Spring 2021 | Issue 27 times
Online Research Symposium 2021
How to make remote and in-person teams work for you Learning Hub update Barometer 2021
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1. How managers can make remote and in-person 14. New research to influence better terms and teams work for them conditions or sector staff - Pathways to Better 3. Learning Hub and your CPD and induction needs Prospects 5. Garda Vetting Update. 16. Dates For Your Diary Coming Soon – Online Vetting 17. Barometer 2021 7. Early Childhood Ireland Online Research 19. Universal Design Guidelines for Early Learning and Symposium 2021 Care Settings 9. The joy of judging the Inspired Practice Award 21. Caring and Learning with children under 2 10. Having a bird’s-eye view of excellent practice and 23. Membership Update children’s learning 25. Business Page 11. Learning stories: making valued learning visible 26. Online Shop – Books and Resources
WELCOME
Dear member, You are very welcome to our spring edition of Early Times and Early Pedagogy. Although the current environment remains challenging for us all – both professionally and personally - there is hope on the horizon as the COVID-19 vaccination programme continues. While looking forward to brighter days ahead, we must also acknowledge the unfaltering dedication and hard work of those employed in our sector. Huge efforts are being made to keep vulnerable children and those children of essential workers safe while in settings and also to maintain contact with, and support to, families during the latest lockdown. Early March sees the return of children on the ECCE programme and hopefully, a full reopening later in the month. The critical role that our sector plays for children and families has never been more evident than in this latest lockdown. This understanding must cement a more sustainable level of investment in the entire early years system in the future. This edition of Early Times boasts a wide variety of articles aimed at informing, inspiring and supporting you and your staff. Our membership team has an important update on the Garda Vetting process while our EYES team has helpful advice on how managers can get the best performances from their teams – whether they are working remotely or on -site. We also shine a spotlight on Early Childhood Ireland’s Learning Hub – a key benefit of membership, which can support both induction of new staff and ongoing learning and development of existing staff members. Our Research and Professional Learning team shares key dates for the diary in relation to the upcoming Early Childhood Ireland Online Research Symposium 2021. We also celebrate the winning entries from Early Childhood Ireland’s National Annual Awards 2020, which took place at the end of last year. Our Policy, Advocacy and Campaigning team shares the findings of our recently launched Childcare Barometer 2021, as well as providing an overview on our research report on pay and working conditions in the early years sector, called Pathways to Better Prospects. Finally, we conclude our deep dive into the Universal Design Guidelines for Early Learning and Care settings, with part 4 of the series. We welcome any queries or comments you may have during these challenging times and look forward to working with you in the months ahead. Please stay safe and well. Teresa Teresa Heeney CEO, Early Childhood Ireland
We would love your feedback and ideas for Early Times. Email us at: [email protected]
The information contained in Early Times is, to the best of our knowledge, accurate at the time of publication. The views expressed in this magazine do not necessarily reflect those of Early Childhood Ireland.
Designed by Stray Dog Design - www.straydog.ie Printed by Doggett Group Editor: Ken Pepper EARLY YEARS EMPLOYER SERVICE
How managers can make remote and in-person teams work for them
By Gillian Moore Early Years Employer Service Manager
n recent months, ELC and SAC settings have had to quickly important that where teams are working both on-site and adapt to new ways of working, in particular working remotely, each staff member feels valued and included. remotely. Despite the fact that remote working isn’t I There are many ways in which a manager can achieve this. necessarily suited to the type of work that the professionals Above all, communication is key and it is the role of the from these settings are used to, they have adapted manager to lead out on this and ensure to simplify it as much successfully to the call from the Department to engage as possible. Each type of team will have specific needs based with children who are not attending online via videos, social media messages, newsletters etc., or other types on their location, so it is important to tune into that. Speak of work such as administrative work, curriculum planning to each person, find out how they are doing and what they or additional CPD. This, of course, has a lot of benefits for need. Managers need to be mindful of employees personal the employee who may need to be at home for whatever and home circumstances which may impact on their ability to reason during this time, but it also presents challenges for engage remotely and work with the employee to get around employees, managers and the rest of the staff team. It is any issues. Try to keep the conversations going, a daily check
1 early times spring 2021 EARLY YEARS EMPLOYER SERVICE
in - in person or by phone call depending on where they are conferencing, it is vital that you monitor these to ensure can facilitate this. This helps also to manage expectations, there is no misuse leading to harassment or bullying which so each team member knows what is expected of them can easily and inadvertently happen when using remote in terms of their work and ensures that they do not suffer methods. Managers need to have clear mechanisms for any issues from a reduction in the amount of management staff to raise any issues or concerns so that they can be support that they would be used to. ironed out easily. It is a good idea to update staff training in the areas of dignity and respect and what this means when Teams can also benefit from opportunities to connect engaging with colleagues in a virtual environment. Above with each other. Creating a ‘break room’ can help with all, as managers, you need to offer employees support and this. By setting up informal video calls where you can all encouragement so they can take up the challenge of these be together virtually to share stories and experiences new ways of working with each other. will help each staff member feel the value of their own work and see the value of others’ work. You can also Valerie Gaynor of Creative Kids and Co. spoke to us about consider setting up a work chat to share information, their experiences of remote working and how they have but this needs to be closely managed. All of these made it work for their settings. “At Creative Kids and Co., measures ensure that everyone has access to the same relationships and interactions are very central to our information and will help eliminate tribalism or a ‘them practice. Therefore, it was an automatic assumption and us’ situation. that we would continue to engage with the children and their families while the service is closed. Keeping in Fiona Buckley, Work Behaviourist (https://www.linkedin. touch with staff is central to this process. We had some com/in/fbuckley/) advises “ One of the things we need to team meetings on zoom, and we use group whatsapp be very mindful of as some of our workforce return to for regular communication. We send CPD ideas by the setting and a portion may stay at home is to ensure email. Room leaders have a whatsapp group for a ‘fault line’ doesn’t appear between these groupings. A discussing themes and ideas. We also have a whatsapp fault line is like a crack in group for each the cement that deepens room. We use voice over time and this can messaging to share happen with teams ideas and staff can who have different pop in and out at their work arrangements. leisure. It is important We need to ensure to be cognisant of inclusion, fairness and staff and their own reasonableness at all children at home and times and to ensure so regular checking in positive behaviours are is important. We have praised/promoted and a check-in at the start negative behaviours or and end of each week attitudes are stopped and staff are always quite quickly so they free to call, email, and don’t become acceptable text. This is working habits in the workplace”. very well and the It is also crucial to level of engagement be mindful of your from staff is fantastic. workplace policies and We have harnessed procedures and ensure the capabilities of that they are fit for technology on a basic purpose when it comes to level and will continue those working remotely. to develop this area In particular, when you of practice going are using workplace forward.” chat groups or video
early times spring 2021 2 EARLY YEARS EMPLOYER SERVICE
Learning Hub and your CPD and induction needs
By Greg Merrin Information Officer – Early Years Employer Service
arly Childhood Ireland is very pleased to see the To compliment these courses, for new staff members uptake on our new eLearning platform, the Learning who prepare food in the setting, our Learning Hub hosts EHub. With the postponement of the ECCE programme courses in Food Safety Level 1 and Food Safety Level 2: in the new year, and other settings at lower capacity, HACCP Principles. Ideally, you could ask staff to complete the sector has seen a further increase in engagement these courses before they start working at your service, with continuous professional development for staff. A or you could ask them to complete them as part of the fully online, free for members training resource, our induction training programme. In addition, you can ask Learning Hub has a number of courses relevant to the new staff to undertake training in allergens awareness, Early Learning and Care and School Age Childcare sector. should you have any children with allergies in your setting. We certainly feel that this is an ideal tool to manage CPD Given the current circumstances we would also strongly needs in your setting. recommend that all new staff complete our COVID-19 Induction needs return to work safely training before commencing work in your setting. You could ask them to bring their certificate As well as meeting your CPD needs, our Learning Hub on their first day, or with the environment and COVID-19 in can service as a unique induction tool for any new staff mind, you could request that they email it directly to you for member in your setting going forward. records. We would also advise all students on placement in For example, our manual handling course can satisfy your setting, and staff returning from long term sick leave, health and safety requirements, and can be included or any extended leave, to do this training. as part of an induction. Our fire safety course can be The beauty of the Learning Hub is that it is mobile friendly, provided to all staff, and certification gained for fire meaning that staff members can dip in and out at times wardens or designated staff. Thenon-FAR first aid course that suit and owners, providers and managers can keep will provide any relevant staff with the knowledge and track of staff progress and certificates earned. Through practicalities for first aid. Please note, there is a small the manager dashboard, admins can view the overall charge for the practical certification for these three progress for the service, which staff have completed most courses. With these courses, your new staff member will CPD, and which staff may need further support. Managers be covered from a health and safety perspective. For staff can also keep track of which certs each staff member to have a good overview on preventing slips, trips and hold, allowing managers to plan rosters, ensuring there falls, you could add the health and safety course into their are enough staff trained in fire safety, first aid and food induction programme. safety for the children.
3 early times spring 2021 EARLY YEARS EMPLOYER SERVICE
Testimonials We started using the Hub this January. To date we have made a significant saving and will save more before the We have received great feedback from members end of the year. And in early years we all know that regarding the Learning Hub, including: every penny helps!” “I highly recommend ECI's new Learning Hub. It is an Soirse Doheny, Happy Phases easy-to-use facility providing both mandatory training “We are really impressed with the courses provided on and other that would benefit all staff within an ELC the Learning Hub. It has been available to us and used service. The support team are very knowledgeable and by us since mid- 2020 but has been even more beneficial were very quick to respond to any query I raised. to our team of late with the government restrictions. All the modules are free which is an added bonus. And We only had half numbers attending so staff worked there is a plethora of modules our team can choose half days and trained for the other half, using the Hub. from ranging from first aid, computer skills, conflict The benefits of accessing the Hub for CPD allowed the resolution and so on. The only cost is €20 per person team to bring new ideas to the creche as part of daily that covers the practical element of the mandatory routine and helped us with compliance too. The feedback training modules - First Aid, Manual Handling and Fire from my staff was also positive, where they felt good that Safety Training. I found this is a very competitive fee we were allowing them to upskill while employed by us. compared to other training companies I had researched This was a really positive experience on both sides”. and previously used. Denise Collins, Tiernan’s Nursery
early times spring 2021 4 MEMBERSHIP
Garda Vetting Update Coming Soon - Online Vetting
By Kylie Johnson Information Officer - Garda Vetting
arly Childhood Ireland is delighted to announce Tracking the Garda vetting application that our Garda vetting application process is going online! This will make the process easier, less costly Once the applicant has clicked on the link sent to them E from the NVB and inputted all the information required, and a more efficient process for our members. No more they can then track the status of their application cost of postage stamps, envelopes or going to the post- through the National Vetting Bureau website: https:// box and waiting for the post to reach our office. You will vetting.garda.ie/Track by entering the reference number be able to input the Garda vetting application directly on assigned to them. This will start with ECI001-2021*****- our website at your convenience. ***** and their date of birth. We have outlined the procedure below and have many more resources on our website under Garda vetting. What happens next?
4 easy steps to online vetting Early Childhood Ireland reviews the completed online vetting application and submits it to the National Vetting 1. The ECI member (owner/manager) requests that the Bureau. Garda vetting applicant/potential employee complete the NVB1 Vetting Invitation form and ensures it is signed, The national vetting bureau processes the application and dated and the consent box is ticked. There is a special forwards a vetting disclosure (completed Garda vetting) to vetting invitation form for under 18s and a parent Early Childhood Ireland. consent form also. The owner/manager also asks the Early Childhood Ireland reviews the vetting disclosure applicant for a copy of two forms of identification: (1) and provides a pdf copy of the disclosure to the owner/ photo identification (2) proof of address. manager of the service via email. 2. The owner/manager logs onto the ECI website www. For further information on the Garda vetting process please earlychildhoodireland.ie with his/her membership see our website: https://www.earlychildhoodireland.ie/ number. Then, please click on the Garda vetting option work/operating-childcare-service/garda-vetting/evetting/ and type in the information given by the applicant on the NVB1 vetting invitation form. The owner/manager ticks For further information on completing the link from the the consent boxes based on the information given on the national vetting bureau please see: https://vetting.garda. NVB1 form: ie/Content/UserGuides/en/UserGuide.pdf
a) consent from the applicant who has signed and given Garda National Vetting Bureau Affiliate consent on the NVB1 form Registration Number b) proof of identity supplied by photo identification and In order to access Garda Vetting in the future every proof of address Early Learning and Care and School Age setting will need their own unique Garda National Vetting Bureau (GNVB) c) and that the applicant is doing relevant work Affiliate Registration Number 3. Once the application has been submitted, the owner/ This is to ensure compliance with the National Vetting manager will receive a notification email confirming that Bureau (Children & Vulnerable Persons) Acts 2012-2016, the vetting application has been submitted to the Garda so that only relevant organisations are applying for vetting Vetting Bureau and a link has been sent to the vetting for people who are conducting relevant work or activities applicant. Please check that the applicant has received with children. For example, an early learning and care the link so that they can complete the application. setting applying for vetting for an early learning and care 4. The applicant will receive a link from the Garda Vetting practitioner. Bureau within 24 hours. They will have one month to If you already have your GNVB Affiliate Registration complete the link and enter their information. Number letter please take a copy ofboth sides of the letter
5 early times spring 2021 MEMBERSHIP
and email it to [email protected] so that we have their own unique GNVB Affiliate Registration Number. can have your setting registered on the NVB portal. 2. The Garda Vetting Bureau will then email you an How do I apply for a GNVB application form which you fill in and return to them by Affiliate Registration Number? post. Once you have sent them the completed form, they will then issue you with your GNVB Affiliate Registration 1. Please email the Garda vetting bureau at vetting@ Number. garda.ie requesting aGNVB Letter. 3. When you receive your GNVB Affiliate Registration ✓ Early Childhood Ireland Membership Number Number please email a copy of the GNVB letter (both sides) confirming your GNVB number to ✓ Name and address of your early learning or [email protected] school age setting – this must be the setting address (or the process will have to start again) If you have any queries regarding Garda Vetting please see the ECI website: https://bit.ly/3ol88dB or ✓ Main contact person (https://www.earlychildhoodireland.ie/work/operating- ✓ The nature of your business e.g. early learning childcare-service/garda-vetting/evetting/) or call us on and care or school age setting 01 405 7102 *Multiple settings - This process must be completed for each individual membership number as each setting is required to
early times spring 2021 6 LEARNING AND DEVELOPMENT
Early Childhood Ireland Online Research Symposium
The Early Childhood Ireland Online Research Symposium 2021 is taking place on Friday, 23 April and Saturday, 24 April – register today!
arly Childhood Ireland is delighted to invite you to researchers/evaluators/policy analysts; policymakers; and register for our Online Research Symposium 2021. staff in agencies and organisations concerned with regulation and quality. ETaking place from 4pm on 23 April and from 11am on 24 April 2021, this year’s theme is Researching We have adopted an innovative approach to the Early Learning and Care in a Time of Uncertainty & Early Childhood Ireland Online Research Symposium Opportunity. 2021, with a new, user-friendly virtual platform that allows for discussion forums, live calls between This virtual research event will interest a wide range participants, networking ‘rooms’ where participants of people. You will have the opportunity to engage in can independently organise group and individual professional dialogue and exchange knowledge and ideas networking. You will also be able to access a range of with Early Learning and Care and School Age Childcare learning resources on the platform. providers and educators; lecturers/academics; students;
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We know that you will be excited about the keynote Early Childhood Ireland has encouraged submissions speakers on both days. On Friday, we will hear from Dr. from both new and experienced early childhood Suzanne Egan, Mary Immaculate College, Limerick on researchers and welcomed both quantitative and research undertaken with her colleagues on the impact of qualitative research, particularly action research COVID-19 restrictions on young children’s play, learning and undertaken by educators in settings to improve practice development. On Saturday, Zorica Trikic, Senior Program and policy analysis. Manager, International Step by Step Association (ISSA), the Netherlands, will speak of the challenges and opportunities For more information and to register for the Early generated by the COVID-19 pandemic through the early Childhood Ireland Online Research Symposium 2021, childhood workforce’s eyes and lived experiences. please visit our website www.earlychildhoodireland.ie
early times spring 2021 8 LEARNING AND DEVELOPMENT
The joy of judging the Inspired Practice Award
By Dr Judith E. Butler Course Coordinator ECEC/PG Research Supervisor, Munster Technological University, Cork
n March 2020, and just before our world was turned • This is inspired practice in action. upside down by the global pandemic, I was invited by • This was a very valuable learning opportunity IEarly Childhood Ireland to be a judge for their Inspired that will continue to enrich the lives of Practice Award. I was initially presented with three the children, their teachers, families, and exceptional submissions to review. What a joy! These community as a whole. submissions showcased the dedication and commitment • This winner clearly shows that the ECEC setting of ECEC professionals to providing quality experiences flows into a connected community. for children, their families, and the wider community. I was hugely impressed by the considerable time and • There is wonderful evidence of deep reflection effort which was involved in these learning opportunities on the diversity of the community that the setting serves. which, without a doubt, also necessitated engaging in deep reflection on practice and a willingness to critique I am a big fan of Aistear (NCCA, 2009) and why wouldn’t one’s own practice. I be? It is a framework that can stand up against any critique. What is better than scaffolding children’s These positive experiences and authentic learning development and learning through active play within opportunities are examples not only of good practice in the context of responsive and caring relationships? The Irish settings, but also of best practice internationally. deserving winner and the finalists all demonstrate this and These types of experiences are what promote the holistic highlight the importance of scaffolding children’s learning development of our children. They promote rapid brain and development through developmentally appropriate development, learning capacity, and social competence learning opportunities. Moreover, the children were in our children. all active agents in their own learning, while their questions and enquiry were valued over responses. It is The judging process was a particularly enjoyable task, extremely commendable to see that the children asked but it was not easy. I deliberated as the standard was more questions than the teachers. The Inspired Practice extremely high and upon deep reflection, I selected the Awards really do highlight that inspiration and ideas for ‘Kindness Elves’ as the deserving winner. My reasons for learning opportunities can come from divergent sources. selecting this submission include: All in all, it was an extremely memorable and welcome experience in a crazy 2020. It showed me the integrity and transparency of how these awards are judged. It has confirmed what I already know- we have superb examples of outstanding practice in our wonderful country. ECEC professionals, I applaud you.
Early Childhood Ireland would like to thank Judith for kindly partaking in the judging process of our National Annual Awards 2020.
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Having a bird’s-eye view of excellent practice and children’s learning
By Annette J. Kearns Placement Co-ordinator/Lecturer, Froebel Department of Primary and Early Childhood Education, Maynooth University
here are two things I miss most about being an Early occasions, the local community, many of these instances Childhood Specialist in Early Childhood Ireland. The would never have become a learning story. first is being in a position to visit many early years T One can never tire of hearing the voice of the child, settings and see first-hand all the good practice that is whether that be actual words, through gestures or eye going on. Having retired from my own preschool, I always contact. Froebel told us that listening to what children are called it my ‘fix’, to walk in the door of a setting and hear saying is crucial to knowing how best to support them to the sounds that go with children playing – laughing, crying, extend their learning and come to a greater understanding calling out and most of all, that hum of voices chattering of how the world works. Documenting the children’s to each other in play. I loved to stand for a moment in learning in this way supports their growing identity and the hallway and hear the different sounds coming from sense of belonging in the setting and within the local all the rooms. I particularly loved when I walked into a community. Supporting the children to ask questions and room and could not immediately identify where the adult seek out answers helps the children to become reflective was, because that meant they were down on the floor, and to be researchers in their own right. at the children’s level, engaged in their play. I still get to visit settings of students on the BA in Early Childhood Throughout all the stories, it was obvious the educators were Teaching & Learning and get my ‘fix’. However, because ethical and reflective practitioners. They were tuned into my role is different, I don’t have the same opportunity to the children in a deep and meaningful way, demonstrating observe children throughout a setting at play. their own caring and competent dispositions. By following the children’s lead, they were able to help them explore The second thing I miss most is being involved in the how and where their ideas might take them. The high day to day running of the Learning Stories Awards. I was standard of all the shortlisted entries made the task of involved with it from its inception, and loved that this selecting a winner all the more difficult. role gave me a bird’s-eye view into settings all around the country, not just in my own catchment area. There Thankfully, this did not fall on the shoulders of any one is a pure thrill demonstrated in these stories of children person. The process for selecting a winning story is very learning and relationship building on an ongoing basis, transparent and robust. Following the shortlisting for each once they are afforded the time, space and opportunity category, individual judges mark the stories. If all judges to do so. It fills me with pride to see how far we have agree on the winning story, all is well. If, however, there come in such short a period of time with regards to is a difference in who is selected for first place, there are children leading the learning through an emergent play- further steps in the process. First, there is a discussion based curriculum, guided by the frameworks of Aistear between the judges with each outlining where the marks and Síolta. A far cry from when we, the adults, spent our allocated for each of the criteria are discussed. Following evenings planning what the children would be ‘steered’to this discussion and sharing of perspectives, we re-mark learn the following day. them. Thankfully we then had an agreed winner in each category. I found the discussions with the other judges When I was asked to become a judge for the Early particularly enlightening as it is always good to hear the Childhood Ireland Learning Story Award, I jumped at the perspectives of others and come to an understanding opportunity. I was excited to once again have the prospect of their points of view. I was really happy that all of the of peeking in the doors of settings from all over the country. selected winners were indeed the best in their categories. The criteria for assessment of these stories was clear. Fundamental to gaining marks was that the story would be I look forward to next years competition and getting a ‘peek’ at the excellent practice in many more settings. child-led, the image of the child was that of a capable and competent child and their voice was heard throughout the Early Childhood Ireland would like to thank Annette for story. Relationships score highly, as we know that ‘we are kindly partaking in the judging process of our National all in this together’. Without the reciprocal relationships Annual Awards 2020. between children, families, educators and on some
early times spring 2021 10 LEARNING AND DEVELOPMENT
Learning stories: making valued learning visible
By Lorraine Sands Project Facilitator, Educational Leadership Project Ltd., New Zealand
houghtfully written learning stories tell a story of up all manner of explorations, as learners, motivated from learning that is deeply embedded in the culture of deep within, seek to build the brain they will have for Tthe setting, and perhaps this connection to culture their lifetime. And fascinating too, is the way educators is why they have been embraced by so many educators respond to children’s inquiries. This is the trail I was across the world. Although my insights have been gained looking for as I read your learning stories. For example, in my own cultural setting here in New Zealand, it was from ‘Woody’s Maps’: my total pleasure to be part of the judging panel and to hear the stories that Irish educators write from their own “Woody, this amazing journey started one cold January unique perspectives. morning when you came up to me and told me you wanted to make a map, a treasure map to be exact. I I wonder if the deliciously evocative aspect of learning had a very, very old book of maps that was tattered and stories, capturing our hearts and minds as they do, is the torn, so we decided together, to use this as the base way they offer insights into children’s characteristics as for our treasure maps. It wasn’t long before you shared lifelong learners. In the learning story, “More Than Words’, what you were doing with your friends, and before I Audrey makes this very explicit in the first sentence. This knew it, there was a whole crew of treasure hungry is emotionally engaging, and I can only imagine the way pirates climbing aboard our ship!” this story would light up the hearts of the children and families involved - and Audrey’s colleagues. These are the This individual interest intriguingly invited connection stories that last a lifetime and change learning cultures, across Woody’s community and led to social learning deepening a shared understanding inside a team of what with the maxim: “Let’s find out together”. It seems to really matters here. me that learning rarely happens in isolation from others and when we see learning as connection, we realise the “I wanted to write down how your immense kindness and way relationships are the blanket that warms that inquiry empathy towards your friends, especially Imogen, melts spark, so it dances as flames across time and space. my heart every day. Your ability to ‘see’ others - their Learning is energy that finds its will to keep pursuing the personalities, their likes and dislikes, their laughter and quest, when we often don't even know what this means their tears goes way beyond your young age of 3 ½ years. at the beginning, long past the easy bits into practice and It is your response to this ‘seeing’ that intrigues me’’ effort, inside what is imaginable and therefore possible. From my experience, I think as educators track learning Woody’s learning lasted for a long time and ranged from progress over time, that an in-depth understanding of the early beginnings, drawing treasure maps, to growing children’s learning identity is formed. Learning stories into real maps drawn to portray the environment, with enable families and children to contribute to this and so further complexity arising as digital maps were followed a complex understanding of learning evolves within the in walks into the community. Yet, learning stories would individual and the community. As learning stories are remain ‘an interesting story’ without a thoughtful shared, a shift in understanding about learning occurs. assessment and in ‘Woody’s Maps’ assessment is an When a strong vision develops and teams see children integral part of the narrative. as inquirers, because they are enabled to pursue their interests with energy and commitment, hard work and “…It was wonderful to be a small part of this with you effort, the learning characteristics that lead to lifelong and it was a joy to watch you recognise patterns and learning success are reinforced. Children can then be make connections between new learning and what you heard to say: “I am brave… I don’t give up…I practice… already knew. I pointed to a place on the map that is This is how I learn…” not visible from our window. “That’s the playground,” you laughed! Your ability to gather the information I have often wondered why inquiry learning seems you needed from different sources showed me how to generate so many opportunities for the writing of you were developing increased cognitive, physical, and learning stories. It is such a fascinating notion. It conjures social skills”.
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I think the key thing to remember is that it is the learner village? Sinead explained that there was an election who decides what to learn, not the educator. As ‘Woody’s coming up and Eanna’s daddy was running for election. Maps’ shows, all we can do is create the opportunities “What’s an election?” several voices chorused, and for children to be excited, engaged, committed, and then so our journey into the democratic process in Ireland learning will happen, often at surprising rates. When began.” This learning story uses children’s voices to children are deeply, internally motivated they push the capture their thinking. Here is a sample: limits far beyond anything adults might set as learning goals. So, in terms of ‘making learning visible’, this learning Lauren D: “Could you give us more bin bags for dog poo story picks up the nuanced threads inside inquiry learning and ask the mammies and daddies to pick the poo up and enables everyone in the community to become part ‘cause I slipped in one today”. of the process and stretch learning further as a result. James: “There needs to be more planting in Lucan”.
There is also a place for group stories as they can tell a Finn: “There is a boy in a tent in the park, could we get story of community learning and give a real insight into him a new house so he could stay warm?”. a team’s values. 'Dealing with Democracy’ was one such story and it began with children’s questions - a very good The learning journey began using provocations place to start! that made sense to children and heightened their understanding of the real world through inviting the “Some of the children arrived asking the question? candidates to visit and then setting up their own “Why is Eanna’s daddy’s picture on the posters in the elections around issues that mattered to them. I got a sense from this story of a very real and meaningful connection between the children’s learning setting, family and community.
The depth of the children’s questions reveals a deep sense of empathy for others and a concern for our world. What better reason could there be for making this valued learning visible through the writing of learning stories that will travel in time, as children re-read their stories and families grow a wider view of what learning looks, sounds, and feels like.
I wish you all well in your learning story writing endeavours and it makes me think that educators across the world have much in common as well as the diversity that makes life so very interesting.
Early Childhood Ireland would like to thank Lorraine for kindly partaking in the judging process of our National Annual Awards 2020.
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Communities Family, of Practice in Professional and Early Learning Community and Care Creating Partnerships Early Learning and Care Environments where Everyone Free to Participate Belongs 100% Online
Aims of the LINC CPD programme are: • To further equip participants in their role as INCOs with the requisite knowledge, practices and values to lead inclusion in ELC settings and to support the implementation of the Better Start AIM Programme. • To offer participants further strategies and supports to enable them to respond appropriately to ensure that all children can access and fully participate in ELC settings. • To further support participants in developing family, professional and community partnerships that contribute to the creation of inclusive ELC settings. • To further support participants in the development of Communities of Practice that provide fora for ELC practitioners to create inclusive ELC settings.
Register now on www.lincprogramme.ie Registration will close on Friday the 26th of March at 5pm.
For further information see www.lincprogramme.ie or email: [email protected] LINC CPD ADVERT.qxp_Layout 1 19/02/2021 12:20 Page 3
POLICY AND ADVOCACY
Registration Now New research to influence better Open to all Graduates terms and conditions for sector staff - of the Level 6 Pathways to Better Prospects Continue to Learn with LINC LINC Programme By Danielle Santanna Research Officer
n 2019, Early Childhood Ireland was delighted to be Leading Inclusive Early one of 28 organisations that received a grant from the Learning and Care IIrish Human Rights and Equality Commission’s (IHREC), Settings: The Role Human Rights and Equality Grants Scheme 2019. We of the Inclusion successfully applied for funding under the theme “Decent Observing, Coordinator Supporting Work” for our research project: “Pathways to Better Documenting, Children’s Social Prospects: Delivering decent work, terms and conditions Reflecting and and Emotional for early childhood service workers”. Planning for Development In March 2020, we appointed a team led by Dr. Michelle Inclusion O’Sullivan from the University of Limerick. Dr O’Sullivan’s expertise primarily relates to quality of work and precarious Continue to Learn with LINC work with particular attention on public policy. The research Communities Family, team also included Dr. Juliet McMahon, Dr. Lorraine Ryan, of Practice in Professional and Dr. Jonathan Lavelle and Dr. Caroline Murphy. Early Learning Community The work had three main aims: and Care Creating Partnerships Early Learning • To map the various pathways to professionalisation and Care of other sectors in Ireland which have had success; Environments • To identify models of good practice, including where Everyone internationally, to promote and advance the right to Free to Participate Belongs 100% Online decent work within the early years sector; • To identify strategies that can be applied to, or adapted for, the early years sector. We were delighted to launch the final publication, Aims of the LINC CPD programme are: “Pathways to Better Prospects: Delivering Proper Terms • To further equip participants in their role as INCOs with the requisite knowledge, and Conditions for the Early Years Workforce in Ireland. A Literature Review”, in December 2020, at a research practices and values to lead inclusion in ELC settings and to support the authors remark that raising qualification levels were seminar at which the Department of Children responded implementation of the Better Start AIM Programme. not able to push up wages substantially. to the study’s findings. • To offer participants further strategies and supports to enable them to respond • It is shown that early years is a “low hours” sector, appropriately to ensure that all children can access and fully participate in ELC The report starts by providing a contextual review of with a predominance of fixed-term contracts, and settings. the situation of the Early Childhood Education and Care very limited access to sick pay, private pension and (ECEC) workforce in Ireland. The analysis points to a stark paid maternity leave. • To further support participants in developing family, professional and community precariousness of pay and conditions: partnerships that contribute to the creation of inclusive ELC settings. The study also suggests that despite the fact that pay and • The average hourly wage of staff who work directly conditions are a critical element of professionalisation, • To further support participants in the development of Communities of Practice that with children was €12.55 in 2018/19, which compares they are not the only part. Professionalisation concerns provide fora for ELC practitioners to create inclusive ELC settings. with a national average of €22.20. other issues such as professional identity and the level of • It is estimated that over 70% of early years influence practitioners wish to have over the development professionals work unpaid hours as part of the job. of their professions. • In July 2020, a survey of early years professionals Other key problems experienced by the workforce Register now on www.lincprogramme.ie showed that almost two thirds of respondents had are excessive administration, stress, burnout, limited Registration will close on Friday the 26th of March at 5pm. difficulty or great difficulty in making ends meet. The opportunity for professional development, and a lack
For further information see www.lincprogramme.ie or email: [email protected] early times spring 2021 14 POLICY AND ADVOCACY
of recognition. The evidence on pathways towards mechanisms with wide worker coverage may have pay professionalisation pursued by other occupations in and conditions set at inadequate levels. Ireland, shows that strong activism through professional associations and trade unions, the pursuit of legal Among other things, the authors conclude that: protection of the professional title, and support for • Improving work conditions in the sector is a shared research on role development are relevant measures. responsibility of the government, providers and employees. The authors also reviewed the situation of the early years workforce in 7 countries: Australia, New Zealand, • Having appropriate public funding is central, Canada(Ontario), Germany, Finland, Denmark and but public investment will not in of itself resolve Norway. The international review shows that some recruitment and retention issues, unless it is clearly countries have experienced significant challenges with ring-fenced for workers’ pay. the recruitment and retention of early years workers due • The creation of some form of a wage setting system to poor pay and conditions. A key problem is that there is desirable but aiming for minimal improvements is are various pay setting mechanisms, with varying levels unlikely to address the workforce retention problems. of worker coverage. Separate pay setting mechanisms • Supporting institutions that will campaign for have tended to develop based on the ownership model promoting professionalisation in its multiple of early years provision. The pay of employees in publicly- meanings is very important. provided early years services tends to be set by collective agreement, while pay among private providers might be The video of the launch event, along with the full set by collective agreement or there may be no wage publication, are available on Early Childhood Ireland’s setting mechanism. Separate wage setting mechanisms website. A properly recognised and valued profession is have also developed in a number of countries for degree- vital to the future of our sector. We are already using the educated early years/kindergarten teachers with other findings of this study to influence the ongoing Workforce staff having a different system or none at all. Alternatively, Development Plan, which is due to finish by mid-2021.
15 early times spring 2021 MEMBERSHIPDATES FOR YOUR DIARY
early times spring 2021 16 POLICYBAROMETER AND ADVOCACY 2021
Early Childhood Ireland Childcare Barometer 2021
By Frances Byrne Director of Policy, Advocacy & Campaigning arly Childhood Ireland’s Annual Childcare Barometer questions were designed to capture public attitudes in was published last month. The 2021 edition is our the context of what has taken place since March last year Efourth yearly poll. As in previous years, Early Childhood when settings were first told to close by government. Ireland commissioned RED C to find out the views and Statements from previous years were also put to the attitudes of Irish people about issues related to early years public, so that Early Childhood Ireland can track these and school age childcare. 1,029 adults aged 18+ were results across a number of years. interviewed online between the January 22-28, 2021. The Impact of COVID-19 With the COVID-19 pandemic still ongoing, the 2021 The significance of the impact of the pandemic is clear Barometer incorporated new questions covering issues from the Barometer results, both in the new and in the that had not been surveyed in previous years. These new tracking questions.
73% of respondents agree that the government has a significant responsibility when it comes to making sure that childcare settings have sufficient funding to operate underCOVID -19 restrictions. People of all ages and in all regions strongly agreed with this.
On the question of whether settings which were opened in a limited way during Level 5, should open up for all children, the Irish public was very divided, with just 30% strongly agreeing that this should happen. This rose to 44% for parents with children under 2 years of age.
17 early times spring 2021 POLICYBAROMETER AND ADVOCACY2021
In previous years, RED C has asked the Irish public about the fact that under EU guidelines, by 2022, staff working directly with children must be qualified as other professionals such as nurses and teachers. In 2020, 65% of respondents agree that, when this is the case, the terms and conditions of staff employment contracts should reflect this. In 2021, this has risen to 73%, which is a significant increase, and one which reflects the recognition of the important contribution which staff in the sector have continued to make in the throes of the pandemic. Again, this support cuts across all the relevant demographics, rising to a high of 79% among older people.
In a new question about whether government should pay the wages of childcare staff as is the case with school teachers, 55% agreed, rising to 70% of parents of 3–5-year-olds.
Comparisons with previous years available free to all children, as primary education is; This year’s Barometer also polled respondents on • 60% agree that parents should only pay towards questions asked in previous years. Support for these childcare in line with their overall income. proposals in the 2021 Barometer showed that – Each of these levels of support has declined this year, • 62% of respondents agree that the education of children under 5 is just as important as the education which is most likely due to the prevailing COVID-19 of children over 5; situation along with concerns about the economic recovery after the pandemic. Nevertheless, our fourth • 58% feel that parents should be financially supported annual Childcare Barometer provides Early Childhood to stay at home with their child for the first 12 Ireland with compelling demographic data which we months of a child’s life; will use to inform our ongoing advocacy for greater • 61% of respondents agree that childcare should be investment in early years and school-age childcare.
early times spring 2021 18 COMMUNICATIONS
Universal Design Guidelines for Early Learning and Care Settings
By Máire Corbett Digital Co-ordinator – Learning Hub
his piece follows previous articles which looked Building construction, materials and finishes at key aspects of the 2019 Universal Design Future proofing at an early stage can be effective to Guidelines for Early Learning and Care settings. T provide flexibility and options later. This could include The Winter 2019 edition of the magazine introduced space to extend or include load bearing structures to the guidelines in general describing how they were allow for retro fitting of grabrails, hoists etc., if they are developed. The Spring 2020 edition featured Section 1: needed. Wide span ceilings that allow for flexible layouts Site location, approach and design, and Summer 2020 may also be considered. edition (available in digital format) covered Section 2: Entering and moving about the ELC setting. The Autumn Natural materials and subtle use of colour help create a /Winter 2020 edition looked at Section 3: Key internal calm environment. Avoid busy, distracting floor coverings, and external spaces. because these can be over-stimulating. Surfaces should not be too shiny to avoid glare and surface reflectance This article outlines key points from Section 4 Elements which can have negative impacts on some people. and Systems. Children interact with elements and systems in an Think about floor finishes. Children spend a lot of time on intense manner, through playing, running, crawling, lying the floor, so surfaces need to be comfortable. Some areas need to be easily cleaned, waterproof and non-slip, but on the floor, and investigating. Therefore, these must be some areas should have soft mats or carpets. Be careful carefully considered as part of a Universally Designed with patterns. Blocks of colour or strong patterns can be Early Learning and Care setting. seen as objects on the floor or a step or hole to some Section 4 covers: people, which could cause them to fall or trip. y Building construction, materials and finishes Walls should be smooth and easily cleaned. Have y Fit-out elements carefully chosen displays at children’s eye level but avoid cluttering walls. Have a colour contrast between doors, y Internal environment walls and floors so people with visual impairments can y Technology distinguish them.
Left: A sensory room at Kidz@Play, Maynooth Right: Using cushions in this space under the stairs helps absorb sound and makes a cosy space for children who may need to have a quiet area to relax. Lotamore Family Centre, Cork.
19 early times spring 2021 COMMUNICATIONS
Similarly, ceilings should be a colour that creates a sense of space. Ceilings can be used for displays but avoid overusing them and ensure that any items suspended from the ceiling are fire retardant.
Fit-out elements include windows, doors, door handles, as well as issues related to accessibility, ease of use and understanding. Wide doors, especially at entrances makes accessibility easier. Getting through a doorway with perhaps a double buggy and a bag for the baby or toddler can be a challenge.
Having a panel of safety glass in a door enables those using it to see if there is someone behind the door, and means a child can have a view beyond the door if the glazing is in the lower part of the door. This applies to internal and external doors. Children love to look out, to see beyond the space they are in, perhaps to an adjacent playroom or to look outside to where other children are playing. Technology such as this fingerprint A Cat-and-Kitten door at Le Cheile We take door handles for granted, but if they are recognition system at Bessborough Family Resource Centre, Mallow Creche, Cork, make it easier for parents uncomfortable to use, we are very aware. Lever handles, arriving, and also ensures security. with the ends turned in, are more comfortable and easier to use than round handles, and clothes, bags etc., will not snag on them. Stainless steel can be uncomfortable to use for some people. For safety and security some door handles may be above the recommended height of between 800mm and 1200mm from the floor. However, this must be balanced by the needs of people of small stature and wheelchairs users, as well as the fact that children need to be able to manage opening and closing a door successfully. Accordingly, some door handles (e.g. toilet doors) should be accessible to children.
Windows should be low level so children can see outside. Looking at parents/guardians arriving or departing can help the child’s transitions, and provide interest Low level safety glazing enables children to see beyond the room they are in, to see activity outside. Larger windows provide light and also means that people entering the room can see if a child is behind the door. Tigers Childcare, Blanchardstown, Dublin. and ventilation. Openings should be secure and easily operated by staff. Providing restrictions to the window Thermal comfort and indoor air quality are achieved by opening is important, especially upstairs. natural and sometimes artificial means. It is obviously vital Having internal and external signage is important, to avoid excesses of heat and cold and having adequate especially in larger settings. Signage should be clear heating and ventilation is key to ensure this. and easily understood. For example, grandad collecting Large rooms with lots of hard surfaces can be echoey 2-year-old Stefan, may not know that that he is in a room and overwhelming for some children. Provide some soft called ‘Bunnies’, but will know he is in the 2-3’s room. furnishing and textiles to ensure comfortable acoustic Internal environment includes quality. y Lighting Technology is an important aspect of the elements and systems in a setting. This covers security technology such y Thermal comfort as access systems, fire and smoke alarms, sensory rooms y Air quality and assistive technology. y Acoustical quality For details on all on the issues outlined above and more In terms of lighting, it is important to avoid glare and very go to https://aim.gov.ie/universal-design-guidelines-for- harsh light, to have a variety of light sources, especially in full elc-settings/ day care settings. Aim for as much natural light as possible.
early times spring 2021 20 COMMUNICATIONS
Caring and Learning with children under 2
By Máire Corbett Digital Co-ordinator – Learning Hub
abies and toddlers are fascinating. When I visit women who are as passionate as I am about babies and early learning and care settings, I often say that I toddlers. In episode one, Dr. Geraldine French, Head Bcould spend my day watching babies and toddlers of School at the School of Language, Literacy and Early explore, play, learn, be curious and have fun. The first Childhood Education at Dublin City University, took us year of life is miraculous, as babies develop from new- though the concept of ‘slow relational pedagogy’. She born to wobbler physically, cognitively, socially and spoke about the importance of slowing the tempo, emotionally. They figure out communicating, crawling, the importance of emotional nurturance, and gentle walking, eating, playing, who is important in their lives reassuring touch to ensure babies experience a safe and how to respond to strangers, to name but a few of secure world. In episode two, Lilian Joyce, Early Childhood the wonderful things babies learn as they figure out their Specialist at Early Childhood Ireland, reflected on ‘getting environments. the environment right’. She helped us consider how the physical and emotional environments can demonstrate That is why I have loved being involved in the making of our values and respect for the babies and toddlers in our the current series of Early Childhood Ireland’s podcast settings. She echoed Dr. French saying how important it called Caring and Learning with children under 2. In is to go to the physical level of the young child and see this series, I have had the absolute pleasure of teasing how the enviroment looks from that vantage point. She out aspects of this important area with knowledgeable
21 early times spring 2021 COMMUNICATIONS
also reminded us that the outdoor environment is as settled babies seem to be in these pandemic times. Does important to consider as the indoors. In a research paper that tell us something about the impact our busy lives can that Geraldine French wrote for the NCCA in 2019, she have on small babies? How a stream of visitors holding, cites Colwyn Trevarthen saying that the “quality of the cuddling and loving the new arrival might be stressful for attention young children receive may be more important the new-born, while obviously being a support for the than the educational tools available”. With that in mind, parent(s). An interesting question to consider perhaps? in episode 3 Colette O’Donovan, the National Coordinator of the Marte Meo Service with Tusla, spoke to us about I’ll conclude with this point on time and space from Aistear: effective, supportive interactions with very young children. “my early interactions with people lay the foundations for She describes the importance of attentive waiting, giving my relationships with others later in my life. Help me make children the space to take their own initiatives as being strong attachments and give me time and space to be with key to developmentally supportive interactions. And familiar, loving adults and with other children”. finally, in episode four Sarah O’Leary, winner of the Early We owe the very youngest children the best care and Childhood Ireland Pedagogical Leader of the Year Award attention we can provide. 2020, from Cheeky Cherubs Early Years Schools in Cork, talked to us about making all these ideas work in practice Have a listen to Early Childhood Ireland’s podcast. You every day for the babies and toddlers in her two settings. will find it on our website https://planforreopening. earlychildhoodireland.ie/podcast/ as well as on Spotify Thinking about each of these episodes for me, the and iTunes. common thread is allowing time! Robinson (2003) says that “carers must tread a fine line between providing the References: baby with novel and interesting experiences and allowing Aistear Síolta Practice Guide (2019): Dr. G French Key time for the baby to assimilate those experiences and not Elements of Good Practice to Support the Learning be overwhelmed. Babies also need the opportunity to and Development of Children from Birth to Three simply stop and stare”. We can understandably get very [accessed 04/02/2021] https://www.aistearsiolta.ie/ taken up with the tasks associated with the physical care en/introduction/publications/dr-geraldine-french-key- of babies and toddlers, and as Geraldine French describes elements-of-good-practice-to-support-learning-and- in her podcast, there are many. However, it is because development-of-children-birth-3-years-.pdf there are so many tasks and transitions necessary that we must slow down and see these times, what Greenman Greenman J and Stonehouse A (1996): Prime Times, and Stonehouse (1996) call ‘prime times’ because “prime A Handbook for Excellence in Infant and Toddler times signify the critical importance of care and one-to- Programmes, Redleaf Press. one interactions in the child’s life. Caring times are prime times”. They go on to say, “with a relaxed pace and gentle Robinson M (2003): From Birth to One, The Year of one-to-one contact between caregiver and child, full of Opportunity, Open University Press. language, interactions and real give-and-take, these are prime times for developing a strong sense of personal worth and power, language and a basic trust in the world as a good place.” Slowing down the essential care parts of the day gives us lovely opportunities to give babies and toddlers that time to communicate and talk, look at displays on the way to the nappy changing room or sleep room, to cuddle, to laugh, to comfort and ‘stop and stare’. As adults we value when friends and family choose to spend time with us and show that they enjoy our company. This sense of being valued is even more important for babies and toddlers. We know from Aistear that children learn through relationships. And relationships are built both though the time we spend with someone, and the quality of the interactions in that time. I was talking to a new dad a few months ago. He and his wife are loving the time they have with their little girl who is a couple of months old. He told me that their public health nurse has commented on how
early times spring 2021 22 MEMBERSHIP
Membership Update
By Gillian Mulqueen Membership Officer Thank you! Thank you for being a member of Early Childhood Ireland for the 2020-2021 year. We hope that you will avail of the many Benefits and Services of membership over the coming year. If there are any additional benefits or services you would like to see, please do let us know. Benefits & Services of membership at a glance
SUPPORTS & SERVICES STAYSAVE INFORMED MONEY
Website Garda Vetting Visit our website to access up to date information. 80% of applications processed within 5 to 10 working days. Early Times Weekly Ezine Early Years Employer Service (EYES) Issued weekly, our ezine is full of up to date information and Our dedicated information, support and advisory team can be news about developments in our sector. contacted by email at [email protected]. Inspiring Practice Ezine Our monthly Inspiring Practice Ezine. Childcare Search List your service for FREE on our website’s childcare search Early Times Magazine Issued quarterly, our Early Times magazine now includes a page. Pedagogy Supplement. Download Library Blogs Our download library is packed with useful resources. Our Scéalta blog gives our members and the wider Early Jobs Board Learning and Care community a platform to share their experiences and ideas by highlighting good practice. Post your job vacancies on our website for FREE. Social Media Policy Follow us on Facebook, Twitter, Instagram and LinkedIn. Our Policy and Advocacy team involves members in internal and external high-level research projects. We also consult with members of the panel ahead of major policy initiatives. Research SAVE MONEY We aim to inspire and enable members to provide quality experiences and environments for babies, young children and their families. Online Shop Member prices on our publications, safety products, toys and Return to Work Safety Protocol Training story books. FREE to Early Childhood Ireland Members. Access sector specific Member Discount Scheme COVID-19 Return to Work Training for all of your employees. Avail of a range of discounts through our Affinity Partners. Webinars and Podcasts Group Insurance Scheme We have developed and run a range of webinars and podcasts Competitive insurance packages for business, home and motor to help you to reopen your settings. cover. Please contact 01-213 5000 / [email protected]. Early Childhood Ireland’s Learning Hub An eLearning platform which aims to empower and support our members and their educators. SAVENetworking MONEY Awards Opportunity to apply for our Early Childhood Ireland National Annual Awards. Consultations Focus Groups Member Reference Groups
*Benefits and Services of Membership vary depending on membership type. Contact Us The Membership team is available to answer any queries you may have relating to your existing Feedback membership account, new memberships, membership We welcome and value your feedback. If you have benefits and services, and changes to your contact any comments and/or suggestions, please email: information etc. [email protected]
23 early times spring 2021 early times spring 2021 24 BUSINESS
Our work with the Alliance for Insurance Reform
e have worked closely with the Alliance for a valid business interruption claim, he/she should contact Insurance Reform over the last two years on their broker to initiate the claims process. Wa number of key insurance issues. Please see below an update on some of these key issues: The report of the SME Taskforce New Judicial Personal Injuries Guidelines The publication of the Government’s Report of the SME Taskforce: SME and Entrepreneurship Growth The cost of claims has a significant impact on the price Plan has been welcomed and the key insurance-related of insurance and therefore it is very important that the recommendations in the Report include: Judicial Personal Injuries Guidelines in Ireland reflect international norms and the norms already established y Dramatically reduce the cost of EL & PL insurance by the Court of Appeal. The Alliance for Insurance Reform via measures targeted at the cost of claims and the had expressed serious concerns and continues to lobby duty of care. regarding the validity of the Judicial Personal Injuries y Encourage greater competition by seeking out Guidelines. additional multinational underwriters to supply the Irish market. Business Interruption Cover y Develop best practice health & safety training for The Alliance has also called on the Central Bank to SMEs via Skillnet. demonstrate that safeguarding consumers is a priority y Creating a process for attracting EU operators to by publishing an update on the work they have carried the Irish market and/or encourage Irish players to out under their COVID-19 and Business Interruption provide insurance services for SMEs. . This work needs to be Insurance Supervisory Framework Each of the recommendations above has an impact on the released so that insurers are required to deal effectively cost of insurance in our sector from the need to increase with valid COVID-19 related business interruption claims. the number of suppliers/underwriters to reducing the cost There is much work still to be done in this area, and in of claims in Ireland. the interim, if any service owner believes that they have
NEW ! Child Paths affinity
e are delighted to announce our new affinity partnership with Child Paths – the market Wleader in early years software. Child Paths provide premium, reliable and user-friendly software which helps to eliminate repetitive and time-consuming paperwork for early years teachers. New customers of Child Paths who are Early Childhood Ireland members can avail of an exclusive offer of 14 months for the price of 12. Pictured from Child Paths are (from L to R) Robbie Carey, Visit Child Paths for a free demo www.childpaths.ie Ciaran Flynn and Gillian Doyle
25 early times spring 2021 ONLINE SHOP
EARLY CHILDHOOD IRELAND BOOKS AND RESOURCES
Return to Work Form Member price: €7.50 Non-member: €11.50 • This resource can be used to record return to work meetings with staff members after periods of absence due to illness. The first section records details of the absence. This is followed by a section which outlines the staff members record of absence, with the final section detailing the return to work and any follow up actions required. • It will assist you in keeping communication open and frequent with staff members regarding absence to assist in supporting the employees return to work, whilst also enabling managers to manage absences in their service. Using this resource will allow for accurate recording of all meetings and make tracking absence trends easier. • This easy to use resource is A4 size and landscape orientation. Each page has a duplicate so that one copy can be given to the staff member and one copy can be placed in their file. • No of pages: 20
Arrivals and Collections Record Member price: €9.00 Non-member: €13.50 Under Regulation 24 in the Childcare Act 1991 (Early Years Services) Regulations 2016, ‘ a registered provider shall ensure that each preschool child attending the service is checked in and out of the service by an employee or an unpaid worker’.
This record book can be used to check children in and out of the service when they are being dropped off and collected by parents/guardians. Either the name of the person dropping off and collecting the child or the name of the employee/unpaid worker responsible for checking the child in and out must be recorded. The time the child arrives and leaves the service must also be recorded.
There is space for 32 entries per page. Total number of pages is 96 (back to back).
Please note: The Arrivals and Collections Record does not replace the Attendance Record Book.
Mum’s Jumper Member price: €9.99 Non-member: €13.00 A simple, heartfelt and ultimately uplifting book for anyone coping with loss.
If Mum has gone, how do you carry on? Missing her feels like a dark cloud that follows you around, or like swimming to a shore that never comes any nearer. But memories are like a jumper that you can cuddle and wear - and Mum's Jumper might be a way to keep her close.
early times spring 2021 26 ONLINE SHOP
EARLY CHILDHOOD IRELAND BOOKS AND RESOURCES
Polycare Disposable Biodegradable Aprons (Roll of 200) Member price: €9.99 Non-member: €11.99 Disposable plastic aprons must be worn where there is a risk of contact with blood or body fluids (nappy changes etc.) Aprons should be changed and hands washed between each nappy change/exposure to vomit or dealing with nose bleeds.
FEATURES: • Roll of 200 biodegradable aprons • Disposable polythene material • Aprons are packed in biodegradable sleeves • CE Certified • 18 - 36 months to commence break down • Colour: White
Panodyne Hand Sanitiser Gel (500ml) Member price: €5.99 Non-member: €7.99 This sanitiser kills more than 99.99% of bacteria, germs and viruses. It is easy to use, dries quickly, and provides better skin tolerance and microbial killing strength when compared to antiseptic soap. A viable alternative to hand washing, especially where there is no water or use of water may not be appropriate. Please be aware of children with allergies/sensitive skin who may not be able to use alcohol-based hand rub.
Method of usage:
Ensure all surfaces of the hands and fingers are covered with gel and continue to rub until the hands are dry. Avoid touching the area around a child’s eyes just after using an alcohol gel as the child may experience a stinging sensation. • Eliminates bacteria on the skin • Kills germs and odours without water • Dermatologically tested • 15 second touch time (hands will be completely dry of the gel in 15 seconds) • 70% ethanol alcohol content Approved by the Department of Agriculture. PCS No. 100357.
It’s my pond Member price: €7.50 Non-member: €9.00 What happens when you want something so badly that you forget why you wanted it in the first place? Join yellow duck, white duck, red duck – ducks of every colour – as they discover how much more fun their pond is when they stop worrying about who owns it, and start sharing and playing in it together instead. Until a hippopotamus appears...
A sweet and funny story about the importance of equality and sharing.
27 early times spring 2021 wholesome meals for little people
Supplying Ireland’s childcare providers with a range of balanced and nutritious quality meals flavoured using only herbs and spices for over 20 years.
Visit: www.littledinners.ie Call: 087-6230060 Email: [email protected]
Free early years Development Education resources A resource for older pre-school children and children in junior primary which uses play and children’s own interests to explore global justice.
Explore Children’s Rights and the Sustainable Development Goals (SDGs) with your students using activities, games, photos and an animation. These resources, designed to align with the principles of the Aistear curriculum, examine how kindness and friendship help families to survive in the most difficult times.
Log onto trocaire.org/our-work/educate/peaceandjustice/ to download the resources and information about our exciting Game Changers programme for students Early Childhood Ireland Hainault House Belgard Square Tallaght Dublin 24
Tel: 01 405 7100 Fax: 01 405 7109 Email: [email protected] Web: www.earlychildhoodireland.ie 29