Towards a Framework for Early Learning - NCCA

Towards a Frameworkfor Early Learning

EXECUTIVE SUMMARY

The publication of Towards a Framework for Early Learning represents something of amilestone for the National Council for Curriculum and Assessment. While the NCCA hasan established tradition of consultation with those who work in a wide range of educationalsettings, this is the first consultative document focused specifically on learning throughoutearly childhood from birth to six years. Supporting this learning is a new challenge forthe NCCA, but working in partnership is an old and well-established practice. It isintended that this publication will serve as a basis for engagement with those who workin or have an interest in this sector of education as the NCCA moves towards thedevelopment of a national framework for early learning. Developing the framework in thisway will ensure that it is built on shared understandings and rooted in a commoncommitment to children, their learning, and their future.

Towards a Framework for Early Learning is itself the product of consultation andcollaboration with a wide range of agencies, organisations and individuals who broughtmulti-disciplinary experience and expertise to bear on the work. The members of theNCCA’s working group on early childhood education played a central role in bringing thedocument to completion and a number of practitioners, academics and researchers whoreviewed the document provided valuable feedback during its development. The ongoingsupport provided by the Centre for Early Childhood Development and Education (CECDE)was, and continues to be, invaluable and greatly appreciated.

The NCCA team who worked on the development of this document deserve particularacknowledgement – Dr. Sarah FitzPatrick, Deputy Chief Executive, Cathal de Paor, BairbreBoylan and Helen Guinan, Education Officers. The commitment of Arlene Forster, Director,Curriculum and Assessment, in leading the NCCA’s work in early childhood educationand in bringing this document to completion is greatly appreciated by those who workalongside her in NCCA.

The completion of the document is not an end, but the beginning of a new phase of thework of developing the framework, work in which all can share through participation inthe consultative process mapped out in the concluding section.

Dr. Anne LooneyChief Executive

Foreword*

Terms used in this executive summary

The consultative document Towards a Framework for Early Learning includes a glossarywhich explains a number of its terms. It is important that this glossary is consulted whenreading this summary. In particular, the use of the terms ‘adult’ and ‘practitioner’ shouldbe understood in the context in which they are used.

INTRODUCTION 2

SECTION 1 5Rationale and purpose

SECTION 2 11The child as a learner

SECTION 3 17The contexts for learning

SECTION 4 23Supporting early learning through the assessment process

SECTION 5 27Building the framework

CONCLUDING REMARKS 31Looking ahead

CONTENTS 01

SECTION 1 SECTION 2 SECTION 3

SECTION 4 SECTION 5

Introduction*

The National Council for Curriculum andAssessment (NCCA) advises the Ministerfor Education and Science on curriculummatters in early childhood education. Inthis role, it will soon begin developing anational framework for learning in earlychildhood. This refers to the period frombirth to six years.

The title Framework for Early Learning iscurrently being used to refer to thisframework. The framework is for adultswho are responsible for children’s learningand development in early childhood. It willsupport these adults in providing eachchild with learning opportunities whichhelp him/her to learn to his/her fullpotential.

The consultative document Towards aFramework for Early Learning discussesthe development of the framework. Thisexecutive summary gives an overview ofthe key ideas presented in the document.It is important to refer to the consultativedocument for detail on any of the pointsmade.

Structure of the executive summary

Like the consultative document, thesummary has five sections:

- rationale and purpose- the child as a learner- contexts for learning- supporting early learning through the

assessment process- building the framework.

Consultation and partnership

There is a variety of curriculum guidanceon early childhood in Ireland. Manyorganisations and networks have developedtheir own guidelines which are used in arange of settings. There are also curriculumdevelopments at a national level, such asthe Primary School Curriculum (1999) andCurricular Guidelines for Good Practice forthe Early Start Preschool InterventionProject (1998).

The NCCA will work with the early childhoodsector during the development of theFramework for Early Learning. This willhelp to ensure that the framework drawson the expertise in the sector, and reflectsthe diversity and richness of all curriculumwork in this country. Details of how theNCCA will work in partnership with thesector are presented in the concludingremarks to this summary.

INTRODUCTION 03

help to ensure that the framework draws

on the expertise in the sector, and reflects

the diversity and richness of all

curriculum work in this country

The child is an active learner,making sense of his/her environment through

the senses, movement and language.

Rationale andpurpose

SECTION 1 RATIONALE AND PURPOSE 05

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Introduction to section one

This section explains the importance of aframework to support learning across thewhole early childhood period. It discussesthe purpose of this framework, its intendedaudience, and some of its other centralfeatures.

The national context

There have been many developments inpolicy for children and in legislation whichsupport the development of the Frameworkfor Early Learning.

These developments have increased thefocus on children, and their rights andneeds. In particular, the National Children’sStrategy: Our Children—Their Lives (2000)presents a vision of children from birth,as individuals who should be supportedand enabled to realise their potential. Thisvision is important in developing theFramework for Early Learning.

Another very significant development isthe establishment of the Centre for EarlyChildhood Development and Education(CECDE) in 2002. The NCCA has workedvery closely with the centre in developingthe consultative document. It will continueto do so in developing the framework.

Recent relevant policy and legislative developments in Ireland

1991 - Childcare Act1992 - UN Convention on the Rights of the Child1996 - Quality Targets in Services for Young Children1998 - National Forum on Early Childhood Education1998 - Strengthening Families for Life1998 - Education Act1999 - Best Health for Children – Developing a Partnership with Families1999 - Ready to Learn, White Paper on Early Childhood Education1999 - Primary School Curriculum1999 - Children First- National Guidelines for the Protection and Welfare of Children1999 - National Childcare Strategy Report of the Partnership 2000 Expert

Working Group on Childcare 2000 - National Children’s Strategy, Our Children – Their Lives2000 - Equal Opportunities Childcare Programme2002 - Investing in Parenthood to achieve best health for children: The

Supporting Parents Strategy2002 - Quality Childcare and Lifelong Learning: Model Framework for

Education, Training and Professional Development for the Early ChildhoodCare and Education Sector

2002 - Centre for Early Childhood Development and Education2003 - Education for Persons with Disabilities Bill


The benefits of early learning

The benefits of early learning can beexplained as follows:

- Early learning is the foundation forall later learning (the beginning oflifelong learning).

- Early childhood is a time oftremendous opportunity for learning.

The foundation of lifelong learningFrom birth, children learn how to learn.They learn language and how to use it;they learn to think, to interact with others,and to be creative and adventurous. Theyalso make decisions about their ownabilities as learners and their own ‘worth’.These different aspects of learning lay thebasis for how children will learn in thefuture.

A time of tremendous opportunityNeuroscience shows that much learningoccurs in the first six/seven years of lifebut especially in the first three years. Itappears that there are certain times inthese years when children benefit greatlyfrom particular types of experiences, forexample, rich language opportunities. Thisdoesn’t mean that children’s learningshould be rushed. With adult support, theirlearning should build on their strengthsand address their needs. This will meandifferent levels and types of adult supportfor individual children, so that they are allhelped to benefit from opportunitiespresented in early childhood.

The Framework for Early Learning –vision and aims

Vision

The Framework for Early Learning promotesan early childhood for all children in Irelandwhere they can develop as learners withinthe context of trusting and lovingrelationships with others, and throughmeaningful engagement with theirenvironment. They will be supported intheir holistic development, and in realisingtheir potential as learners in ways whichreflect their individuality as well as theirdiverse experiences of childhood in Irelandin terms of their abilities, cultures,languages, and socio-economicbackgrounds.

Aims

Based on this vision, the Framework forEarly Learning will aim to

1. support the development of all childrenfrom birth to six years as competentand confident learners within lovingand nurturing relationships with adultsand peers, recognising the diversity ofability, culture, language, faith, socialgroup, and ethnicity which influenceschildren’s learning and development.

2. emphasise the important and influentialrole of parents/guardians as theirchildren’s primary educators duringearly childhood.

3. guide parents/guardians, childmindersand practitioners in planning andproviding appropriate learningopportunities for all children, recognising

the range of their learning strengthsand the areas of learning in which theyrequire extra and/or specialised support.

4. support existing good practices in earlylearning. The framework will helppractitioners to reflect upon and toevaluate their own practices, and indoing so to continue to strive to createand provide learning opportunities whichhave a positive, beneficial, and lastinginfluence on all children’s learning.

Features of the framework – somekey questions answered

Who is the framework for?

The Framework for Early Learning is forall adults responsible for children’slearning and development from birth tosix years of age.

This includes parents/guardians,childminders, and all practitioners workingin out-of-home settings. These settingsinclude family care (childminding), crèches,nurseries, parent-and-toddler groups,playschools, pre-schools, naíonraí, infantclasses in mainstream and special schools,after-school, and hospital settings. Thesesettings may operate within differinglanguage contexts, for example, throughIrish in the Gaeltacht, or through Englishin other parts of the country. The range ofsettings includes the private, public andvoluntary sectors.

What is the purpose of the framework?

The framework will support adults inproviding all children with appropriatelyenriching, challenging, and enjoyablelearning opportunities.

The framework will be based on the latestresearch and thinking about early learning.It will outline broad principles to guideadults in supporting children as they learnand develop. The framework will alsodescribe the types of environments thatbest support this learning and development.

How will the framework support each child’slearning?

Children in Ireland have differingexperiences of early childhood. Theframework will guide adults in buildingon children’s individual strengths whilealso meeting their individual needs.This should help to ensure that eachchild has positive and enjoyableexperiences as a learner.

‘Matching’ learning experiences withchildren’s individual learning abilities isimportant. The framework will show thesimilarities and the differences in howchildren learn, and in the opportunitiesand supports they need.

The NCCA suggests presenting learning inthe framework in three overlapping phases:- babies - birth to eighteen months- toddlers - twelve months to three years- young children - two and a half to six

years.

Babies:birth - 18 months

Toddlers:12 months - 3 years

Young children:21/2 - 6 years

This is a useful way of showing children’schanging abilities during early childhood.It also highlights the importance of havingdifferent focuses in learning experienceswhich take account of children’s new andemerging abilities and competencies, aswell as new interests.

How will the framework link with existingcurriculum guidance?A variety of curriculum guidance insupporting early learning is being usedvery successfully by many in the earlychildhood sector.

The framework will complement thisguidance, and try to create moreconnections in learning throughout earlychildhood.

The framework will also help to show theimportance of the everyday routines andpractices parents/guardians, childmindersand practitioners use with their children.It will help practitioners to look back ontheir own practices and interactions withchildren, and to identify where and howthey can make improvements.

It is important that the Framework for EarlyLearning and the Primary SchoolCurriculum (1999) have natural links, sothat children experience continuity andprogression in their learning throughoutearly childhood and as they move into themore formal stages of education.

Why should a single framework bedeveloped for the whole early childhoodperiod?A single framework has a number ofadvantages. It can

- show progress in learning from birth tosix years. It can demonstrate that children need both care and educationthroughout this time.

- support all children to learn. It canprovide parents/guardians, childmindersand practitioners with suggestions foractivities and interactions to enrich andextend each child’s learning.

- support people in different professionswho work with children, for example,people in education, health, speechand language, and occupational therapy.This should help to bring morecontinuity to children’s learning.

- support early childhood as a time ofwonder, joy, and discovery, nurturing keen and confident learners moresuccessfully.

- highlight the importance of adult-childinteractions (relationships) from birth.

- make more connections across thecurriculum guidance already in use.


they can develop as learners within the

context of trusting and loving relationships

with others

The cultivation of learning dispositionssuch as curiosity, risk-taking,

concentration, resilience, creativity andfairness has positive life-long implications.

The child asa learner

SECTION 2 THE CHILD AS A LEARNER 11

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Introduction to section two

This section focuses on the child as ayoung learner. In particular, it explores thechild’s many abilities and competenciesin learning. It also identifies factors whichcan influence how, what, and when thechild learns. The section concludes bypresenting early learning through fourconnected themes: well-being, identity andbelonging, communication, and exploringand thinking. The consultative documentproposes that the Framework for EarlyLearning would be presented through thesethemes.

Emerging key principles

- The child is an active learner. Children actively explore their

environment. This exploration variesfrom child to child as it is shaped bythe child’s particular stage ofdevelopment, his/her experiences inlife, and his/her ability to learn. Thechild makes sense of the world throughthis exploration.

- The child’s learning is enhanced bywarm and supportive attachments andrelationships.Children’s relationships with theirprimary caregivers provide them withconfidence and a feeling of security.This confidence and security encourageand motivate children to explore theirenvironment, to interact with others,and to communicate what they thinkand understand about their world. Inthis way, trusting and lovingrelationships support early learning.

- Each child is unique, developing andlearning at different rates. Learning

based on the child’s interests, strengthsand life experiences is more interesting,relevant and fun for him/her.Children are born with their own uniqueabilities and capacities to learn. Everychild should be helped to learn to thebest of his/her ability. Learningexperiences should be based on his/herinterests, strengths, culture, language,and ethnic traditions. By focusing on thechild as an individual, learning is mademore meaningful, relevant and enjoyable.

- Each child should develop a positiveself-image and strong sense of self-esteem.A positive self-image and a strong senseof self-esteem are important if childrenare to grow up secure, confident andhappy. Each child should feel valuedand respected for who he/she is. Thisprovides great motivation for learning.

- Encouraging learning dispositions suchas curiosity, risk-taking, concentration,resilience, creativity and fairness, cancontribute positively to the child’s future.Developing positive learning dispositionscan greatly enrich children’s learning.Children can be more open to acceptingnew challenges in their learning, toworking towards ‘mastering’ learning,and to persevering when faced withdifficulty and/or uncertainty.

- Children should have broad andbalanced learning experiences.Children should have a wide range oflearning opportunities. Together, theseexperiences should support children’semotional, personal, physical, cognitive,linguistic, creative, aesthetic, moral,and spiritual development. Eachlearning experience will support many

of these aspects of learning at the onetime. This shows the ‘connectedness’of early learning.

Holistic view of early learning anddevelopment

Given the ‘connectedness’ of learning, theconsultative document proposes that theFramework for Early Learning will presentlearning through four broad and linkedthemes:

- well-being- identity and belonging- communication- exploring and thinking.

Each of these themes is explained brieflybelow.

Well-beingWell-being can be defined as being contentand healthy. While this is important for alllearning, it is especially so for early learning.

Well-being is encouraged within warm andsupportive relationships with others. Thechild’s emotional well-being is related tothe quality of his/her early attachmentswith adults. Warm and trustingrelationships, where the child feels lovedand where he/she is encouraged to expresshimself/herself, help the child to be positiveabout learning. This, in turn, helps him/herto become more independent, and able tocope with change and challenge. Physicalwell-being is also important for learningas this enables the child to explore, toinvestigate, and to physically challengehimself/herself in the environment. Thisexploration occurs through physical well-being, but it is also important for achievingphysical well-being.

Identity and belongingIdentity is about the characteristics,behaviours and understandings childrenhave, both individually and shared withothers. Belonging is about having a securerelationship with or connection to aparticular group. It is important thatchildren develop a healthy and positivesense of their own identity, and their placein society. Positive messages about theirfamily, culture, faith, and language helpthem to feel valued and respected insociety. Children, who come from a homewhere the language, culture and faith arenot those of the wider society, should besupported in developing their identity andbelonging within their own language,culture, and faith, as well as within thelanguage, culture, and faith of the widerIrish society. For many children, the Irishlanguage will be a significant part of theircultural inheritance and of their sense ofidentity. However, all children can beenabled to develop plurilingual identitiesat an early age.

Relationships with others also contributeto the child’s sense of identity andbelonging. It is essential that each childis surrounded by messages of respect, love,praise, and encouragement. Thesemessages should highlight for the childthe importance of himself/herself as anindividual rather than what he/shecan/cannot do.

CommunicationCommunication is about expressing andsharing thoughts, information and feelings.It helps children to indicate their needs,to build relationships with others, to exploretheir feelings, to create knowledge, and torepresent and understand the world aroundthem.


Children give and receive information indifferent ways. These different forms ofcommunication generally reflectdevelopmental stages during earlychildhood. While most children willeventually master oral language as theirmain form of communication, others mayneed to use a range of non-verbal meansof communication, including pictures,symbols or gestures. Whatever form issuitable, all children should be supportedand helped to communicate to the best oftheir ability from the earliest possible age.While children continue to develop theircommunicative abilities long after earlychildhood, this period is especiallyimportant. Play and the adult are central.Early experiences which support thedevelopment of children’s communicationskills are important for the developmentof literacy and numeracy (reading, writing,and mathematics). Children can also besupported in developing bilingually andbenefiting from the advantages whichbilingualism offers.

Exploring and thinkingExploring and thinking involve investigatingand making sense of the world. Earlychildhood is a time of great opportunitiesfor exploring, investigating, and interpretingthese experiences to form ideas andtheories about the world.

In exploring and thinking, children usetheir communication, physical, and sensory-motor skills. Trusting and lovingrelationships with adults provide thesecurity for the child to explore and to findthings out. In doing this, the child buildsideas about how things work and why thingsare the way they are. Interactions betweenthe child and the adult, as well asinteractions between peers, enrich and

extend this exploring and thinking.Communication is a necessary part of theseinteractions as it allows ideas and thoughtsto be created, shared and interpreted. Mostchildren use language including oral,written, or signed, to achieve this.

The child’s curiosity, as well as his/herability to take risks in discoveries andadventures, provides the basis for beingcreative in exploring and thinking. Muchof this occurs through play as childreninterpret their experiences and demonstratetheir thinking with toys and other objects,including mark-making tools such ascrayons. Play also supports the child’sdecision-making abilities. This is importantin developing confidence and self-discipline.

Connections

As outlined in section one, it is importantto have connections between existing earlychildhood curriculum guidance, theFramework for Early Learning and thePrimary School Curriculum (1999) so thatthere is progression in children’s learning.The following graphic shows some of theconnections between these differentsources of guidance.


Primary School Curriculum

Language

Mathematics

Social, environmental and

scientific education

Arts education

Physical education

Social, personal and health

education

*Religious education

Framework for EarlyLearning

Well-being

Identity and belonging

Communication

Exploring and thinking

CHILD

Early childhood curriculumguidance used in Ireland

Creative

Language

Personal

Social

Physical

Emotional

Moral

Spiritual

Cognitive

*Religious education is the responsibility of the different church groups

Development

Connections across curriculum guidance

presenting early learning through four

connected themes: well-being, identity and belonging,

communication, and exploring and thinking

Play is a powerfulcontext for learning.

Contexts forlearning

SECTION 3 CONTEXTS FOR LEARNING 17

Introduction to section three

Learning is a continuous process, occurringin all the environments experienced by thechild. Children learn through their senses,and through active engagement with thepeople, objects, events, and experiencesin these environments. This section exploresrelationships and play as key contexts, andshows how they can support all childrenin their learning. Through this exploration,the section emphasises the importance oflanguage as a tool for learning in bothrelationships and play.

The discussion in this section shows howlearning through the four proposed themesfor the framework—well-being, identityand belonging, communication, andexploring and thinking—can be supportedthrough relationships and play.


- Children learn through actions andinteractions with others.Early learning is a social process. Mostchildren naturally enjoy contact withother people. This can be clearly seen ina newborn baby’s efforts to communicatewith his/her primary caregivers. Children’searly learning is based on these firstrelationships which, with time, broadento include their relationships with otheradults and their peers.

Relationships based on respect, love,and care give children confidence toexplore their environments. With helpfrom adults, children interpret theseexplorations to create ideas and theoriesabout how things work, why thingshappen the way they do, how peoplerelate to each other, and so on.

- The adult is central in supportingchildren’s learning through qualityinteractions.The adult-child relationship is criticalin supporting and enhancing earlylearning. The adult enables each childto learn to the best of his/her ability,by considering his/her interests,experiences and strengths, and bymeeting his/her needs. In this way, theadult gently and sensitively extends thechild’s learning by giving the help andthe encouragement he/she needs tomove on to the next stage of learning.The adult shares the responsibility forlearning with the child – sometimes thechild leads the learning, and sometimesthe adult leads it.

Different children will require differenttypes and amounts of help from theadult in their learning. The type andamount are based on the child’s ability,strengths and needs as a learner. Thisensures that each child is supportedappropriately.

- Parents/guardians play a key role insupporting their children’s early learning.Parents/guardians play a key role inlaying the foundations for their children’slearning. Much early learning is highlyinformal, occurring through therelationships and the conversationsparents/guardians have with theirchildren, and through the activities,routines, and tasks they share with theirchildren. This supports and extends alllearning, including language, forexample, the child’s acquisition of Irishin the case of Irish-speakingparents/guardians. Parents/guardiansare also role models for their children,sending out powerful messages about

how to behave towards others, how tocare for oneself, and about what isimportant in life. In this way,parents/guardians support theirchildren’s learning in a way which isfun, appealing, and relevant to theirchildren’s lives.

- Effective communication betweenparents/guardians and childminders/practitioners enhances children’slearning.Effective communication betweenparents/guardians and childminders/practitioners can have a positive impacton children’s learning. Thiscommunication helps childminders/practitioners to understand more fullyhow children learn, their strengths andneeds and so on. Parents/guardians arealso helped to understand what theirchildren are learning and to supportthis at home. This sharing of informationcan help children’s thinking, language,and social development in particular.This is most notable for children whoare experiencing educationaldisadvantage where the provision fortheir learning is of a high quality.

In the case of children with specialeducational needs, parents/guardiansoften need to be supported by otherspecialists such as therapists. Thesespecialists play an important role inhelping parents/guardians to supportand extend their children’s learning athome. The early childhood practitioneris often the first to identify these specialneeds, and to assist parents/guardiansin accessing the help they need.

- Play is a powerful context for learning.Children enjoy many different types of

play, including exploratory, construction,rough and tumble, role, and fantasyplay, as well as games such as outdoor,card, and board games. This range ofplay is important in helping children todevelop physically, to think and to createideas, to imagine, to solve problems,to communicate, and to develop reading,writing, and mathematical skills, as wellas to develop socially, morally, andspiritually.

While children learn much throughunassisted play, learning is enrichedand extended when the adult is involved.The adult fulfils many roles. As a ‘player’with the child, he/she provides ideasand makes suggestions for the play,guides the child’s learning throughdiscussion, makes equipment andplaythings available, and learns aboutthe child by observing and listening.The adult uses these different strategiesto ensure that each child is helped tolearn to the best of his/her abilitythrough play experiences.

- Language is a major vehicle for learning.Most children will learn to use languageas their main form of communication.Early childhood is an important timefor learning this language. Children alsolearn through language. They uselanguage to ask questions, to look foranswers, to obtain information, to testtheir ideas, and to create newunderstandings. By listening to adultsusing language in varied and rich ways,by sharing in story times, learningrhymes, listening to songs and jingles,children broaden the range of wordsand phrases they use, and they usetheir language in new and differentways. This is also important in the


context of the child’s plurilingualdevelopment.

- The learning environment_whetheroutdoor or indoor_warrants carefulconsideration to support bothrelationships and play as key contextsfor learning.Children learn in both outdoor andindoor environments. Theseenvironments should be motivating andinviting, and reflect children’s changingdevelopmental needs as well as thespecific needs some may have. Forexample, a child who is blind or partiallysighted will benefit from largeequipment and playthings with strongsensory features, as well as theassurance that certain playthings areto be consistently found in the sameareas of the environment. Theenvironments should also reflect thediversity of children’s identities throughtheir playthings, music, language, storiesand games. This should support eachchild to develop his/her sense of identityand belonging which is critical forsuccess in learning.

It is important that the environmentsencourage children to interact withadults and where possible, otherchildren. Environments which supportchildren’s learning through relationshipsand also through play make earlylearning appealing, relevant and fun.This does not happen naturally. Theadult needs to plan, organise, resource,and evaluate the environment regularlyso that each child’s learning is supportedin the best way possible.


learning is enriched and extended

when the adult is involved

Assessment of children’s early learning isintegrated into the adult’s daily observationsof, and interactions with, the child.

Supporting earlylearning through theassessment process

SECTION 4 SUPPORTING EARLY LEARNINGTHROUGH THE ASSESSMENT PROCESS 23

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Introduction to section four

This section highlights the important roleof assessment in early learning. Assessmenthelps the adult to recognise and celebrateprogress, and to plan for and support thechild’s learning in the most appropriatemanner. The consultative documentsuggests that assessment should be anatural part of adult-child interactions.More formal ways of assessing are usedwhere there is a concern about theparticular needs of a child, and to monitorprogress as children near the end of earlychildhood. The early identification of specialeducational needs, in all their diversity, isparticularly crucial here.

It is important that information about thechild’s social, cultural, linguistic, andphysical environment is considered wheninterpreting assessments. The childhimself/herself should play an active partin making assessments about his/herlearning, as should parents/guardians whohave detailed information and knowledgeabout their child.


- Assessment of children’s early learningis informal and a natural part of theadult’s daily observations of, andinteractions with the child.The assessment process should helppractitioners to observe children’slearning, understand it more clearly,and use that understanding to supportfuture learning. Carefully observing thechild, talking meaningfully and sharingin his/her learning, provide the adultwith information which he/she can useto improve day-to-day interactions withthe child. A narrative (‘story’) approach

to assessment is particularly helpful.This can include the practitioner andthe child keeping a diary, portfolio, or‘learning story’ together, andsupplementing written notes withpictures, and audio/video recordings.Assessments are usually made over timeand in a range of learning situations.The practitioner’s experience andtraining help him/her in structuring anddeciding what information should berecorded. This recorded information isused to provide the child withappropriate learning experiences. It alsohelps the practitioner to shareinformation with parents/guardians, andother professionals.

- Assessment celebrates the child’sprogress and achievements, and helpsthe adult to plan for enhanced learning,by building on the child’s strengths andmeeting his/her needs.It is important that each child’s progressis celebrated. Assessment helps theadult to identify this progress, and planfor the next steps in learning ensuringthat this learning is meaningful to theyoung learner, and appropriate to his/herneeds. Information on the child’s currentstrengths, needs, and interests enablethe adult to gently challenge and supportthe child as necessary.

- Assessment facilitates the earlyidentification of children with specialeducational needs, and helps inplanning for the necessary resourcesand appropriate approaches to supportlearning.Adults have a responsibility to identifychildren whose learning is, or will be,affected negatively for any number ofreasons. Where adults have concerns

about children experiencing potentialdifficulties in their learning, diagnosticassessments and screening tools areuseful. Early detection is an importantpart of the process in order to referchildren to specialists where necessary.Where there is such a concern,diagnostic assessments need to becarried out by specialists in earlyintervention.

- Children should be actively involved inassessing their own learning and settingtheir own goals, helping them to becomeconfident, capable, lifelong learners.The ability to think critically, to applyand adapt knowledge to new situationsand to be creative in problem-solvingis essential for children in today’s worldof change. The adult gently draws outthe child’s ideas about activities andconcepts, and encourages him/her toplay an increasingly active part in settingand pursuing his/her own achievablelearning goals. Self-assessment canoften give insights into aspects oflearning missed by the adult, and seenas important by the child. It can alsoprovide the adult with information onwhat the child finds difficult. Veryimportantly, self-assessment can helpthe child in learning how to learn, whichin turn builds his/her confidence as alearner.

- Parents/guardians have valuable insightsand information about their child whichare important in creating a whole pictureof the child’s development.When children attend settings outsidethe home, parents/guardians andchildminders/practitioners have a jointrole to play in the assessment process.Open, two-way relationships between

parents/guardians and childminders/practitioners support the sharing ofinformation about the child’s progressand development. Parents’/guardians’information greatly enhances thechildminder’s/practitioner’s picture ofthe child as a learner, and vice versa.

- Reflective practice and assessment gohand-in-hand, and together benefit allthe partners in the learning process.Ongoing assessment of children’slearning helps the practitioner to identifyareas of practice that could benefit fromattention. Through analysis anddiscussion, practitioners as a group canidentify areas where practice needs tobe improved as well as recognising areasof strength. They can also identify howthis improvement can take place. Theseareas can be used as the focus forfurther raising the quality of provisionfor children’s learning.

SECTION 4 SUPPORTING EARLY LEARNINGTHROUGH THE ASSESSMENT PROCESS 25

It is important that each

child’s progress is celebrated

The play environment-whether outdoor orindoor-warrants careful consideration tosupport both relationships and play as keycontexts for learning.

Building theframework

SECTION 5 BUILDING THE FRAMEWORK 27

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Introduction to section five

This section proposes a model for theFramework for Early Learning. It is hopedthat this model will help to focus people’sthoughts on some possibilities forpresenting the framework. The final designof the framework will be decided throughconsultation with the early childhood sector,and through follow-on work directed by theNCCA.

Influences on a national framework

Many factors influence the types of earlylearning experiences children have. Thechoices we make about these experiencesreflect what we as a nation considerimportant for children to learn, and how,when, and where we think they shouldlearn. The Framework for Early Learningwill be based on the beliefs and values wehave as a society regarding children, andtheir learning during early childhood.

The Framework for Early Learning –proposed components

It is suggested that the framework should

- present the vision of children as earlylearners upon which it is based

- articulate its philosophical and valuebase and its aims

- present the principles which underpinhow children’s early learning should besupported in a manner which respectshow they learn, and the importance ofthat learning

- outline learning through the four themesdiscussed in section two (well-being,

identity and belonging, communication,and exploring and thinking)

- present a set of aims within each of thefour themes

- present learning goals within each aim

- identify and describe a range of learningexperiences that could be used toachieve these goals, taking account ofchildren’s different abilities, cultures,languages, faiths, ethnicities, and socio-economic backgrounds

- include exemplars (or case studies) ofgood practices in supporting earlylearning, which reflect the diversity ofIrish early childhood care and education(for example, diversity of setting, ageof child, philosophy, and pedagogicalapproach)

- outline interaction styles/strategies forparents/guardians, childminders andpractitioners in supporting early learning

- promote the importance of partnershipsbetween parents/guardians andchildminders/practitioners in supportingchildren’s learning and/or where childrenare supported by other professionalsincluding therapists

- advise how parents/guardians,childminders and practitioners cansupport each other in using assessmentfor the benefit of individual children

- promote reflective practice (bypractitioners) which empowers the adultin his/her role as educator, but also aslearner

- provide practical advice on planning(by the practitioner) for early learningso that children’s strengths as well astheir needs shape the experiences theyare offered.

The proposed model for theframework

The consultative document outlines theproposed model for the Framework for EarlyLearning in some detail. It presents learningusing the four themes of well-being, identityand belonging, communication, andexploring and thinking. Each theme has aset of aims. Each aim in turn is sub-dividedinto learning goals. Suggestions for learningexperiences to assist the child in workingtowards these goals are also given. Someexemplars of good practices are includedto demonstrate more clearly how the adultcan support the individual child to learn.It is important to refer to the documentfor this detail. In considering the proposedmodel, it is essential to remember that itis a suggested model.

Conclusion

The model outlined is a sample model. Itgives ideas about how the framework mightbe structured and presented. It is importantthat the early childhood sector shares itsthoughts on this model with the NCCA. Onreaching a decision as to how best topresent the framework, we can then moveforward in developing it.

The conclusion to this summary presentsplans for a consultation process. The NCCAwill use this process to meet with the earlychildhood sector to discuss the proposalsoutlined here.

SECTION 5 BUILDING THE FRAMEWORK 29

support each other

in using assessment

All aspects of early learning are interconnected:children should experience a broad and balancedrange of learning experiences where all dimensionsof development are interwoven.

Looking ahead

CONCLUDING REMARKS LOOKING AHEAD 31

*

Consultation and partnership

The development of the Framework forEarly Learning is an important opportunityto build a shared understanding of how allchildren from birth to six years can besupported appropriately in their learning.During this, the NCCA will work with

- parents/guardians- childminders- practitioners- relevant government departments- other professionals in early childhood

care and education, and related disciplines.

An extensive consultation process isplanned from March to August 2004following the launch of the consultativedocument. There are a number of strandsin this process. These are outlined below.

1. The consultative document: Towards aFramework for Early LearningThe NCCA developed the consultativedocument based on extensive research ofcurriculum guidance, in Ireland andinternationally. It also drew on its pastexperiences of developing the PrimarySchool Curriculum (1999) which containsan infant curriculum based on principlesof early learning. The NCCA worked closelywith the Centre for Early ChildhoodDevelopment and Education (CECDE), andthe Early Childhood Technical WorkingGroup during the development of thedocument. In this way, the documentprovides a sound base for the NCCA towork in partnership with the early childhoodsector in developing a framework which isinformed by research, and which reflectsgood practices.

The NCCA plans to consult with the earlychildhood sector using

- response forms, which will be availableat www.ncca.ie and in hard copy

- regional seminars organised and hostedby the NCCA

- sectoral briefings, on request, for earlychildhood organisations and networks

- written submissions from organisationsand networks

- portraits of a small number of earlychildhood settings.

2. Invitational seminarThe NCCA will convene an invitationalseminar during autumn 2004, where areport on the findings of the consultationprocess will be launched. The report willalso present a revised plan for theframework in light of the findings. Theseminar may provide opportunities to learnfrom early childhood experts on issuescentral to the development of theframework.

3. Early Childhood CommitteeThe NCCA has established an EarlyChildhood Committee, whose membershipis representative of the early childhoodsector. This committee will support theNCCA in developing the Framework forEarly Learning.

Through these different strategies the NCCAwill develop the framework in partnershipwith those who support children in theirearly learning.

Conclusion

The last decade has seen significantdevelopments in policy for children as wellas substantial financial investment insupport of early childhood. There is agrowing awareness of the importance ofthe quality of children’s early experiences,both for their lives as children, and asadults. The development of the Frameworkfor Early Learning represents an opportunityto promote this importance, and in doingso, to enrich all children’s lives as learners.

The early childhood sector has a centralrole to play in developing the framework.Through consultation and partnership, aframework can emerge which canmeaningfully support parents/guardians,childminders and practitioners in extendingand enriching each child’s learning.Through your involvement in theconsultation, the Framework for EarlyLearning can reflect the richness of goodpractices in the sector. In this way, anational framework can be developed whichwill make a positive and lasting contributionto all children’s lives as young learners.

Work planThe following table sets out the timeframe for the consultation process.

CONCLUDING REMARKS LOOKING AHEAD 33

Timeline for the consultation process

Date Action

March 2004 Launch the consultative documentTowards a Framework for Early Learning

March – August 2004 Consult with the early childhood sector (response forms, regional seminars ….)

Autumn 2004 Invitational seminar – report on the findings from the consultation, and present revised plan for the framework

extending and enriching

each child’s learning

Photographs

The NCCA would like to thank all those who kindly consented to having their photographstaken and used in this document. The NCCA was granted parental/guardian permissionin the case of the children in the photographs. This was considered necessary andappropriate with children in the age group from birth to six years.

CR

EATIVE

INC

. DU

BLIN

Márta 2004

Is féidir teacht ar an doiciméad comhairliúcháin seo, I dTreo Creata don Luathfhoghlaim,a achoimre feidhmiúcháin, agus an fhoirm freagartha ag www.ncca.ie

An Chomhairle Náisiúnta Curaclaim agus Measúnachta24 Cearnóg MhuirfeanBaile Átha Cliath 2

T + 353 1 661 7177F + 353 1 661 7180L www.ncca.ie

Documents

Towards a Framework for Early Learning - NCCA