easier for the parents to arrange the photos in a sequence that will give meaning for the child. The length of time spent in the room can be gradually extended to support childrens engagement. After: Communicate regularly with the child’s parents. It may only be a few words, an interaction you observed, appropriate eye contact. Suggestion: Have a ’communication’ notebook to use regularly between preschool and home. It is in the child’s best interest that parents feel that they are part of a regular team communication and they will support this. You could plan for ongoing interaction between home and preschool. It may involve adding more photos to the album, discussing issues that may have arisen, or sharing observations and identifying specific strengths. Parents need to feel confident in relating both positive and problematic experiences in a supportive nonjudgmental environment. This transition is the beginning of a journey that you will travel with parents, the child, supporting agencies, colleagues and at times the multidisciplinary primary-care teams.

early times autumn 2014 10

Business

Staff Induction

Get Off to a Good Start

he beginning of September can be a challenging time for services, new children, new parents and of course new staff. Selecting the right staff member is key to quality and harmony in your service. Having considered the skills, qualification and type of person needed to do the job and to fit in with the team, having invested in recruiting the right staff and perhaps having invited the successful candidate to spend an hour or two in the service before making the appointment, their starting day is here. It is always busy in services, no matter what time of year, so having a plan and investing in good induction for new staff members will be very worthwhile. Regardless of the size or type of service, new staff require support and having an induction policy and plan should mean that everyone knows what to expect when a new colleague starts.

What is Induction? Induction is a process which helps new staff members understand the ethos and culture of the service, as well as realising exactly what is required of them in the day to day job. The induction process will help with settling-in and shortcutting the new staff member into the life of the service in every way, practically and pedagogically.

Develop an Induction Plan  Map out a list/programme of information that a new entrant (staff or student) to the service needs to help them to settle in and find their feet. Consider: What would I need to know in order to manage in this setting and to feel welcome and valued by the manager and the rest of the team?

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 Stick to the plan – don’t overload the new staff member with information; take a stepped approach, remembering names and routines might be more than enough for one day. Consider: Who will I check in with when I am in my room?  Decide what is important or unique to your service and what messages you want the new staff member to hear and to see in practice. Consider: Can I talk with parents and what is the approach to working with families in this service?

As Manager  Make sure the new staff member feels welcomed on their first day (regardless of what else is happening in the service)  Allocate a mentor or buddy so that she/he always has support on hand for the details – developing staff as mentors requires time but it is a great way to build capacity and confidence of existing staff  Ensure that your induction programme includes all the necessary information on: C Curriculum C Working Procedures C Health and Safety C Training

Successfully inducting staff means that they settle in quickly, understand how the service operates, and over time equips them to talk with parents, inspectors and any other professionals that might come into their room. Having a clear induction policy and approach begins the process of getting to know the new staff member, building her confidence, playing to his strengths and most of all ensuring that they are delivering quality for children and families in the service.

Early Childhood Ireland offers advice for members on developing Policies and Procedures to utilise in services. Using our guides and tips as a business model, we believe that each service can easily write up their own policies and procedures, saving money and in the process bringing the staff team up to speed on the policies of the service. Check out the web site for the draft Induction Policy and Procedures http:// www.earlychildhoodireland.ie/ operating-a-service/policies-andprocedures/ and do let us know if they are helpful or not to you in your work.

yOUR lETTERS

Your

Letters Star Letter

Dear Editor, Although no longer in the childcare profession, as a mother of a young boy who has self-regulation issues, I found the interview with Stuart Shanker so informative, helpful and comforting. I run a local Parent & Toddler group, so I can monitor his behaviour and coping strategies while he is there with me, but as he is due to begin preschool in September, I naturally had concerns about how he & his peers and leaders would deal with his lack of self-regulation. On seeing this being dealt with in your magazine, my worries are somewhat allayed knowing that the professionals dealing with my little boy every day in preschool will have up-to-date, recent information on how to make his experience as stress free and as enjoyable as possible for everyone. On a whole, I found the magazine a wonderful read and long overdue! Keep up the good work. Deirdre Murphy

Send your news and views to earlytimes@earlychildhoodireland.ie

Dear Editor, I would just like to flag something that we have experienced here, with other Early Childhood Ireland members/readers in relation to Police Vetting. in England. We have two childcare workers who lived in England for a period and we had to look for Police Vetting from England. Please make sure that all your i’s are dotted and all your t’s are crossed as you have to pay for this service by sterling postal order and if there is anything wrong on the form they send it all back to you and also they change departments from time to time so it might be a good idea to email or phone beforehand as if you make the postal order out to the wrong name it has to be sent back to the G.P.O. in Dublin to be reissued in a different name. All very time consuming. I’m sure that when it is being sought in England they are very efficient, but with all the times ours went over and back it took months to come through. Kind regards Mary Uí Churraoin Manager, Ionad Cúram Leanaí RáthChairn, County Meath

Dear Editor, To write the star letter for our next issue please Send your news and views to earlytimes@earlychildhoodireland.ie

To begin our Graduation Fun Day, children received a Certificate, then the group sang “Our Aistear song” for Parents, grandparents, siblings and friends. All parents then answered a fun quiz relating to our service and one question was “What does your child want to be when he/she

grows up?” The children had made a “When I grow up” chart and this was then displayed. It was then party time, so the children had great fun with the pinata. After the party, the children played or went into our little swimming pool. To finish off a very memorable day for children, families and staff, we had a tug of war, parents versus children and the children won. We got a great feedback from parents and children on our Graduation day, and hope they will carry with them many happy memories of their days in Playschool. Maura Foley, Fun Day Rathcoole Playschool, Co Cork

Dear Editor, Great to see the magazine back. Something to show staff and parents. Can be left out for browsing and informal learning. Never bothered to print any online mag information. Long may it continue. Miriam Dunne. Grove Playgroup.

Dear Editor, Hi, my name is Paula Barreto. I run a Montessori and we had our Graduation Day recently when we said goodbye to our little children. It makes me sad to think of the parents who feel their children are not ready for primary school but they have to send them anyway. The Government could solve this dilemma by introducing a second free preschool year so that all children would be six years old and more confident when starting primary. I feel it would help the primary teachers doing their job too. Paula Barreto

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in brief

In Brief…

New developments since our last issue include – a new Minister; Revisiting Primetime one year on; ECI at the Oireachtas; funding in the offing and an extension to the CETS After School Programme. Three Ministers in a little over 6 months, we think it must be unprecedented. At the start of the year Minister Fitzgerald was pushing ahead, somewhat slowly and under-resourced, with her Quality Agenda for the sector. On 8th May with Minister Fitzgerald stepping into the shoes of Minister Alan Shatter in the Dept. of Justice, Minister Charlie Flanagan was appointed to the Dept. of Children and Youth Affairs. Before we had time to blink (or even secure a meeting with the Minister, he too was gone, to the Dept. of Foreign Affairs). In a mid-summer cabinet re-shuffle, Minister James Reilly was appointed the new Minister for Children. Early Childhood Ireland has yet to officially meet Minister Reilly but we have commenced correspondence outlining the pressing issues facing the sector.

It was inevitable that Primetime would revisit the childcare programme ‘Breach of Trust’ one year on. On 3rd June the programme was screened but with little in-depth analysis of the issues facing the sector. Early Childhood Ireland used this opportunity to yet again push for realism about and investment in the sector. Ultimately, we can’t have top floor quality standards in childcare on a bargain basement budget. Quality costs

Armed with our Pre-Budget Submission and on foot of consultation with members, on 18th June Early Childhood Ireland presented our plans for the sector to an Oireachtas Committee. Teresa Heeney (CEO) presented a snapshot of the sector, its’ very real challenges and its possibilities. Issues discussed included; flawed and uneconomical Government contracts (specifically ECCE); lack of provision for continuous professional development (CPD); insufficient capitation; no reduction in group size and absolutely no support for services working with children with additional needs. Teresa was strong in urging members of the Oireachtas to take this sector seriously and to stop relying on the goodwill of early childhood educators which is fast running out.

On 15th July €2.5m Community Capital Grants were announced and a further €5m will be made available under Phase 4 Infrastructure Stimulus. Early Childhood Ireland has advised that this funding must be accessible to the broad sector. As details of this funding becomes available, more than likely towards the end of the summer, Early Childhood Ireland will alert members directly.

On 8th July (and after the appointment of Minister Joan Burton as Tánaiste and Labour Leader) an extension to the after-school and community employment childcare programme was announced. On the face of it certain categories of parents (those in receipt of One parent Family payment; casual working parents in receipt of Job Seekers allowance) will pay less for an after school place (maximum amount of €25 per week); the age limit for children has been increased to 13 years of age and parents on an employment scheme can now avail of subsidy for after school provision during the holidays. However, Early Childhood Ireland has sought clarification from the Department on a number of issues and we will keep you updated.

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Looking Ahead New National Standards – the new Standards were to be issued in May. As we understand it, changes have been sanctioned to existing legislation to allow for the publishing of the Standards. The Standards could be announced at any stage – we will keep you updated on developments and implications. National Quality Support Service – Dr Margaret Rogers has been appointed as National Manager for the Support Service and recruitment of Service Co-Ordinators (3), and Early Years Specialists (30), is underway. Inspection - Tusla advertised the position for a Principal Registration and Inspection Officer for the Early Years Inspectorate and interviews will be held in late September 2014.

Book Reviews

top books For you ‘Early Childhood Education and Care’ by Máire Mhic Mhathúna and Mark Taylor If you have ever studied early childhood care and education, you will know just how difficult it is to source a book that speaks knowledgeably about the Irish context. So many texts books and resources, while valuable, frequently fail to recognise Irish policy and practice. We asked Paula and Rachel, two degree students who have read and used this book, to review and comment on it. Read their comments – it might

be worthwhile investing in a copy if you are undertaking a programme of study. “I found it very helpful in the preparation of assignments because it is accessible and easy to navigate. It is divided into four sections covering related topics and each chapter is essentially a concise essay written by Irish experts in the field of early childhood education and care. The essential strength of this book is that the student can dip in and out according to the demands of their course and read with purpose, thereby resulting in true learning. While the book extensively deals with subjects covered in early childhood courses it could be further enhanced by a chapter on the topic of leadership in the sector.” Paula Kane Kelly

“I found Mathuana and Taylors’ book to be useful as an introduction to some of the subject matter studied on the degree. At the start of each chapter specific learning goals were identified that would be covered during the reading of the text and the conclusion highlighted important learning points on the topic being discussed. More importantly references provided at the end of each chapter became a useful tool to begin further research and deepen my knowledge in areas I found to be of interest to me. However it was a great book that could be dipped in and out of when needed and one I will keep for future reference.” Rachel Whelan

For children

love

BYE BYE BABY BROTHER

GOAT GOES TO PLAYGROUP

A BIT LOST

by Sheena Dempsey Ruby loves nothing more than playing, especially with Mum. But Mum is so busy with Oliver, Ruby’s new baby brother — feeding him, changing him — and Ruby is tired of always having to wait. Babies are so boring! This is a great book showing the anxieties of having to share affections with a new sibling.

by Julia Donaldson Playgroup has begun and Goat is so excited he gets in a muddle! The colourful pictures show lots of play environments to identify and discuss. This is a great way of introducing children to playgroup and what they can expect, through lots of fun activities they can join in with and will experience themselves.

by Chris Haughton Preschool children will love this book! Little Owl is sleepy and has fallen off his nest and landed on the ground. He cannot find his mummy! Squirrel promises to help him find her and rushes around full of enthusiasm. Eventually he finds Mummy Owl again. The text is simple, the artwork stunning and this debut book won 7 awards in 4 different countries.

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upcoming events

Upcoming

Events

On the Early Childhood Professional Journey – Are We There Yet? On 4th October in the Heritage Hotel Portlaoise we are starting a conversation with members on what it means to be a professional in the early childhood sector in Ireland and we want you to be there, to contribute, to challenge and to help shape the future of the profession. At some level, the value and importance of those in the early childhood sector is recognised; parents trust us with their children and government part subsidises us with tax payer’s money. Researchers and economists provide evidence that early childhood staff are key to the delivery of quality services and better outcomes for children. At home the Model Framework and the Workforce Development Plan have begun to map requirements of those working in the sector and at a European level the workforce has been the focus of a number of reports. Despite all the good work that is happening, the commitment and professionalism of staff, we as a sector (estimated 25,000) have low status and are regularly portrayed negatively in the media (both print and television). We in Early Childhood Ireland want to progress change, to develop a shared view of the profession and that means asking ourselves some challenging questions:  What does being a professional mean in early childhood?  What is the responsibility of each and every one of us as a professional in the sector and what can we expect of ourselves and our colleagues?  What does it or should it mean to be a member of Early Childhood Ireland? We are asking you as a member and as a professional to come, meet, listen and talk with us on Saturday, 4th October in the Heritage Hotel Portlaoise. We have a small but impressive line-up of speakers. Dr. Jan Peeters from Belgium and Dr. Maresa Duignan from the Early Years Education Policy Unit, who will share their experience and provoke and help our thinking. It is a full day seminar, starting at 11.00am and ending at 4.00pm, it is free to members and a light lunch/refreshments will be provided.

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Two important dates for your diary: Saturday 4th October Heritage Hotel Portlao ise Co Laois Friday 17th October Ashling Hotel Dublin 8

Getting the Best Start: Developing through daily Supportive Interactions MARTE MEO 1 day Conference Friday 17th October Ashling Hotel Parkgate Street Dublin 8. On 17th of October in the Ashling Hotel Dublin, Early Childhood Ireland is hosting this conference on what might be the best kept secret when it comes to working with all children. ‘Marte Meo’ is a wonderful approach which transforms how early childhood educators support children’s social and emotional development through daily interactions. Translated from Latin, Marte Meo means “On one’s own strengths” and, as the name suggests, it’s about building on the good communication skills that parents and educators already have and use. The Marte Meo approach uses interaction analysis (using video recordings) to identify people’s strengths and it is particularly helpful in working with children with additional needs. Maria Aarts, the Dutch woman who developed the Marte Meo approach will use video clips and case studies to help us understand how communication strategies and techniques can improve the social and emotional skills in all children and in particular, those with additional needs. Our National frameworks Aistear and Síolta, both emphasise the importance of quality interactions to children’s holistic development. This conference is an opportunity to learn not just the why, but how to implement supportive interactions within your setting. We think this conference is potentially life-changing in terms of how you see, listen and respond to children in your service, so if there is only one event you can go to in 2014 – this must be it.

For both events – You need to let us know you are coming, so book online www.earlychildhoodireland.ie or alternatively contact Camille at cdaly@earlychildhoodireland.ie

who’s who

hi!

Who’s Who Who do you Call in Early Childhood Ireland? September is on the horizon. Getting ready for a new academic year can often raise queries for you in relation to your service, staffing, curriculum, record keeping or many other areas. As a member of Early Childhood Ireland you can and should contact us with your questions; requests or concerns and we think the following staff may be important to you as you begin your new year:

Aisling Hearne Phone: (01) 4040642 Email: ahearne@earlychildhoodireland.ie Aisling will be the first voice you hear when contacting us. She will know how to help you or where to direct your call when you contact us. Aisling also looks after our biggest Charity Drive – PJ Day.

Lisa Kavanagh Phone: (01) 4040681 Email: lkavanagh@earlychildhoodireland.ie Lisa is an Early Childhood Specialist who is assigned to the dedicated member’s line. She will listen and support you, as a member, with any questions regarding the operation or running of your service.

Rosarie Fakehinde Phone: (01) 4040682 Email: rfakehinde@earlychildhoodireland.ie Rosarie deals with membership issues and can help with any queries around joining or renewal.

Niall Sheridan Phone: (01) 4057104 Email: nsheridan@kiddinsurances.ie Niall Sheridan (we currently have two Nialls) is the insurance expert located in Early Childhood Ireland. If you have any queries about your insurance, what it covers, how to make changes, Niall is the person to contact.

Jacinta Sheerin Phone: (01) 4040687 Email: jsheerin@earlychildhoodireland.ie Jacinta is the person to contact for any information regarding training, for individuals or services. If you are unsure about the new qualification requirements, the Learner Fund, where courses are on or what course you can take, contact Jacinta. Wondering about Aistear/Siolta training that can improve the quality of your service, then talk with Jacinta.

Rachel O’Brien Phone: (01) 4040655 Email: robrien@earlychildhoodireland.ie Rachel looks after the Early Childhood Ireland Shop – all the publications, records, toys and supplies. If you need Registers, Record cards, Accident and Incident or Medicine Books then give Rachel a shout. Don’t forget it is also quick and easy to purchase from the shop directly online.

Camille Daly

online.ie isit us reland odi

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Phone: (01) 4040659 Email: cdaly@nullearlychildhoodireland.ie Camille looks after Garda Vetting in Early Childhood Ireland and she is the person to contact if you need to track your forms or if you have queries about vetting for staff from other jurisdictions. Camille can also help if you are unsure how to deal with a disclosure you might receive from the Gardaí.

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Early Childhood Ireland Hainault House Belgard Square Tallaght Dublin 24 Tel: 01 4057100 Fax: 01 4057109 Email: info@earlychildhoodireland.ie Web: www.earlychildhoodireland.ie