Policy Developments 1990-2004 - Centre for Early Childhood ...

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Section 4Policy Developments 1990-20045. Assessment must have the dual function of acknowledging the positive elements, aswell as identifying and planning around the weaker elements within the setting.6. A professional code of practice is important to define and formalise the activities ofthe Inspectorate for all stakeholders in education.7. Oral and written feedback is important to ensure that there is transparency andcommunication, leading to an improvement in areas highlighted as being deficient,and continued good practice in positive aspects of the setting.8. Appropriate staff-pupil ratios are an important characteristic of quality services.Supporting Quality:1. Opportunities for internal planning within settings are imperative to ensure thatquality services are provided.2. The role of the State provides a structure and a vision for the attainment of qualityand it plays an important role in relation to the curriculum, assessment, institutionalmanagement, training of teachers and facilitating planning.3. Funding is a prerequisite of attaining quality.4. Support services for ECCE personnel are essential to enhance their ability in thedelivery of quality service (e.g. psychological and guidance services).5. Accurate and current information on all children in the form of databases, especiallyfor those with special needs, is imperative to ensure quality services are provided toall those in need and that there are appropriate follow-up services as the childprogresses and matures.6. The coordination of the education system is seen as an important element in ensuringservices of a high quality.7. The transition from preschool to primary is an important milestone for children andadequate supports must be provided to ensure this is facilitated without unnecessarystress.8. The provision of opportunities for education, training and ongoing professionaldevelopment is a prerequisite of quality services. A national qualifications frameworkwith clear pathways of progression needs to be implemented.9. The proposed QE inspection system should contain a supportive aspect to assistservices in their quest to attain quality.4.5 Department of Healthand Children (DHC)Traditionally, the Department of Healthwas involved in the provision of ECCE fortargeted groups by the funding of healthboard nurseries (Hayes, 1983). Thisprimarily focused on children affected bydisadvantage and grants were provided forthe purchase of equipment and also for theannual running costs of such services(NDP/CSF, 2003:94). In 1990, theDepartment of Health published Needsand Abilities – A Policy for theIntellectually Disabled (DoH, 1990).This report places emphasis on theimportance of early intervention and theneed to support parents and families of achild with an intellectual disability. Ingeneral, such supports are to be provided32
Section 4Policy Developments 1990-2004within the home where feasible and inaddition, attendance at a preschool fromage three is cited as an importantintervention. The transition from thepreschool to a primary or special school isnoted as a significant development in thechild’s life, that must be supported by closeliaison with all the agencies and the familyinvolved.With the introduction of the Child CareAct (DoH, 1991), the Department receiveda legislative framework within which tooperate with ECCE services. Part VII(Articles 49-58) of the Act relates topreschool services, while Article 55authorised the Department to:…make such examination into thecondition of the premises and thecare and attention which the preschoolchildren are receiving…(DoH, 1991:Section 55)The provisions of the Child Care Act (1991)relating to ECCE services were given effectby virtue of the Child Care (PreschoolServices) Regulations (DoH, 1996a).The Regulations apply to preschools,playgroups, day nurseries, crèches,childminders looking after three or morechildren and similar services catering forchildren aged birth to six.The Regulations elucidate the requirementsfor services in relation to a qualityenvironment and health and safety issues,including staff-child ratios, space affordedper child, ventilation, lighting andinsurance requirements. In addition,Article 4 states that providers:…shall ensure that every preschoolchild attending the service hassuitable means of expression anddevelopment through the use ofbooks, toys, games and other playmaterials, having regard to his or herage and development.” (DoH,1996a:8)Services are obliged to notify health boardsof their existence and following an initialinspection, settings are usually inspectedon an annual basis. Services who have notvoluntarily notified are also subject toinspection from Department of Health andChildren officials, focusing on thefollowing:Inspection is designed to ensure thehealth, safety and welfare ofchildren and the promotion of theirdevelopment. It also is to ensurecompliance with statutoryrequirements. (DHC, 1998:41)Following the implementation of the 1996Regulations and the focus placed on qualityof services, the Western Health Board(WHB) produced A Guide to QualityPractice in Preschool Services (WHB,2000). This focuses on all aspects of qualityin preschool services and provides apractical guide to their implementation.The Preschool Regulations are currentlyunder review and the outcome of thisprocess is expected shortly. In a personalcorrespondence from the Department ofHealth and Children, it was stated that “Itis proposed that the revised Regulationswill place a stronger emphasis on childdevelopment.” (Childcare Policy Unit, DHC,Personal Communication, 15 th March,2004)In 1996, the Department of Healthpublished Towards an IndependentFuture, relating to the health and personalsocial services for people with physical andsensory disabilities (DoH, 1996b). Thisplaces a special emphasis on early detectionand intervention and the coordination ofservices for young children with disabilities.Early detection ranges from services withinmaternity hospitals, to public healthnursing and services to detect anydevelopmental difficulties in childrenwithin the preschool or school system.Supports for parents and families ofchildren with disabilities, “…particularlythose aged under two…” (DoH, 1996b:41)33
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