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

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Section 4Policy Developments 1990-2004improvement of quality by paying specialattention to the following four areas:DiversityTrainingSpecialist supportCapacity building (IPPA, 2002a:20-21).The IPPA also disseminated Guidelineson Policies for Preschool Services(IPPA, 2002b) to its members. This is asupport to services that are in the processof developing or reviewing their policiesand procedures and provides samplepolicies for adaptation to the needs ofindividual settings.Childminding Ireland producedChoosing Childcare – Solving ourChildcare Problems (Murray, 1993). Inthis, the characteristics of the childminderleading to a quality service are outlined,including sensitivity, availability, patience,support, security, discipline, practicality,trust, sense of humour and training(Murray, 1993:19-25). This was followed in2001 by The Childminding Handbook(Murray, 2001) as a support tochildminders in achieving a quality service:The objective of the book is toexplore the issues leading to qualityin family childcare relationship andthe environment where childrenmay spend long hours. (Murray,2001:13)This publication places great emphasis onthe intrinsic qualities of the individualchildminder, as due to the nature of thework, childminding often involves oneadult working alone with a child or group ofchildren. As Murray (2001:45) states:Quality in Childminding is related toqualities in the person providing thecare, but quality is also related tothe nature of the relationshipbetween the children’s parents andthe Childminder.The Border Counties ChildcareNetwork (BCCN) produced a booklet onOut Door Play: Designs and Benefits(BCCN, 2002). This outlines thecharacteristics of quality outdoor playunder the following headings:A broad balanced curriculum reflectingall aspects of child development;Free flow access between indoor andoutdoor play areas;Indoor and outdoor play planned andlinked together;Adults playing a major role throughobservation and quality interaction;Equal access to outdoor play provisionfor boys and girls;Allowing access out of doors all yearround;Allowing access for children with specialneeds;Providing opportunities for challengeand problem-solving;Adult and child responsibility for theequipment, behaviour etc.;Discussion and planning with childrento provide a greater understanding andpromote ideas from children (BCCN,2002:15-16).Barnardos has also been active in relationto the production of publications relating toquality in a variety of settings. It hasproduced a number of guides for theestablishment of a quality childcare service(Canavan and Gibbons, 1997; O’Sullivanand Gibbons, 1997) and to assist services inthe recruitment of quality personnel(Barnardos and ADM, 1999; Byrne, 2002).These outline background issues such asrelevant legislation, the selection andrecruitment process and also themanagement and supervision of personnelin their new position (Barnardos, 1999;2002; Dowd, 2002). Get it Right: AParent’s Guide to Choosing QualityDaycare provide insights for parents inhow to choose a quality childcare settingfor their children. Dowd (2000) outlines42
Section 4Policy Developments 1990-2004the core characteristics of quality childcareas incorporating opportunities for thefollowing:To develop understanding of the worldaround them;To form consistent, loving relationships;To explore and experiment;To engage in activities which encouragephysical development;To enjoy learning through play;To negotiate obstacles and conflict;To celebrate effort and mastery of newskills;To practise new skillsTo develop a positive sense of self;Learning how to learn (Dowd, 2000:5).Dowd (2000) proposes that the quality of aservice can be determined by a number ofcriteria upon which the child’s interactionswith adults and other children depend, theopportunities for new experiences and theability to cope with different environmentsare central. Other criteria include thequality of the following elements:Staff;Policies and procedures;Curriculum;Play;Provision for children with specialneeds;Parental involvement;Discipline;Diversity (Dowd, 2000:6-9).Canavan (2000) Quality Childcare inthe Workplace – A Step-by-StepGuide for Employers outlines strategiesand provides exemplars for employersproviding quality childcare services in theworkplace. French (2000), superseded byFrench (2003), provides a comprehensiveguide to Supporting Quality (French,2003) in the Irish context. This detailssupports in regard to early childhoodservices to ensure quality on issues such as:Policies and procedures;Management;Human resources;Partnership with families andcommunity;Child-centred environment;Curriculum;Observations and assessment andbehaviour management;Health and safety (French, 2003).The St. Nicholas Montessori Societyof Ireland (SNMSI) issued Guidelinesfor Montessori Schools (SNMSI, n.d.).These guidelines place great emphasis onthe “Prepared Environment,” both indoorand outdoors, in line with the teachingsand philosophy of Maria Montessori. Theyalso delineate the materials and subjectareas for activities to be conducted inMontessori schools. The guidelines arecurrently under review and a revisededition is expected shortly.Pavee Point is a partnership of IrishTravellers and settled people workingtogether to improve the lives of IrishTravellers through working towards socialjustice, solidarity, socio-economicdevelopment and human rights (PaveePoint, Accessed at: http://www.paveepoint.ie/pav_about_a.html, 8 th June, 2004).The organisation has produced many policydocuments relating to ECCE in Ireland,most notably Éist – RespectingDiversity in Early Childhood Care,Education and Training (Murray andO’Doherty, 2001). This document outlinesthe challenges of embracing diversity in theIrish context and the importance of an antibiasapproach to ensure a qualityexperience for all:In accordance with the principles ofquality in early years provision, allservices for children need to putequality policies in place which43
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