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J. Training for School Age ChildcareJ.1 The Working Group noted the training delivered for School Age Childcarepractitioners in a number of other countries. It also took note of the approach totraining and professionalisation contained in the Model Framework document preparedby the Certifying Bodies Sub-Group on the NCCC.J.2 The Working Group is of the view that the school age childcare practitioner should havethe following occupational abilities to work effectively in the school age childcare sector:The ability to:implement good practice and work effectively in a school age setting;understand the specific role of the school age childcare practitioner;be aware of, and to be able to implement where relevant, child protectionguidelines and procedures;assist in the planning, implementation and evaluation of the school age childcare environment;understand and promote all aspects of child development, education and care;acknowledge and promote individuality and diversity in all children and topromote equal opportunities and anti-discrimination practice;work effectively as part of a team;understand the importance of consultation with children, parents andcolleagues;establish and maintain linkages between schools, other services that could beaccessed by children (sport, dance, etc.) and the wider community;be aware of, and to be able to implement where relevant, all legislationregarding children, equality, discrimination and health and safety; andestablish and maintain all relevant records.J.3 The Working Group has already noted the importance of recognising the specialdevelopmental needs of the children who are availing of school age childcare. Thefostering of these needs require a special set of skills for the school age childcarepractitioner. The Working Group is of the view that the school age childcarepractitioner should have the following skills to work effectively in the school agechildcare sector.The skill to:build relationships with children, their parents and carers;understand and promote the different developmental needs of children andyoung people availing of a school age childcare service;support children’s involvement and participation in the life of the service;ensure a safe and stimulating environment;recognise and provide for the emerging independence of the child;promote individuality, balancing the needs of the child and of the group;promote fair and caring behaviour;develop the cultural awareness of the child; andencourage choice and self confidence.xvi
J.4 The Working Group recommends that a specific training strand be developed to equipchildcare practitioners to provide a high quality service to meet the particular needsof the older age group of four to twelve year old children who are likely to avail ofschool age childcare. Given the recreational nature of school age childcare, the trainingprogrammes to be developed should have a significant practical focus although it is alsoimportant to include the theoretical material which is essential to the preparation of awell-informed childcare practitioner and to the contextualisation of school age childcare.J.5 The Working Group recommends that the following skills and knowledge should beincorporated into the courses and modules to be developed for the School AgeChildcare sector:Quality practice in school age childcare;Play and activities;Child development;Health and safety, including child protection;Work experience;Role of the school age childcare practitioner; andPersonal professional development.K. The Way ForwardK.1 The Working Group recommends that a campaign be undertaken to increaseunderstanding of the school age childcare sector, to create awareness of theavailability of grant assistance and to promote and encourage community groups,schools and their managing authorities and existing childcare practitioners, bothcommunity groups and private providers, to consider the development of these muchneeded services.K.2 The Working Group is aware that the City/County Childcare Committees have a strongmandate from the National Childcare Co-ordinating Committee to work with localinterests to develop childcare to address local childcare needs. The Working Grouprecommends that the City/County Childcare Committees be asked to take aprominent role in working with and supporting community groups, private childcareproviders and schools’ authorities throughout their city/county to develop school agechildcare facilities to meet the childcare needs of parents who are in employment,education and training and whose school going children require childcare outside ofschool hours.K.3 The Working Group recommends that the City/County Childcare Committees and theNational Voluntary Childcare Organisations as appropriate promote awareness of theguidelines developed by the Working Group for the development of a quality SchoolAge Childcare Sector.xvii
Page 1: DEVELOPINGSCHOOL AGECHILDCAREREPORT
Page 5: FOREWORDThe early years of the new
Page 8 and 9: The development of this sector also
Page 10 and 11: D.6 The Working Group reviewed mate
Page 12 and 13: G.3 A number of key elements contri
Page 14 and 15: I. Other Key Issues Impacting on a
Page 18 and 19: L. GuidelinesL.1 In accordance with
Page 20 and 21: aimsire agus forbartha a sholáthar
Page 22 and 23: lianta beaga ó bhunlíne íseal (m
Page 24 and 25: G. Caighdeán an Chúraim Leanaí d
Page 26 and 27: feasacht maidir le cumais an linbh;
Page 28 and 29: molann an Grúpa Oibre go n-úsáid
Page 30 and 31: áitiúil chun cúram leanaí a fho
Page 32 and 33: INTRODUCTION AND CONTEXT1.1 Introdu
Page 34 and 35: 1.3.3 The Mid Term Review of the pe
Page 36 and 37: CHAPTER 2WHAT IS SCHOOL AGECHILDCAR
Page 38 and 39: 2.2.2 In a 1996 Report, the Europea
Page 41 and 42: SCHOOL AGE CHILDCARE IN IRELAND - C
Page 43 and 44: 3.12 The average cost per hour of s
Page 45 and 46: 3.19 The objectives of each service
Page 47 and 48: THE PROVISION OF SCHOOL AGE CHILDCA
Page 49 and 50: 4.7.2 Within England, as part of an
Page 51 and 52: New Zealand4.11.1 New Zealand also
Page 54 and 55: THE DEMAND FOR SCHOOL AGE CHILDCARE
Page 56 and 57: TABLE 5.3FEMALE PARTICIPATION IN TH
Page 58 and 59: may not have childcare requirements
Page 61 and 62: THE FURTHER DEVELOPMENT OFSCHOOL AG
Page 63 and 64: 6.4 The provision of School Age Chi
Page 65 and 66: 6.6.3 To encourage private provider
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QUALITY IN SCHOOL AGE CHILDCARE7.1
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7.4.2 The box below gives detail of
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European Commission Network on Chil
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Provides equal opportunities for al
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THE CHILD IN THE CONTEXT OF SCHOOL
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TABLE 8.3NATIONAL NETWORK FOR CHILD
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TABLE 8.4bDEVELOPMENTAL MILESTONES
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CHAPTER 9QUALITY SCHOOL AGECHILDCAR
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“Shot from a cannon, funnelled th
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9.4.3 Play can be either structured
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9.6.2 Children of school going age
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9.8.2 Children, especially older ch
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CHAPTER 10QUALITY SCHOOL AGECHILDCA
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Every facility should have adequate
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All childcare providers who offer s
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Chapter 11QUALITY SCHOOL AGECHILDCA
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11.2.6 IPPA the Early Childhood Org
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11.3.7 Five universities in England
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understand and promote all aspects
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THE WAY FORWARD12.1 The Equal Oppor
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APPENDIX 2GUIDELINES FOR THE DEVELO
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It should be clean and well maintai
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AGUISÍN 2TREOIRLÍNTE MAIDIR LE C
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Go n-oireann gach limistéar don mh
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