3.5 Thematic inspection findings

3.5 Thematic inspection findings

Science, technology, engineering and mathematics learning practice is not yet embedded in ELC settings

During the period January 2019 to December 2019, the Inspectorate conducted an evaluation of the first phase of the STEM Education Policy Statement 2017-2026 in a sample of ELC settings, as well as in primary schools and post-primary schools.

In relation to ELC settings, the findings recognised that children’s exploration, questioning and problemsolving through play and investigation, as espoused by Aistear, underpin their development of basic concepts in Science, Technology, Engineering, and Mathematics (STEM). The report also noted that children’s innate curiosity makes them prime candidates to take on their role of explorer, scientist and investigator, and that skilled early years educators can enrich their learning in this area.

However, the report notes that supports for ELC settings in developing STEM pedagogies and facilitating STEM learning experiences are embryonic in comparison with those for primary or post-primary schools. It advises that further policy initiatives, supports and actions are necessary to ensure that early years educators and ELC settings are supported fully so that STEM learning practice can become systematic and embedded.

Digital technologies are mentioned as part of children’s learning in Aistear; there is not yet consensus regarding best practice in their use within early learning and care settings

During the period January to December 2019, the Inspectorate also conducted an evaluation of digital learning in a sample of ELC settings, primary schools and post-primary schools. The report noted that while the Digital Strategy for Schools specifically addresses the formal school system, the foundations for digital learning begin in early childhood. While digital technologies and information and communications technology (ICT) are mentioned as part of children’s learning in Aistear: the Early Childhood Curriculum Framework, the report acknowledged that there is not yet consensus in the system regarding whether or how digital technology should be used by young children as part of their daily learning experience within ELC settings, and whether good practice may vary according to the age of the child. The report also identified that further research and engagement with the ELC sector is needed in order to develop guidance regarding what constitutes good practice in young children’s use of digital technology within ELC settings.

Although ELC settings are not required to develop a digital learning plan, inspectors found that the majority of the ELC settings had given some consideration to planning to build the foundation steps of digital learning. Inspectors noted some examples of knowledge and content creation in ELC settings, and also found examples of the use of digital technologies by early years educators as an additional support for communication with parents.

Figure from page 101

Not surprisingly, in a number of ELC settings, owner/managers and early years educators reported to inspectors that they were unsure how to approach digital learning in a way that was appropriate to the age of the children. However, the report identified effective use of digital technologies in assessment practices, for example to capture and share children’s learning as outlined in the following spotlight.

Spotlight…

In one ELC setting, the early years educators used technology as part of assessment. Digital technologies were used to capture children’s learning experiences and the products of their learning. The early years educators used video technology and cameras, and the children were very comfortable in using this equipment for their own learning. Early years educators recorded children talking about their learning and created videos and digital stories about their learning journeys. These resources were available to parents and families via the setting’s social media channels and applications, both of which allowed parents and families to be part of the learning conversation and to celebrate the children’s learning. Features of good practice included early years educators’ use of digital technology to record observations of practice for communication with parents.