The Importance Of Quality In Early Childhood Education

Quality in the Early Years is based on the respected educational goals and practice of the cultural communities making up a society. A definition of quality in the early years differs by the perspectives of each of the settings stakeholders (Huntsman, 2008). It comprises of a range of things that change between and depends entirely on the needs of each individual. Today in Ireland early year’s educators in settings throughout the country are increasingly more challenged to provide quality services that meet both the requirements and expectations of each child attending their settings and also their families (CECDE, 2006).

Early Childhood Education and Care (ECEC) has in many countries become a policy priority. The growing body of research

For all the personnel working in the Early Years both here in Ireland and internationally, improving quality experiences for all young children is therefore a priority of theirs (Reed & Canning, 2011). The Norwegian leading experts in the field of early education like all adopt a more holistic approach to child development and focus on the ‘here and now’ rather than on the skills for tomorrow (Hasan,2007) (Cited by OECD 2006).Compared to Ireland, Nordic countries in particular have comprehensive around services for families with young children. This may be related as to why Governments chose to invest or not in early years (OECD, 2011). In Norway, the private and public sector providers receive money from the government to provide childcare. Low income parents can either obtain this for free or at a low cost. Those who are on higher wages pay income-contingent fees. Providers are properly regulated and are obliged to ensure high quality to receive their payment. It is a much more efficient system and it guarantees quality. This sort of audacious reform may be needed in Ireland to ensure quality is of a high standard in

Ireland should at least make it a compulsory factor that all staff should have a minimum of a level 6 degree in childcare before being hired. Better qualifications can lead to better quality provisions. One similarity between Norway and Ireland is that both countries do however use the incredible years programme. This programme aims to promote social competence, problem solving, emotional regulation and reduce unacceptable behaviours in children (Incredible Years, 2013). What really matters is the ability of the staff to create a high-quality pedagogic environment that makes the difference for