ChildLinks Issue 3: Early Learning and Childcare in Ireland

Early Learning and Childcare has been the subject of significant policy development over the years. From the introduction of the first set of Early Years Regulations in 1996 and the Síolta quality framework in 2006, to the development of regulations for childminders, the launch of Equal Start and the update of Aistear, the Early Childhood Curriculum Framework, in 2024, so much has been accomplished. There has also been the recent milestone news that more than 1 million children in Ireland have enrolled in the free preschool programme since it was first introduced, with current uptake rates at 96%. It is also heartening to see a strategic pathway in place for the development of the sector with documents such as First 5 and National Action Plan for Childminding 2021- 2028 setting out clear goals for the future. The tangible improvements for children and families across Ireland that these developments have brought are to be welcomed, but change rarely comes about without challenge and many providers, educators, school age childcare practitioners and childminders have faced difficulties along the way. For this final issue of ChildLinks, we asked key stakeholders from the Department of Children, Equality, Disability, Integration and Youth, Department of Education, NCCA, Tusla, Dublin City University, Early Childhood Ireland and Barnardos, as well as an early years provider, to reflect on the changes in the sector over the years and to consider their vision and recommendations for the future. While priorities may differ, in this issue it is clear that there is a collective determination to provide quality services that support each child in Ireland to reach their full potential. With ChildLinks, we in Barnardos have aimed to inspire, provoke and engage all those whose primary goal is to support the learning, development and wellbeing of our country’s youngest citizens. We have learned so much from the contributors over the years and want to thank each and every provider, educator, policy maker, researcher and academic, both nationally and from all around the world, who have shared their research, their knowledge and their experience with us and with our readers. And this final issue cannot pass by without us acknowledging the dedication and commitment shown by all those working with children in settings across Ireland to providing the best possible start in life for each and every child.

Collections

2024