How has Early Childhood Policy impacted on developing quality practices in early years settings in Ireland?

How is early childhood policy impacting on quality practices in your early years setting?

Participant Information Sheet

My name is Criona Blackburne and I am undertaking this research as part of my doctorate in Early Childhood. My background is in education, firstly as a secondary school teacher, then as an owner/manager of an early years setting and as a tutor/lecturer in early childhood. Most recently I work as an EYS with the AIM team, supporting services to include children with additional needs so they can access and meaningfully participate in their ECCE year.

Research Title: How effective has the government’s quality agenda been on improving practice in early years settings from the practitioners perspective? This research will focus on the early childhood policies which have emerged as part of the government’s quality agenda with a view to assessing their impact at ground level in improving experiences for young children in these settings.

You are invited to take part in a survey, which focuses on the impact of ECE policies aimed at enhancing quality within this sector. Whether or not you take part is your choice, if you choose not to participate, you do not have to give a reason and no judgement will be made. If you decide that you do want to take part now, but change your mind later, you can leave the research process at any time.

Before deciding, you need to understand why this research is being undertaken, and what it would involve for you. Please take the time to read the following information carefully.

If you agree to participate in further parts of this study, you will be asked to sign a consent form. You will be provided with a copy of the consent form and information sheet for your records. However, in relation to the online survey or the online forum groups, participation will be taken as consent.

As participation is voluntary and the identity of participants will be protected at all times, the researcher perceives no risks. Participation should be of benefit to the participants as it will provide a forum to discuss the impact of contemporary early childhood policies on their daily practice. The researcher aspires that this research could inform future policy development and implementation.

All information you provide will be used only for the purpose of this research and your confidentiality will be respected at all times, unless upholding this confidentiality results in the researcher contravening legal or regulatory requirements. In particular the researcher still has obligations under the Children First Act (2015) to ensure that all children’s wellbeing and protection is not deemed at risk.

All information will be stored safely in keeping with the Data Protection Act (2017) and the more recent GDPR (2018) regulations. The computer being used to gather and save the information has been encrypted. Your identity will not be revealed as anonymity will be respected throughout the process.

Survey Monkey will be used as the method of distributing an online survey. This was chosen as it provides protection for data. The information gathered through Survey Monkey is password protected, therefore I am the only person who will have access to the data gathered. Once the research is completed, Survey Monkey locks the account from anybody logging in and the data is destroyed.

Ethical approval has been sought and received from the Ethics review committee at the University of Sheffield.

Further information: Should you require further information you may contact me by e-mail at crionablackburne@hotmail.com or by telephone (086) 3498581. You may also contact my supervisor Professor Elizabeth Wood at e.a.wood@sheffield.ac.uk.

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* 1. How long have you worked in early childhood care and education?

Less than 1 year

1 to 5 years

5 to 10 years

10 to 15 years

15+ Years

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* 2. What is the highest level of qualification you have achieved in early childhood education and care?

No formal qualification

FETAC Level 5

FETAC Level 6

HETAC Level 7

HETAC Level 8

HETAC Level 9

HETAC Level 10

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* 3. What is your current role in early childhood practice?

Owner

Owner/Manager

Manager

Room Leader

Room Assistant

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* 4. What is your chosen pedagogical approach?

Montessori

High Scope

Reggio Emilia

Steiner

Play based

Other

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* 5. In 2013 Minister Fitzgerald launched the Quality agenda, which introduced a range of measures to improve quality in the early years sector. Some key policies that have emerged as a consequence of the policy agenda are listed below. Please click the policies with which you are familiar.

	Extremely familiar	Very familiar	Somewhat familiar	Not so familiar	Not familiar
Publication of preschool inspection reports	Publication of preschool inspection reports Extremely familiar	Publication of preschool inspection reports Very familiar	Publication of preschool inspection reports Somewhat familiar	Publication of preschool inspection reports Not so familiar	Publication of preschool inspection reports Not familiar
Registration of Early years services	Registration of Early years services Extremely familiar	Registration of Early years services Very familiar	Registration of Early years services Somewhat familiar	Registration of Early years services Not so familiar	Registration of Early years services Not familiar
Establishment of Better Start Quality Development Service	Establishment of Better Start Quality Development Service Extremely familiar	Establishment of Better Start Quality Development Service Very familiar	Establishment of Better Start Quality Development Service Somewhat familiar	Establishment of Better Start Quality Development Service Not so familiar	Establishment of Better Start Quality Development Service Not familiar
Commencement of the Education focused Inspections	Commencement of the Education focused Inspections Extremely familiar	Commencement of the Education focused Inspections Very familiar	Commencement of the Education focused Inspections Somewhat familiar	Commencement of the Education focused Inspections Not so familiar	Commencement of the Education focused Inspections Not familiar
Launch of the Access and Inclusion Model	Launch of the Access and Inclusion Model Extremely familiar	Launch of the Access and Inclusion Model Very familiar	Launch of the Access and Inclusion Model Somewhat familiar	Launch of the Access and Inclusion Model Not so familiar	Launch of the Access and Inclusion Model Not familiar
Investment in CPD including Linc, Equality and Diversity Training, Hanen, Lamh, Child Protection etc	Investment in CPD including Linc, Equality and Diversity Training, Hanen, Lamh, Child Protection etc Extremely familiar	Investment in CPD including Linc, Equality and Diversity Training, Hanen, Lamh, Child Protection etc Very familiar	Investment in CPD including Linc, Equality and Diversity Training, Hanen, Lamh, Child Protection etc Somewhat familiar	Investment in CPD including Linc, Equality and Diversity Training, Hanen, Lamh, Child Protection etc Not so familiar	Investment in CPD including Linc, Equality and Diversity Training, Hanen, Lamh, Child Protection etc Not familiar
Making funding available to provide remuneration for staff attending training.	Making funding available to provide remuneration for staff attending training. Extremely familiar	Making funding available to provide remuneration for staff attending training. Very familiar	Making funding available to provide remuneration for staff attending training. Somewhat familiar	Making funding available to provide remuneration for staff attending training. Not so familiar	Making funding available to provide remuneration for staff attending training. Not familiar
Introduction of the Child Care Act 1991 (Early Years Services) Regulations 2016	Introduction of the Child Care Act 1991 (Early Years Services) Regulations 2016 Extremely familiar	Introduction of the Child Care Act 1991 (Early Years Services) Regulations 2016 Very familiar	Introduction of the Child Care Act 1991 (Early Years Services) Regulations 2016 Somewhat familiar	Introduction of the Child Care Act 1991 (Early Years Services) Regulations 2016 Not so familiar	Introduction of the Child Care Act 1991 (Early Years Services) Regulations 2016 Not familiar
Childcare Capital Funding Programmes	Childcare Capital Funding Programmes Extremely familiar	Childcare Capital Funding Programmes Very familiar	Childcare Capital Funding Programmes Somewhat familiar	Childcare Capital Funding Programmes Not so familiar	Childcare Capital Funding Programmes Not familiar
Provision of increased capitation rates and non-contact time	Provision of increased capitation rates and non-contact time Extremely familiar	Provision of increased capitation rates and non-contact time Very familiar	Provision of increased capitation rates and non-contact time Somewhat familiar	Provision of increased capitation rates and non-contact time Not so familiar	Provision of increased capitation rates and non-contact time Not familiar
Increased capitation incentives for employing a room leader with Level 7 qualification or higher in ECCE rooms	Increased capitation incentives for employing a room leader with Level 7 qualification or higher in ECCE rooms Extremely familiar	Increased capitation incentives for employing a room leader with Level 7 qualification or higher in ECCE rooms Very familiar	Increased capitation incentives for employing a room leader with Level 7 qualification or higher in ECCE rooms Somewhat familiar	Increased capitation incentives for employing a room leader with Level 7 qualification or higher in ECCE rooms Not so familiar	Increased capitation incentives for employing a room leader with Level 7 qualification or higher in ECCE rooms Not familiar
Extension of ECCE scheme to allow children to commence their free preschool from 2 years and 8 months until the child starts primary school.	Extension of ECCE scheme to allow children to commence their free preschool from 2 years and 8 months until the child starts primary school. Extremely familiar	Extension of ECCE scheme to allow children to commence their free preschool from 2 years and 8 months until the child starts primary school. Very familiar	Extension of ECCE scheme to allow children to commence their free preschool from 2 years and 8 months until the child starts primary school. Somewhat familiar	Extension of ECCE scheme to allow children to commence their free preschool from 2 years and 8 months until the child starts primary school. Not so familiar	Extension of ECCE scheme to allow children to commence their free preschool from 2 years and 8 months until the child starts primary school. Not familiar
Passing the Children's First Act (2015) and updating Children First Guidelines	Passing the Children's First Act (2015) and updating Children First Guidelines Extremely familiar	Passing the Children's First Act (2015) and updating Children First Guidelines Very familiar	Passing the Children's First Act (2015) and updating Children First Guidelines Somewhat familiar	Passing the Children's First Act (2015) and updating Children First Guidelines Not so familiar	Passing the Children's First Act (2015) and updating Children First Guidelines Not familiar
Introduction of the Affordable Childcare Scheme	Introduction of the Affordable Childcare Scheme Extremely familiar	Introduction of the Affordable Childcare Scheme Very familiar	Introduction of the Affordable Childcare Scheme Somewhat familiar	Introduction of the Affordable Childcare Scheme Not so familiar	Introduction of the Affordable Childcare Scheme Not familiar

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* 6. In your view has the overall impact of this Quality agenda improved the quality of practice and provision of early childhood services in Ireland?

Strongly Agree

Agree

No opinion

Disagree

Strongly disagree

Strongly Agree

Agree

No opinion

Disagree

Strongly disagree

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* 7. Following on from your familiarity with the key policies which have emerged from the policy agenda, please indicate how significant or insignificant you believe them to be in enhancing quality in your early years setting.

	Significantly enhanced Quality	Enhanced Quality	No impact on improving Quality	Reduced Quality	Significantly reduced Quality	No opinion
Publishing of preschool inspection reports	Publishing of preschool inspection reports Significantly enhanced Quality	Publishing of preschool inspection reports Enhanced Quality	Publishing of preschool inspection reports No impact on improving Quality	Publishing of preschool inspection reports Reduced Quality	Publishing of preschool inspection reports Significantly reduced Quality	Publishing of preschool inspection reports No opinion
Registration of early years services	Registration of early years services Significantly enhanced Quality	Registration of early years services Enhanced Quality	Registration of early years services No impact on improving Quality	Registration of early years services Reduced Quality	Registration of early years services Significantly reduced Quality	Registration of early years services No opinion
Establishment of Better Start Quality Development Service	Establishment of Better Start Quality Development Service Significantly enhanced Quality	Establishment of Better Start Quality Development Service Enhanced Quality	Establishment of Better Start Quality Development Service No impact on improving Quality	Establishment of Better Start Quality Development Service Reduced Quality	Establishment of Better Start Quality Development Service Significantly reduced Quality	Establishment of Better Start Quality Development Service No opinion
Commencement of the Education Focused Inspections	Commencement of the Education Focused Inspections Significantly enhanced Quality	Commencement of the Education Focused Inspections Enhanced Quality	Commencement of the Education Focused Inspections No impact on improving Quality	Commencement of the Education Focused Inspections Reduced Quality	Commencement of the Education Focused Inspections Significantly reduced Quality	Commencement of the Education Focused Inspections No opinion
Launch of the Access and Inclusion Model (AIM)	Launch of the Access and Inclusion Model (AIM) Significantly enhanced Quality	Launch of the Access and Inclusion Model (AIM) Enhanced Quality	Launch of the Access and Inclusion Model (AIM) No impact on improving Quality	Launch of the Access and Inclusion Model (AIM) Reduced Quality	Launch of the Access and Inclusion Model (AIM) Significantly reduced Quality	Launch of the Access and Inclusion Model (AIM) No opinion
Investment in CPD including LiNC, Equality and Diversity training, Hanen, Lamh, Child Protection etc.	Investment in CPD including LiNC, Equality and Diversity training, Hanen, Lamh, Child Protection etc. Significantly enhanced Quality	Investment in CPD including LiNC, Equality and Diversity training, Hanen, Lamh, Child Protection etc. Enhanced Quality	Investment in CPD including LiNC, Equality and Diversity training, Hanen, Lamh, Child Protection etc. No impact on improving Quality	Investment in CPD including LiNC, Equality and Diversity training, Hanen, Lamh, Child Protection etc. Reduced Quality	Investment in CPD including LiNC, Equality and Diversity training, Hanen, Lamh, Child Protection etc. Significantly reduced Quality	Investment in CPD including LiNC, Equality and Diversity training, Hanen, Lamh, Child Protection etc. No opinion
Allocation of funding to provide remuneration for staff attendance at training	Allocation of funding to provide remuneration for staff attendance at training Significantly enhanced Quality	Allocation of funding to provide remuneration for staff attendance at training Enhanced Quality	Allocation of funding to provide remuneration for staff attendance at training No impact on improving Quality	Allocation of funding to provide remuneration for staff attendance at training Reduced Quality	Allocation of funding to provide remuneration for staff attendance at training Significantly reduced Quality	Allocation of funding to provide remuneration for staff attendance at training No opinion
Introduction of the Childcare Act 1991 (Early Years Services) Regulations 2016	Introduction of the Childcare Act 1991 (Early Years Services) Regulations 2016 Significantly enhanced Quality	Introduction of the Childcare Act 1991 (Early Years Services) Regulations 2016 Enhanced Quality	Introduction of the Childcare Act 1991 (Early Years Services) Regulations 2016 No impact on improving Quality	Introduction of the Childcare Act 1991 (Early Years Services) Regulations 2016 Reduced Quality	Introduction of the Childcare Act 1991 (Early Years Services) Regulations 2016 Significantly reduced Quality	Introduction of the Childcare Act 1991 (Early Years Services) Regulations 2016 No opinion
Childcare capital funding programme	Childcare capital funding programme Significantly enhanced Quality	Childcare capital funding programme Enhanced Quality	Childcare capital funding programme No impact on improving Quality	Childcare capital funding programme Reduced Quality	Childcare capital funding programme Significantly reduced Quality	Childcare capital funding programme No opinion
Provision of increased capitation rates and non-contact time	Provision of increased capitation rates and non-contact time Significantly enhanced Quality	Provision of increased capitation rates and non-contact time Enhanced Quality	Provision of increased capitation rates and non-contact time No impact on improving Quality	Provision of increased capitation rates and non-contact time Reduced Quality	Provision of increased capitation rates and non-contact time Significantly reduced Quality	Provision of increased capitation rates and non-contact time No opinion
Increased capitation incentives for employing a room leader with a Level 7 or higher qualification in an ECCE room	Increased capitation incentives for employing a room leader with a Level 7 or higher qualification in an ECCE room Significantly enhanced Quality	Increased capitation incentives for employing a room leader with a Level 7 or higher qualification in an ECCE room Enhanced Quality	Increased capitation incentives for employing a room leader with a Level 7 or higher qualification in an ECCE room No impact on improving Quality	Increased capitation incentives for employing a room leader with a Level 7 or higher qualification in an ECCE room Reduced Quality	Increased capitation incentives for employing a room leader with a Level 7 or higher qualification in an ECCE room Significantly reduced Quality	Increased capitation incentives for employing a room leader with a Level 7 or higher qualification in an ECCE room No opinion
Extension of ECCE scheme to allow children to commence their free preschool years at 2 years and 8 months until they start primary school	Extension of ECCE scheme to allow children to commence their free preschool years at 2 years and 8 months until they start primary school Significantly enhanced Quality	Extension of ECCE scheme to allow children to commence their free preschool years at 2 years and 8 months until they start primary school Enhanced Quality	Extension of ECCE scheme to allow children to commence their free preschool years at 2 years and 8 months until they start primary school No impact on improving Quality	Extension of ECCE scheme to allow children to commence their free preschool years at 2 years and 8 months until they start primary school Reduced Quality	Extension of ECCE scheme to allow children to commence their free preschool years at 2 years and 8 months until they start primary school Significantly reduced Quality	Extension of ECCE scheme to allow children to commence their free preschool years at 2 years and 8 months until they start primary school No opinion
Passing of the Children First Act (2015) and updating Children First guidelines	Passing of the Children First Act (2015) and updating Children First guidelines Significantly enhanced Quality	Passing of the Children First Act (2015) and updating Children First guidelines Enhanced Quality	Passing of the Children First Act (2015) and updating Children First guidelines No impact on improving Quality	Passing of the Children First Act (2015) and updating Children First guidelines Reduced Quality	Passing of the Children First Act (2015) and updating Children First guidelines Significantly reduced Quality	Passing of the Children First Act (2015) and updating Children First guidelines No opinion
Introduction of the Affordable Childcare Scheme	Introduction of the Affordable Childcare Scheme Significantly enhanced Quality	Introduction of the Affordable Childcare Scheme Enhanced Quality	Introduction of the Affordable Childcare Scheme No impact on improving Quality	Introduction of the Affordable Childcare Scheme Reduced Quality	Introduction of the Affordable Childcare Scheme Significantly reduced Quality	Introduction of the Affordable Childcare Scheme No opinion
Establishment of TUSLA, as the regulatory inspectorate body for the ECCE sector	Establishment of TUSLA, as the regulatory inspectorate body for the ECCE sector Significantly enhanced Quality	Establishment of TUSLA, as the regulatory inspectorate body for the ECCE sector Enhanced Quality	Establishment of TUSLA, as the regulatory inspectorate body for the ECCE sector No impact on improving Quality	Establishment of TUSLA, as the regulatory inspectorate body for the ECCE sector Reduced Quality	Establishment of TUSLA, as the regulatory inspectorate body for the ECCE sector Significantly reduced Quality	Establishment of TUSLA, as the regulatory inspectorate body for the ECCE sector No opinion

Other (please specify)

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* 8. In your opinion, what are the key ideas which are supporting the development of quality in the early years sector?

	Very significant in improving quality	Significant in improving quality	No impact on quality	Reduces quality	Significantly reduces quality
Planning, documenting and assessing	Planning, documenting and assessing Very significant in improving quality	Planning, documenting and assessing Significant in improving quality	Planning, documenting and assessing No impact on quality	Planning, documenting and assessing Reduces quality	Planning, documenting and assessing Significantly reduces quality
Continuous professional development	Continuous professional development Very significant in improving quality	Continuous professional development Significant in improving quality	Continuous professional development No impact on quality	Continuous professional development Reduces quality	Continuous professional development Significantly reduces quality
Partnership with parents	Partnership with parents Very significant in improving quality	Partnership with parents Significant in improving quality	Partnership with parents No impact on quality	Partnership with parents Reduces quality	Partnership with parents Significantly reduces quality
Collaborative practice with outside agencies	Collaborative practice with outside agencies Very significant in improving quality	Collaborative practice with outside agencies Significant in improving quality	Collaborative practice with outside agencies No impact on quality	Collaborative practice with outside agencies Reduces quality	Collaborative practice with outside agencies Significantly reduces quality
Aistear and Siolta Practice guide	Aistear and Siolta Practice guide Very significant in improving quality	Aistear and Siolta Practice guide Significant in improving quality	Aistear and Siolta Practice guide No impact on quality	Aistear and Siolta Practice guide Reduces quality	Aistear and Siolta Practice guide Significantly reduces quality
Inclusion	Inclusion Very significant in improving quality	Inclusion Significant in improving quality	Inclusion No impact on quality	Inclusion Reduces quality	Inclusion Significantly reduces quality
Child led, Child centred approach	Child led, Child centred approach Very significant in improving quality	Child led, Child centred approach Significant in improving quality	Child led, Child centred approach No impact on quality	Child led, Child centred approach Reduces quality	Child led, Child centred approach Significantly reduces quality
Degree led early childhood sector	Degree led early childhood sector Very significant in improving quality	Degree led early childhood sector Significant in improving quality	Degree led early childhood sector No impact on quality	Degree led early childhood sector Reduces quality	Degree led early childhood sector Significantly reduces quality
Network meetings	Network meetings Very significant in improving quality	Network meetings Significant in improving quality	Network meetings No impact on quality	Network meetings Reduces quality	Network meetings Significantly reduces quality

Please extend on your views

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* 9. What factors do you think are fundamental to enhancing quality in the early years sector?

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* 10. In your view which ECE policies have had the most positive impact on your practice and why? Please explain

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* 11. Do you have any suggestions for policy that you feel could significantly improve quality in the early years sector?

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* 12. If you would like to add any further responses you think are relevant to the overall question on how policy is impacting on practice, please use the space below to comment.

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* 13. The next part of this research process is to create a closed Facebook forum to allow participants engage in deeper discussions in relation to the impact of recent and emerging policies on quality practices in early years settings. If you would be interested in engaging in this part of the research, please tick yes and include your contact details in the comment box.

Yes

Contact details (only if interested in engaging in Closed Facebook Forum).

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* 14. Thank you for participating in this survey. For those of you who are willing to engage in a closed Facebook Forum, participants will be selected on a random basis if the number of volunteers exceed a realistic total. Conditions of agreeing to join the group will apply based on ethical considerations.