Through participation in early childhood education, all children learn and develop as they experience stimulating and challenging opportunities in the social, learning and physical environment. This Self-Reflection Tool focuses on increasing IECE environments’ capacity to enable all children’s participation. Here, ‘participation’ means attending and being actively engaged in activities and interaction.
This Workforce Development Plan for the Early Childhood Care and Education (ECCE) sector in Ireland is the culmination of a significant process of research and consultation across the diverse range of stakeholders in the sector. That process has resulted in the identification of a number of agreed perspectives on the type of workforce needed to support the development of high quality ECCE service in Ireland and the main challenges associated with achieving these goals (DES, 2009).
This Core Competency Framework has been developed for all disciplines, professions and staff groups undertaking a clinical role within NHS Scotland. The twin aims of the framework are
Based on its long experience in working with practitioners, mostly in challenging contexts, ISSA has articulated an approach that embeds the values and practices that are considered to lead to meaningful and sustainable mechanisms for continuous professional growth.