3.3.2 Quality of the processes to support children’s learning and development

3.3.2 Quality of the processes to support children’s learning and development

This area of the framework focuses on the processes to support children’s learning and development, including the approach to the curriculum, the learning environment, and strategies to promote learning.

During the period to which this report refers, 91% of ELC settings were found to be good or better in this area (Table 3.2). In developing their approaches to curriculum, examples of good practice observed included settings having effective policies and procedures. Nevertheless, in about 10% of the settings inspected, processes to support learning and development required improvement. In these instances, core educational processes, such as curriculum or programme planning and implementation, and assessment for learning practices presented significant challenges for early years educators.

Many early years educators found assessment for learning and planning for progression in children’s learning challenging. While the more positive ratings for Area 3, which focuses on children’s demonstrated learning and achievement (Section 3.3.3), reflect children’s competence as learners, it was evident to inspectors that capacity building in relation to planning for progression in children’s learning is an issue that needs to be addressed. If professional educators lack skills to observe, plan, support and extend children’s learning, this can result in children’s disengagement and demotivation in the longer term. This finding identifies the need to focus policy attention on building the capacity of the ELC workforce in relation to early childhood pedagogy.

Table 3.2: Quality of the processes to support children’s learning and development (Area 2): September 2016 – December 2020

Table 3.2: Quality of the processes to support children’s learning and development (Area 2):

Percentage of ELC settings

Table 3.2: Quality of the processes to support children’s learning and development (Area 2):

V	ery goo	d	39.7%
	Good

Figure from page 91

			8.8%
	Poor

Source: Inspectorate, Department of Education

Increased use of Aistear: the Early Childhood Curriculum Framework and play-based approaches is evident in early learning and care settings

ELC settings implement a number of different curriculum approaches, including those that are play-based, those that are facilitated through Irish (Naíonraí/Irish-medium settings) and approaches such as Montessori, Steiner and High/Scope. Aistear: the Early Childhood Curriculum Framework, is the national curriculum framework for children from birth to six years. This framework elaborates national goals, principles and themes that should underpin the curriculum approach used by early years educators in ELC settings.

Inspection findings identify that most ELC settings use Aistear, to some degree, as a framework to support children’s learning and development. Many promote an emergent, child-centred curriculum and plan a curriculum that focuses on being responsive to children’s interests, strengths and challenges and that delivers meaningful learning experiences. This is a positive development and concurs with the findings of a survey conducted by Pobal in 2018/19 which found that 89% of ELC settings self-reported that Aistear was the most widely-used support for curriculum/programme development. This indicated a steady increase of 7% in settings using Aistear since 2016, while the uptake of other curricular approaches was similar to those reported for 2016/2017 and 2017/2018 60. The Pobal survey also found that settings reported that the implementation of play-based curricula continued to rise: from 52% in 2016/17 and 59% in 2017/2018 to 68% in 2018/2019. The findings also indicated that ELC settings in rural areas were more likely to follow play-based curricula, while the Montessori approach was more prevalent in urban settings.

Inspection findings indicate that preparation for learning, aligned with children’s needs, interests and strengths, continued to present challenges for early years educators

Early years educators’ capacity to plan for learning is critical to the quality of the children’s experience. Inspection findings indicate that almost all ELC settings planned for curriculum implementation using a combination of long-term, medium-term, and short-term planning. Features of good practice observed included the regular use of pedagogical assessment and documentation of the outcomes of assessment in a variety of ways, for example learning stories and learning journals.

Early years education inspections (EYEIs) also identified effective practices in ELC settings that support the diverse needs and inclusion of all children. These include:

■the creation of a variety of visual supports to help children develop an appreciation of themselves as

individuals and as members of their family

■early years educators working in partnership with parents and with professionals from a range of

relevant agencies.

Areas identified in inspections as requiring further development in relation to preparation for learning that supports the needs, interests and strengths of all children include:

■the need for greater account to be taken of the child’s individual learning needs, strengths and interests

■the need for early years educators to plan effectively for children’s play-based learning experiences

■the use of assessment to track progress and to create individualised plans for the learning of each child

■the preparation of individual learning plans for children with additional needs, including those related

to their cognitive, social, emotional or physical development.

The challenge of providing a programme of learning responsive to the differing needs of individual learners has become more evident since 2018, when the ECCE programme was extended to afford children the opportunity to participate in pre-school for up to two years. Planning for progression in children’s learning across two years of enrolment in pre-school is not well developed. While this is perhaps unsurprising given the recent introduction of this offer, it is an aspect of pedagogical practice that will need further development and support.

60 The results of the Pobal surveys referenced here are included in the suite of Annual Early Years Sector Profile Reports that are available at: https://www.pobal.ie/research-analysis/early-years/

Inspectors found that appropriate emphasis is placed on early literacy and numeracy in early learning and care settings. There is potential to enhance children’s communication and higher-order thinking skills

Key successes noted by inspectors in relation to support for literacy in ELC settings included the active, positive role played by early years educators in children’s early literacy development. Features of good practice observed included the effective development of children’s language and communication skills through the use of rhyme, story, discussion and singing. In order to support children’s communication skills, inspectors promoted the use of pictorial prompts, open-ended questioning and sustained conversation. To promote enjoyment of early literacy, including storytelling and dialogic reading, actions advised in EYEI reports included the development of designated book areas, the inclusion of reading material in the various play areas, and the reduction of group size for story-time and discussion. Inspectors also advised against the direct and formal teaching of literacy and numeracy concepts and the use of templates and workbooks.

EYEI findings note good work in relation to the supports for early Irish language learning in Naíonraí. Reports from Irish-medium settings highlight the active role of the child in language acquisition, and the critical importance of allowing natural progression in language learning to occur. The need to create regular opportunities for children to communicate in Irish was noted; to this end, a greater emphasis on the use of the bilingual or immersive language approach was encouraged.

EYEI reports highlight a range of positive ways in which children’s early numeracy knowledge was supported. Among the practices commended by inspectors were the children’s exploration of Montessori materials and open-ended materials, and early years educators’ modelling and use of mathematical language, rhymes and songs. The effective use of active, engaging methodologies such as counting, sorting and classifying to teach early numeracy activities was also praised. In their advice to early years educators, inspectors emphasised the importance of having a broad range of high quality materials to support active learning in numeracy. They also advised early years educators to be mindful of the quality of interaction strategies used to support the development of children’s higher-order thinking and learning.

There is evidence of the early formalisation of learning and an erosion of play-based approaches in some early learning and care settings

Aistear: the Early Childhood Curriculum Framework locates play as the key methodology for children’s learning and development. Play is viewed as a context for children to explore and engage in meaningful learning experiences, and to develop positive dispositions on which future learning is built. The research that underpins Aistear clearly locates play as the key methodology for children’s learning and development. Play is viewed as a context for children to explore and engage in meaningful learning experiences, and to develop positive dispositions on which future learning is built. Inspection findings indicate that many settings and early years educators advocate actively for, and showcase, play-based learning. While this is very positive, some ELC settings report that parental and wider societal expectations are placed upon them to prepare children for primary school. Inspectors observed that settings who reported this pressure were often implementing a more formalised approach to learning, with a focus on letters and numbers, as opposed to a more play-based, hands-on approach to developing positive learning dispositions.

Positive findings reported by inspectors included the ways in which ELC settings actively promoted the development of learning dispositions, such as creativity, empathy, problem-solving, communication and independence skills. These practices were not to the fore in settings that had adopted a more ‘schoolified’ approach, typified by an adult-directed approach to supporting children’s learning. The positive development of core learning dispositions, which are foundational for achievement in all stages of education, is most likely in enriched learning environments that recognise and promote the competence of children to be truly involved as partners in their own learning. Actions advised in relation to the development of quality provision and practice in this area included affording children meaningful choice and self-direction in their learning activities, and supporting children to reflect on their own learning. The need for hands-on, child-led, meaningful play experiences based on the interest of the child was highlighted by inspectors as key to the development of a quality curriculum.

Effective learning environments were characterised by careful planning, purposeful use of Aistear and high quality educator-child interactions

The quality of the learning environment is critical to the development of children as life-long learners, communicators and critical thinkers. Where inspectors judged the quality of the learning environment to be good or better, it was evident that careful consideration had been given to ensuring that the environment was planned thoughtfully in response to the children’s interests and learning needs, and that it was challenging, enriching and supportive of positive language-rich interactions.

Inspectors also praised the purposeful use of Aistear: the Early Childhood Curriculum Framework, describing how this supported children’s language development, enabling them to use and transfer new language content and skills across a variety of contexts. Some of the challenges experienced in settings included the organisation of the indoor environment and the development of opportunities for outdoor play, including free play and play that provides opportunities for children to experience challenge and to take risks in their learning. This risk-rich play is central to the development of key skills such as self-regulation, problemsolving and independence.

High-quality, educator-child interactions are significant in promoting and extending children’s critical thinking skills. Inspection findings in this regard were positive, and included affirmation of early years educators’ use of strategies that enabled children to choose their learning activities and to demonstrate initiative when engaging in them. In some settings, actions advised highlighted the need for early years educators to recognise children’s individual needs and to use a broader range of interaction strategies to support children’s language and thinking skills. For example, greater use of open-ended questions linked to children’s specific interests, and documenting children’s narratives in a manner that encourages the development of reflective capacity and self-awareness.

There is scope in early learning and care settings to enhance provision for the individualised needs of children

The introduction of a two-year ECCE programme for children from the age of 2 years 8 months, together with the fact that children may commence primary school at age 4 or remain in the ECCE programme until they are 5 years and 8 months, has resulted in a diverse age range in pre-school in ELC settings. The age range, coupled with children’s varying abilities, highlights the need for early years educators to tailor their approach to teaching and learning to meet the variety of individual needs in their settings. Inspectors observed that successful provision for differentiation included allowing for long, uninterrupted free play times, both indoors and outside, that allowed each child to engage in unhurried learning activities. Expert scaffolding of learning activities by experienced early years educators in this context ensures that choice and agency to suit the individual interests and dispositions of the children, and the provision of learning experiences with varying levels of challenge, are provided. Despite the fact that a small number of effective examples of such practice were reported, the provision of effective differentiation remained an area of challenge for early years educators.

The development of emergent, child-centred learning programmes and approaches to assessment continues to present challenges in early learning and care settings

In ELC settings that had strengths in facilitating collaborative learning, inspectors noted children working and interacting in a playful, empathetic and cooperative manner that demonstrated their developing friendships with their peers. Where potential for improvement in this area was noted, inspectors typically advised early years educators to increase their engagement with children as play-partners. Such an approach allows early years educators to tailor support for children at all stages of development. Inspectors also highlighted the need for collaborative learning activities, both adult-child and child-child to be structured more effectively.

In relation to assessment of, and for, learning, early years educators used a range of strategies to document children’s learning, but were less effective in using the data to inform planning for progression in learning. An area of challenge for settings was the use of assessment-for-learning strategies to ensure that the curriculum was tailored to meet the unique needs and interests of each child. Inspection findings identified the enrichment of teaching and learning by the inclusion of assessment methods that highlight learning dispositions and support future learning, as a key ambition for the coming years.

Overall, inspection findings indicated that there were significant challenges for ELC providers and early years educators in relation to planning for curricula and programmes of learning. A key area identified for development was the use of information on the children’s interests, dispositions, strengths and abilities to guide the development of more emergent, enquiry-based learning programmes. The planning of strategies to support effective teaching, learning and assessment also posed challenge. Building capacity in these aspects of practice will also require support at a range of levels, including initial professional education and continuing professional development. Capacity building will also require comprehensive provision of a range of professional information, resources and supports including mentoring.