Reflective Pedagogy and Early Childhood Studies (Conference proceedings)
Permanent URI for this collectionhttps://dspace.mic.ul.ie/handle/10395/2475
Browse
Recent Submissions
Item type: Item , 'Working together to develop the 3Rs' - an exploration of roles, responsibilities and relationships between ECCE students and teachers in Irish primary school infant classrooms(CECDE [Centre for Early Childhood Development and Education], 2007) Breathnach, Deirdre; Pope, JenniferIn recent years, several key policy documents have advocated the need for further collaborative working among professionals in the area of Early Childhood Care and Education (ECCE) to provide more cohesive and coordinated provision in this sector. A more streamlined approach to ECCE in Ireland has been recommended by policy statements and reports such as the National Forum on Early Childhood Education (Coolahan, 1998), Ready to Learn - White Paper on Early Childhood Education (Department of Education and Science [DES], 1999b), Thematic Review of Early Childhood Education and Care Policy in Ireland (Organisation for Economic Co-operation and Development [OECD], 2004) and the National Economic and Social Forum [NESF] Report, Early Childhood Education and Care (NESF, 2005). Ready to Learn, White Paper on Early Childhood Education acknowledged that "other teaching professionals will also have developed skills which may be particularly suited to the needs of infants in primary school." (DES, 1999b: 76). More recently, Towards a Framework for Early Learning (National Council for Curriculum and Assessment [NCCA], 2004), has clearly documented the continuum of education from birth to six years of age. The literature also supports the importance of multiprofessional teamworking to comprehensively support and facilitate the education and care of young children from a holistic perspective (Powell, 2005). The NESF advocate a role for ECCE personnel with degree level education within the formal education system (NESF, 2005).Item type: Item , Streets ahead: findings on outdoor play from the growing up in Ireland study(Mary Immaculate College, University of Limerick, 2018) Egan, Suzanne M.; Pope, JenniferItem type: Item , An exploration of the evidential base for early childhood education and care professional practice placement in higher education institutes in Ireland(PLÉ [Pedagogy Learning Education], 2016) Moloney, Mary; Pope, Jennifer; Pettersen, Jan; Breatnach, DeirdreItem type: Item , Untangling the knots – [k]not easy: professional identity in the early childhood care and education sector(2015) Moloney, MaryThose working in the Early Childhood Care and Education sector have struggled for professional recognition and status. While professional identity, or lack of it, is associated with a multiplicity of factors, this paper explores the interplay of gender, knowledge and skills, qualifications, integrated systems and vested interests. It compares the identity of teachers with that of early childhood educators, and considers how ECCE can be elevated to the same level as teaching. It also critiques recent policy initiatives such as the introduction of a minimum training requirement for those working in the sector, and the impending involvement of the Department of Education and Skills (DES) in the inspection of settings participating in the Early Childhood Care and Education (ECCE) Scheme. Finally, this paper calls for reform of the ECCE sector including consideration of pay parity with teachers.