Siolta Quality Framework at Ulla Beag

Early childhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right.

Early childhood, the period from birth to six years, is a significant and unique time in the life of every individual. Every child needs and has the right to positive experiences in early childhood. As with every other phase in life, positive supports and adequate resources are necessary to make the most of this period. Provision of such supports and resources should not be conditional on the expectations of the economy, society or other interests.

The child’s individuality, strengths, rights and needs are central in the provision of quality early childhood experiences.

The child is an active agent in her/his own development through her/his interactions with the world. These interactions are motivated by the individual child’s abilities, interests, previous experiences and desire for independence. Each child is a competent learner from birth and quality early years experiences can support each child to realise their full potential. Provision of these experiences must reflect and support the child’s strengths, needs and interests. Children have the right to be listened to and have their views on issues that affect them heard, valued and responded to.

Parents are the primary educators of the child and have a pre-eminent role in promoting her/his well-being, learning and development.

Quality early childhood care and education must value and support the role of parents. Open, honest and respectful partnership with parents is essential in promoting the best interests of the child. Mutual partnership contributes to establishing harmony and continuity between the diverse environments the child experiences in the early years. The development of connections and interactions between the early childhood setting, parents, the extended family and the wider community also adds to the enrichment of early childhood experiences by reflecting the environment in which the child lives and grows.

Responsive, sensitive and reciprocal relationships, which are consistent over time, are essential to the wellbeing, learning and development of the young child.

The relationships that the child forms within her/his immediate and extended environment from birth will significantly influence her/his well-being, development and learning. These relationships are twoway and include adults, peers, family and the extended community. Positive relationships, which are secure, responsive and respectful and which provide consistency and continuity over time, are the cornerstone of the child’s well-being.

Equality is an essential characteristic of quality early childhood care and education.

Equality, as articulated in Article 2 of the UN Convention on the Rights of the Child (1989) and in the Equal Status Acts 2000 to 2004, is a fundamental characteristic of quality early childhood care and education provision. It is a critical prerequisite for supporting the optimal development of all children in Ireland. It requires that the individual needs and abilities of each child are recognised and supported from birth towards the realisation of her/his unique potential. This means that all children should be able to gain access to, participate in, and benefit from early years services on an equal basis.

Quality early childhood settings acknowledge and respect diversity and ensure that all children and families have their individual, personal, cultural and linguistic identity validated.

Diversity is a term which is generally used to describe differences in individuals by virtue of gender, age, skin colour, language, sexual orientation, ethnicity, ability, religion, race or other background factors such as family structure, economic circumstances,etc. Quality early childhood environments should demonstrate respect for diversity through promoting a sense of belonging for all children within the cultural heritage of Ireland. They should also provide rich and varied experiences which will support children’s ability to value social and cultural diversity.

The physical environment of the young child has a direct impact on her/his well-being, learning and development.

The child’s experiences in early childhood are positively enhanced by interactions with a broad range of environments. These include the indoor and outdoor, built and natural, home and out-of-home environments. The environment should be high quality and should extend and enrich the child’s development and learning. These experiences stimulate curiosity, foster independence and promote a sense of belonging. The development of respect for the environment will also result from such experiences.

The safety, welfare and well-being of all children must be protected and promoted in all early childhood environments.

The promotion of child well-being is a characteristic of a quality environment. This involves the protection of each child from harmful experiences and the promotion of child welfare. Additionally, the opportunity to form trusting relationships with adults and other children is a key characteristic of quality. Promotion of safety should not prevent the child from having a rich and varied array of experiences in line with her/his age and stage of development.

The role of the adult in providing quality early childhood experiences is fundamental.

Quality early childhood practice is built upon the unique role of the adult. The competencies, qualifications, dispositions and experience of adults, in addition to their capacity to reflect upon their role, are essential in supporting and ensuring quality experiences for each child. This demanding and central role in the life of the young child needs to be appropriately resourced, supported and valued.

The provision of quality early childhood experiences requires cooperation, communication and mutual respect.
Teamwork is a vital component of quality in early childhood care and education. It is the expression of cooperative, coordinated practice in any setting. Shared knowledge and understanding, clearly communicated among the team within the setting; with and among other professionals involved with the child; and with the parents is a prerequisite of quality practice and reflects a “whole-child perspective”. This also ensures the promotion of respectful working relationships among all adults supporting the well-being, learning and development of the child. Such teamwork, coordination and communication must be valued, supported and resourced by an appropriate infrastructure at local, regional and national levels.

Pedagogy in early childhood is expressed by curricula or programmes of activities which take a holistic approach to the development and learning of the child and reflect the inseparable nature of care and education.

Pedagogy is a term that is used to refer to the whole range of interactions which support the child’s development. It takes a holistic approach by embracing both care and education. It acknowledges the wide range of relationships and experiences within which development takes place and recognises the connections between them. It also supports the concept of the child as an active learner. Such pedagogy must be supported within a flexible and dynamic framework that addresses the learning potential of the ‘whole child.’ Furthermore, it requires that early childhood practitioners are adequately prepared and supported for its implementation.

Play is central to the well-being, development and learning of the young child.

Play is an important medium through which the child interacts with, explores and makes sense of the world around her/his. These interactions with, for example, other children, adults, materials, events and ideas, are key to the child’s well-being, development and learning. Play is a source of joy and fulfilment for the child. It provides an important context and opportunity to enhance and optimise quality early childhood experiences. As such, play will be a primary focus in quality early childhood settings.

Standard 6 Component 6.1

Standard 6 Component 6.2

Standard 6 Component 6.3

Standard 6 Component 6.4

Standard 6 Component 6.5
Standard 11 Component 11.1

Standard 11 Component 11.2

Standard 11 Component 11.3

Standard 11 Component 11.4

Standard 11 Component 11.5