The changing nature of early childhood care and education in Ireland

Kiernan, Gemma; Walsh, Thomas

doi:10.1080/0332331040230204

Cited by 1 publication

(1 citation statement)

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“…The introduction of the Childcare Act (1991) ensured for the first time that all early years settings were regulated and standards established. The ratification of the United Nations Convention on the Rights of the Child in 1992 (UNCRC) and the introduction of the National Children's Strategy: Our Children their Lives (2000) marked an important shift in the development of a rights-based approach for children (Kiernan and Walsh 2004). Guided by the principles of the UNCRC, the strategy sought to ensure that children received a quality service.…”

Section: Early Years Education In Irelandmentioning

confidence: 99%

Perspectives on school readiness in rural Ireland: the experiences of parents and children

McGettigan

Gray

2012

International Journal of Early Years Education

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In contrast to a burgeoning literature examining the experience and management of children's start to school, much less is known about school readiness in rural Ireland. On this premise, a questionnaire survey was designed to explore the views of parents (n0145) on their child's preschool experiences and readiness for school. Due to a paucity of preschool provision in rural areas, attendance was mainly on a sessional basis with a small number having full weekly attendance and others no preschool experience. In consequence, a considerable number of children start school at four years of age, two years below the compulsory starting age. On reflection, almost one-third of the parents in this study believe their child was too young for school. An important feature of this research is the inclusion of young children (n022) between four and six years of age in their first year at school. Although the children anticipated differences between preschool and school, the majority found it difficult to adapt to having fewer toys and play opportunities and to the formal curriculum which characterises teaching and learning in infant classes. Zeitgeist and global and national economic factors inform the interpretation of the results. IntroductionPreviously considered a static concept that resides within the child, it is widely acknowledged that school readiness is impacted by a range of external factors including parental expectations, the school's readiness for the child, preschool experiences, the child and their environment (Dockett and Perry 2010; Niesel and Griebel 2010). The present study seeks to extend the literature by exploring the factors that facilitate school readiness in young children living in rural Ireland. The bio-ecological systems theory (Bronfenbrenner 1979(Bronfenbrenner , 2005 provides the overarching conceptual framework and the social constructivist model the research lens. Originally developed as the ecological model, Bronfenbrenner modified his theory to acknowledge the symbiotic and reciprocal relationship that exists between the child and their environment. This approach is strengthened by the social constructivist theory, which places importance on the individual's ability to construct meaning from their social interactions and institutions. It also influenced the methodological approach utilized in the study which sought the views and of the

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Section: Early Years Education In Irelandmentioning

confidence: 99%