an exploration of practitioners' awareness of...

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AN EXPLORATION OF PRACTITIONERS' AWARENESS OF THE

IMPORTANCE OF INVOLVING CHILDREN IN DECISION-MAKING

ABSTRACT

The United Nations Convention on the Rights of the Child (UNCRC) 1989 and the UN

Special Session on Children 2002, directed world attention to the need for society to respect

children’s right to participate in matters that affect them. Ireland ratified the Convention in

1992 but little was accomplished concerning children’s participation rights until Síolta, The

National Quality Framework for Early Childhood Education was launched in 2006. The roll

out of Síolta has been extremely slow and with the country’s focus on the economic

downturn children’s participation rights in early years settings are not a priority.

This research study was designed to assess early childhood education and care (ECEC)

practitioners’ awareness of the importance of involving young children in decision-making in

early years settings. The mixed method approach was used in the form of self-completed

questionnaires and semi-structured interviews and the sampling was purposive. The sample

was relatively small, seventy questionnaires with a response rate of 69%, and three semi-

structured interviews.

The study revealed that 10% of practitioners surveyed referred to children having a right to

be involved in decisions that affect them and 90% of the practitioners failed to note that

children have participation rights. Even though the sampling was purposive the researcher

believes these results are indicative of attitudes in the greater population of ECEC

practitioners in Ireland.

CHAPTER 1: INTRODUCTION

This study examines some aspects of play, playful pedagogies and the practitioner's role in

children’s learning. It also considers the importance different international curriculum

models attach to children's decision-making, and explores practitioners' views and awareness

of the value of involving children in decision-making. It explores children’s participation

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rights as expressed in the United Nations Convention on the Rights of a Child (Article 12),

details why children should be given choices and describes the benefits to children of being

involved in decision-making. This study also considers Aistear, The Early Childhood

Curriculum Framework, introduced in Ireland in 2009, and what it articulates regarding

choice for children.

HISTORICAL CONTEXT

The United Nations Convention on the Rights of the Child (UNCRC) was introduced in 1989

and following on from this the UN Special Session on Children 2002, directed world

attention on the need for society to respect

the principles of children’s human rights, including children’s participatory

rights in which children are actively involved in decision-making at all levels and

in planning, implementing, monitoring and evaluating all matters affecting the rights

of the child (UN Special Session on Children 2002 cited in Bell, 2008, p7).

The UNCRC was ratified by Ireland in 1992 but little was accomplished concerning

children’s participation rights and their right to be heard until Síolta, The National Quality

Framework for Early Childhood Education was launched in 2006. Síolta began with the

premise that children’s rights and needs are paramount in Early Childhood Education and

Care (Centre for Early Childhood Development and Education (CECDE), 2006).

In a research paper commissioned by the National Council for Curriculum and Assessment

(NCCA), the Irish agency tasked with producing a curriculum for children aged from birth to

six, French argued that children are no longer simply consumers of adult culture but are now

viewed as active participants in the construction of their own childhoods (French, 2007, p10).

French further contends that personal, first-hand discoveries stimulate children’s imagination

and voracious thirst for knowledge (2007; NCCA, 2009). This type of learning happens in

daily life when children are involved and can participate in meaningful activities (Rich and

Drummond, 2006 cited in French, 2007).

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By this time (2006) other countries, for example, New Zealand (NZME, 1996), Scotland

(Scottish Executive, 2004), Norway (2005 cited in Karila, 2012), had already begun

reviewing their practice with regard to children's participation rights and developed new

curricula as a result. It took Ireland until 2009 to launch Aistear, The Early Childhood

Curriculum Framework.

While there is now widespread recognition in the literature that “even the youngest children

have rights to fully participate” (Dunphy, 2012, p290) there seems to be a lack of

understanding, in practice, of how important this is and how to go about it. Practitioners are

obliged, in a right-based outlook, to permit and indeed encourage young children to express

their views on what and how they learn (Dunphy, 2012).

CHAPTER 2: LITERATURE REVIEW

2.1: INTRODUCTION

There is a large body of international research and national and international policy

frameworks that justify "play as a key characteristic of effective practice" (Wood, 2010, p9)

and as a right of childhood for young children (United Nations, 1989). There are

contradictory views however, in relation to its potential to impact on learning and "the

evidence base to support claims that play aids development is limited" (British Educational

Research Association Early Years Special Interest Group (BERA), 2003 cited in McInnes,

Howard, Miles & Crowley, 2009, p31). As a result, some practitioners misunderstand and

misinterpret how to use play to facilitate children's learning (Moyles, 2010; Wood, 2010) and

when to intervene to extend learning (Sylva, Melhuish, Sammons, Siraj-Blatchford &

Taggart, 2004).

2.2: PLAY

If we are to understand anything about the ways in which young children learn we

must understand first the central role of play (Whitebread and Coltman, 2008, p10).

From birth, children need to learn a wide range of skills and discover the world they live in.

They do this through constant exploration and repetition of these developing skills and this is

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what adults call play (Whitebread and Coltman, 2008). In order for children to maximise

learning from their play, the adults supporting them need to understand the importance of

play and the adult’s role in it (Bruce, Meggitt, & Grenier, 2010; Mac Naughton & Williams,

2009; Whitebread, Coltman, Jameson & Lander, 2009; Moyles, 2010; Wood, 2010; McInnes,

Howard, Miles & Crowley, 2011). Play helps children become imaginative creatures, to

learn to use symbols (Worthington, 2010 cited in Broadhead, Howard & Wood, 2010) and to

move beyond the real to the imagined (Bruce et al, 2010). This allows them to make sense of

what they have seen and learned thus far, and experiment in a safe place, free from fears and

anxieties (Broadhead et al, 2010).

2.2.1: Play and playful pedagogies

Play has proven a difficult concept to define: there are categories of play, criteria of play and

a continuum of play (Howard, 2002 cited in Moyles, 2010) but these are all inadequate in

achieving a complete understanding of play. Because of this inadequacy Moyles (2010)

discusses what she calls playful pedagogies in an effort to dispel misunderstandings this

terminology creates. She lists three concepts of play that need to be considered: firstly play,

or pure play which is initiated by and completely under the control of children. It is highly

imaginative and creative. The adult's role is to provide plenty of resources, to play if invited

and to "understand the children's play from a developmental perspective" (Moyles, 2010,

p21). Secondly playful learning, which appeals to children's playful nature and is associated

with learning experiences that may be child or adult initiated. The adult's role is to plan

effectively, be "sensitive to children's learning modes" (Moyles, 2010, p21), to interact and

engage children, to observe developmental progression in the play and to "observe and assess

children's learning needs" (Moyles, 2010, p21) in order to plan for future learning. Thirdly

playful teaching, is teaching that uses children's inherent joy in playful learning. The adult's

role is to ensure activities presented allow children to be creative and are as open-ended as

possible (Moyles, 2010).

It is generally accepted today that children learn best through problem-solving, self-

regulation and active exploration of their environment that builds on prior knowledge

(BERA, 2003).

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2.3: ROLE OF EARLY YEARS PRACTITIONER (EYP)

The EYP role is multifaceted, challenging and demanding. It requires capability, skill and

proficiency in order to understand and apply child development knowledge (Moloney, 2010).

Simultaneously, it involves the coordination of a multiplicity of tasks that include

materials, time and children, as well as thinking about the learning environment, task

differentiation and assessment (Siraj-Blatchford et al, 2002 cited in Moloney, 2010, p191).

It also includes the organisation of routines within the setting, space, materials and resources.

This catalogue of requirements generates a particular understanding, that the practitioner is

highly qualified, with an elevated level of "knowledge, competency and skill" (Moloney,

2010, p192).

2.3.1: Practitioner's views on involving children in decision making

In Hudson’s study of practitioners' views on involving young children in decision making,

she found that "defining and understanding the notion of decision making was problematic"

(2012, p5) because practitioners thought about and defined decision-making in different

ways. Some practitioners referred to children simply making choices on a daily basis, and

some referred to broader implications, such as providing children with opportunities to plan

and assess activities for the setting (Bae, 2010) and to set rules, change routines and affect

policy-making (Hudson, 2012). Some practitioners regard making simple choices as a

"precursor for children learning how to make a fully informed decision" (Hudson, 2012, p5).

2.3.2: Differences between what practitioners say and do

Even though play is the foundation of early learning, "an agreed pedagogy of play is less well

articulated" (BERA, 2003, p14) and using play as a pedagogy to facilitate learning is deeply

challenging (Moyles, 2010; Broadhead et al, 2010; McInnes et al, 2011).

Stephen (2010) recognises the significance that play has in early learning but she argues that

practitioners do not relate it to pedagogy. According to Cottle & Alexander, because

practitioners' beliefs and expectations impact on "educational experiences" (2012, p5)

provided for children, it is important that practitioners understand play and it's relation to

pedagogy (Moyles, 2010; Broadhead et al, 2010; McInnes et al, 2011). Therefore it could be

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argued that if practitioners do not understand how to use play to facilitate learning, they

cannot understand the importance of providing choices for children in their play.

2.3.3: Why should children make choices for themselves?

The reason it is so important to involve children in decision-making in early childhood is

because by the time children are about 8 years old they will have developed views of

themselves as

social beings, as thinkers and as language-users and they will have reached certain

important decisions about their own abilities and their own worth ..., decisions which

are of vital importance not only for their self-respect and general well-being, but also

for their subsequent progress (Donaldson, 1978, p43 cited in Douglas & Horgan, 2000,

p189).

The United Nations Convention on the Rights of the Child (UNCRC) 1989 was ratified by

Ireland in 1992 but little was accomplished concerning children’s participation rights and

their right to be heard until Te Whariki was launched in 1996 in New Zealand (New Zealand

Ministry of Education, 1996). Some countries have begun reviewing their practice with

regard to children's participation rights and developed new curricula as a result, for example,

Scotland - Curriculum for Excellence (Scottish Executive, 2004); New Zealand - Te Whariki

(New Zealand Ministry of Education (NZME), 1996); Norway - revised Kindergarten Act in

2005 (Karila, 2012); Ireland - Aistear (National Council for Curriculum and Assessment,

2009).

2.3.4: How do children feel when they have control over their learning?

Research suggests that when young children perceive they have control over their learning

they feel less anxiety (Broadhead, 2001; Burts et al, 1990 cited in Siraj-Blatchford, Sylva,

Muttock, Gilden & Bell, 2002), have an increased sense of autonomy (Mac Naughton &

Williams, 2009) and higher self-esteem (Siraj-Blatchford et al, 2002). Children’s capability

increases relative to the extent to which they have power over their own lives (Lansdown,

2011). When all activities are adult-led, children’s autonomy and capability to develop their

own ideas are jeopardised (Craft, Cremin, Burnard & Chappell, 2007). However total

freedom is ill-advised because it may confuse children and inhibit them from achieving as

much as they potentially could (Craft et al, 2007).

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2.3.5: What effect has EYP’s level of education on decisions they make?

In order to fully understand the importance of providing choices and opportunities for making

decisions, practitioners need to have a clear understanding of child development and of the

curriculum to be implemented (Sylva et al, 2004; Priestley & Sinnema, 2014; McInnes et al,

2011).

The Effective Provision of Pre-School Education (EPPE) report found that in the most

effective settings, that is, those with best developmental outcomes for children, a balance was

achieved between child-led and adult-led activities and teachers often intervened to extend

children's learning (Sylva, Melhuish, Sammons, Siraj-Blatchford & Taggart, 2004). This was

associated with “highly qualified professionals” (Organisation for Economic Co-operation

and Development, 2004, p13) providing flexible yet organised frame works suitable for

young children.

2.3.6: The educational requirements in Ireland

The Childcare (Preschool Services) Regulations, 2006 states that practitioners must take

initiative in consulting with parents and ensuring all children's developmental needs are met

(Ireland, Department of Health and Children (DHC), 2006). Regulation 8: Management and

Staffing requires only that a person carrying on a pre-school service shall ensure that "a

sufficient number of suitable and competent adults are working directly with the children in

the pre-school setting at all times" (DHC, 2006, p37). The Regulations define a suitable and

competent adult as a

person (over 18 years) who has appropriate experience in caring for children under

six years of age and/or who has an appropriate qualification in childcare (DHC, 2006, p38).

Moloney (2010) criticises this Regulation arguing it diminishes the importance of the ECEC

practitioner's responsibility of preparing young children for the delights and difficulties of life

and the "highly skilled nature and content of ECCE" (2010, p192). This reductionist

paradigm creates the understanding that ECEC is simply the physical care of children that can

be carried out by unqualified women (Jalongo et al. 2004; OECD 2006; Lobman et al. 2007

cited in Moloney, 2010). With the introduction of Síolta and Aistear and their inherent

expectations, how are practitioners with little or no qualification, who at the same time fulfil

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the educational requirements of the Preschool Regulations, supposed to execute their

function? Síolta and Aistear, both extremely influential and formative frameworks, call for

exceedingly qualified practitioners who understand what the frameworks say, what they

intend, how to implement them and why they should be implemented. Moloney contends

that it is beyond belief with all the policy initiatives and international research proving the

value of highly qualified staff, that the casual attitude to training and qualifications in Ireland

was not rectified in the amended Childcare Regulations 2006 (2010, p192).

2.4: INTERNATIONAL PERSPECTIVES

2.4.1: Te Whariki

The socio-cultural, innovative curriculum for children from birth to age 5, Te Whariki, was

launched in 1996 after a five year consultation period with various stakeholders (Kaga,

Bennett, & Moss, 2010). It makes a unified statement about “quality early childhood

practice” in New Zealand (May & Carr, 1998, p. 1 cited in Buchanan, 2011) whilst

containing a multiplicity of ECEC services and beliefs. Te Whariki has been used to drive

the development of high quality early childhood learning and teaching practices (Counties

Manukau Kindergarten Association (CMKA), 2013).

Te Whariki states that

Each child learns in his or her own way. The curriculum builds on a child’s current

needs, strengths, and interests by allowing children choices and by encouraging them

to take responsibility for their learning (NZME, 1996, p20).

The belief that children should be making choices and decisions is embedded throughout Te

Whariki, through the principles, strands and goals (NZME, 1996). It emphasises that in order

to meet children's needs early childhood practitioners need to have good knowledge of child

development and the curriculum they are operating within; be skilful at implementing the

curriculum and reflective of their practice and their capacity as role models (NZME, 1996).

2.4.2: High Scope

At the core of the High/Scope curriculum is the belief that active learning is vital to fulfilling

human potential and that active learning takes place most successfully where

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“developmentally appropriate learning opportunities” (Hohmann & Weikart, 2002, p15) are

provided. Young children at play need areas that are inviting and welcoming, organised, and

furnished to support active learning; spaces they can move around in, explore and solve

problems. The adult-child relationship is a mutual give-and-take: adults respond to, promote

and support children’s needs, thoughts, ideas and experiences, and allow the power and

decision-making to be shared (Hohmann & Weikart, 2002).

2.5: CHANGES IN CURRICULA

Since Te Whariki was launched in 1996 early years curricula in more countries (for example,

Scotland, Sweden, Ireland) have been moving away from the traditional "explicit

specification of content" (Priestley & Sinnema, 2014, p1) model, towards a socio-cultural

constructivist model (Bae, 2010; Buchanan, 2011; NCCA, 2009) with broad principles and

guidelines (Cottle & Alexander, 2012). This model recognises the "social and interactive

nature of learning" (Stephen, 2006, p12), places emphasis on developing children's interests,

encouraging learning through play and creating life-long learners by instilling in children a

love of learning (Stephen, 2006). This type of curriculum can be tailored by ECEC settings

and practitioners to suit their own particular cultural context and the learning needs of the

attending children. However, creating a curriculum for young children is a complex issue. It

has been argued that this type of curriculum "downgrade[s] knowledge" (Priestley &

Sinnema, 2014, p1) through inconsistency and "mixed messages about the place of

knowledge" (Priestley & Sinnema, 2014, p1).

2.6: THE IRISH PERSPECTIVE

Síolta, The National Quality Framework [NQF] for Early Childhood Education (Centre for

Early Childhood Development and Education (CECDE), launched in 2006, started from the

perspective that children’s rights and needs come first and it is unambiguous. Standard 1

states that ECEC settings need to ensure that all children are

enabled to exercise choice and to use initiative as an active participant and partner in

her/his own development and learning (2006, p13).

Children's right to participate, where the child is perceived to "...have agency and power

within her/his own life – are...controversial” (CECDE, 2007, p2) due to different

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constructions of childhood (French, 2007; CECDE, 2007). However, practitioners need to

recognise that children are “powerful and competent social actors” (Smith, 2006 cited in

CECDE, 2007, p8) who can help decide what their needs are and what is best for them

(Ireland, Department of Justice, Equality and Law Reform (DJELR), 2002; NCCA, 2009).

Síolta, the NQF was conceived with the intention to "define, assess, and support the quality"

(Duignan, 2005 cited in Doyle, Logue & McNamara, 2011) of ECEC settings. It was still in

the introductory stage as of April 2012, by which time it had only been “rolled out in a

limited number of services of generally higher capacity” (Start Strong, 2012, p1).

2.6.1: Practitioners’ knowledge of Síolta, The National Quality Framework

In a 2011 pilot study of childcare staff members’ readiness to implement Síolta, the National

Quality Framework (NQF) standards in Ireland, 68% of practitioners said they knew nothing,

not much or a little bit about Síolta, (Doyle, Logue & McNamara, 2011). Only 26% of staff

indicated they knew a moderate amount about Síolta. If practitioners are unacquainted with

the standards of best practice how can there be a "consistent understanding" (Cottle and

Alexander, 2012, p639) amongst them?

2.6.2: AISTEAR: THE IRISH EARLY CHILDHOOD CURRICULUM

Aistear, The Early Childhood Curriculum Framework, introduced in 2009, acknowledges

that children learn in a socio-cultural context:

Children learn many different things at the same time. What they learn is connected

to where, how and with whom they learn (NCCA, 2009, p10).

Aistear endeavours to assist children in becoming "competent and confident learners"

(NCCA, 2009, p6) through developing loving relationships with others and through play,

communication and investigation (NCCA 2009). It is a mainly process-driven curriculum,

identifying generally what children should learn and providing guidelines to support

practitioners to facilitate this learning (NCCA, 2009). Aistear is unequivocal in stating

children should have equal participation rights and responsibilities and it stipulates that

children are active learners that learn through play, hands-on meaningful experiences and

mutual relationships.

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2.7: QUALIFICATIONS OF TUTORS

On 6 November 2012, Quality and Qualifications Ireland (QQI) was established as a new

integrated agency responsible for the external quality assurance of further and higher

education and training and the validation of programmes (Quality and Qualifications Ireland,

2014).

Additionally, with effect from 1 April 2013, persons wishing to work as adult educators in

Ireland must hold a teaching qualification that is accredited by The Teaching Council, the

professional standards and regulatory body for the teaching profession (The Teaching

Council, 2012). For the ECEC sector, which had previously seen wide variation in delivery

of training, these changes in regulation will ensure delivery of training is standardised and

this can only benefit the sector.

CHAPTER 3: RESEARCH METHODS

Qualitative research is typically used to provide a thorough understanding of the research

issues, the perspectives of the participants and the environment in which they live and work

(Hennink et al, 2010). Three semi-structured interviews were conducted to gain this

understanding. Quantitative research, in the form of self-completed questionnaires, was used

in order to obtain information regarding young children’s opportunities to make choices and

decisions in early years settings.

CHAPTER 4: DISCUSSION OF FINDINGS

4.1: PROFILE OF PARTICIPANTS

Analysis of the demographic information provided by survey participants indicated that

women are in the majority amongst the workforce in ECEC. 96% of respondents have a

childcare qualification of at least Level 5 on the Quality and Qualifications Ireland

framework (QQI).

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4.2: DISCUSSION OF THE RESEARCH QUESTION

Exploration of the research question was facilitated by asking the following three questions:

1. Are young children in early years settings allowed to make decisions in their play?

It seems to depend on the activity in question and the practitioners supporting the children.

98% of respondents stated children have free play time at least once a week; children are

allowed to make choices during free play. This was expected because that is what free play is

about; it is play that is freely chosen by the child.

2. If so, how often and during which activities are they allowed to make decisions in

their play?

Children are allowed to make more decisions and choices in free play and outdoor play than

during any other activities. In artwork, messy play, sand play, water play, music and

exercise, approximately 20% of respondents indicated children had no choice in either

materials to use or activities to choose from. This means children must carry out the activity

chosen by the adult and use the materials provided.

3. What do practitioners understand regarding the importance of involving children in

decision-making?

From the answers received for question 12 of the questionnaire it seems there is a wide

variety in understandings. Approximately 33% of practitioners stated that making choices

fosters independence, encourages active learning and promotes confidence. 37% stated

children should have a say in how and what they learn and merely 6% noted when children

are interested in the topic they learn more. Only 10% of practitioners stated their setting

provides as much choice as possible.

4.2.2: Children’s right to participate in decision-making

Only 10% of practitioners noted it is a child’s right to make choices and to have their views

heard. These findings suggest that many practitioners are unacquainted with children’s right

to participate in decisions that affect them. This is disturbing considering 98% of them stated

Aistear is implemented to some degree in their setting. When one considers that Aistear’s

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primary objective is to help children to “grow and develop as competent and confident

learners” (NCCA, 2009, p6) and advocates providing children with many opportunities to

make decisions, it is shocking to discover that some practitioners appear to be unaware of this

right.

Síolta argues that practitioners must question if the opportunities for play that are provided

are giving children a feeling of competence and a sense of control, and does it lead to new

learning (CECDE, 2006). This stance is reflected in the international curricula Te Whariki,

High Scope, Reggio Emilia and that used by the Nordic Countries. These curricula highlight

the importance of highly qualified staff who take a holistic view of learning; emphasise

active, hands-on learning; develop responsive, nurturing relationships with children and

ensure each child has plenty of opportunities to make choices and decisions that affect his/her

daily life at the setting (Hohmann & Weikart, 2002; NZME, 1996; Edwards et al, 1998;

Rinaldi, 2006; Karila, 2012).

4.3.3: Children must be allowed to exercise choice as a requisite part of active

participation in their learning.

Of the twenty-three practitioners who stated all aspects of Aistear are implemented six gave

no explanation of their agreement with the above statement and one practitioner stated if

“children are given too much choice [it] can lead to no control in the classroom”. This

statement suggests the practitioner does not recognise the value of providing choices for

children nor the fact that it is their right to participate in decisions that affect them.

4.3.4: Montessori Curriculum and choice

60% of respondents work with children aged 3.5 - 5 years and 44% use the Montessori

curriculum. Montessori contended children learn best through active learning and

meaningful experiences. The ‘prepared environment’ is Maria Montessori's theory that the

environment can be “designed to facilitate maximum independent learning and exploration

by the child” (North American Montessori Teachers Association (NAMTA), 2014) which

leads to many opportunities for choices and decision-making through the day.

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4.3.5: High Scope Curriculum and choice

Three practitioners stated they use the High Scope curriculum. Two of these practitioners

stated children have many opportunities to make choices and the third practitioner gave no

explanation for agreeing with the statement regarding children’s right to choose. At the core

of the High Scope curriculum is the belief that children learn best through active, hands-on

learning and that power and decision-making must be shared between adults and children

(Hohmann & Weikart, 2002) so it was anticipated that children attending these settings would

have many opportunities to make decisions.

4.3.6: Aistear Curriculum and choice

In line with both the Montessori and High Scope curricula Aistear states that the learning

environment needs to be arranged in a way that encourages children “to make choices”

(NCCA, 2009, p12), to practice skills, to communicate ideas, to encourage curiosity,

independence and empathy, to create and solve problems, to explore and investigate, to

interact with adults and children and to persist when faced with difficulties (NCCA, 2009).

In addition, it appears that even though 98% of practitioners stated Aistear is implemented at

their setting, some clearly do not grasp the essence of the framework. Aistear, calls for

exceedingly qualified practitioners who understand what the framework says, what it intends,

how to implement it and why it should be implemented. Aistear is unequivocal in stating

children should have equal participation rights and responsibilities and it stipulates that

children are active learners that learn through play, hands-on meaningful experiences and

mutual relationships.

4.4: FROM THE INTERVIEWS

Thematic analysis of the interviews ultimately revealed four key issues in providing for

children’s early education and care: providing a supportive environment, child welfare, active

learning and developing independence. While these are important issues they are not relevant

so will not be discussed here.

The reason for the interviews was to determine managers’ attitudes to involving children in

decision-making and to ascertain if there is a policy, either formal or informal, of involving

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children in decision-making. There are no formal policies regarding children’s decision-

making at these settings. Manager 1 stated children can make lots of little choices for

themselves and Manager 3 stated children can move freely between activities during free play

time. This evidence suggests an informal policy of encouraging children to make choices.

Manager 2 stated children can make choices within boundaries: this evidence suggests more

constraint than freedom. The interviews underscored the fact that the managers believe

making choices and decisions is important for children, however none of them spoke of

children having rights regarding decision-making or having their views heard.

4.5: IMPLICATIONS FOR YOUNG CHILDREN

Out of forty-eight survey respondents, two practitioners stated children have a right to make

decisions and three practitioners stated children have a right to be heard.

While it cannot be stated unequivocally that the other forty-three practitioners do not know

children have these rights, this study is based on answers given, and the findings indicate that

very few of the practitioners surveyed understand or are aware that children have these rights.

This is astonishing and needs to be addressed urgently.

CHAPTER 5: CONCLUSION

Play is widely recognised by practitioners as a child’s primary learning method; however

there are difficulties for many in utilising play as a method for learning. The EYP’s role is

clearly complex and challenging, and requires a high level of education, yet the qualification

requirement in Ireland is practically non-existent. There is a patent conflict here between the

State’s position on qualifications needed to work in ECEC and the State’s requirement, in the

form of Síolta and Aistear, for best outcomes for children.

International research and curricula suggests that highly qualified staff lead to the best

outcomes for children. This needs to be recognised by the Irish state.

In order to fully understand the importance of involving children in decision-making

practitioners need to have a clear understanding of child development and of the curriculum

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to be implemented (Sylva et al, 2004; Priestley & Sinnema, 2014; McInnes et al, 2011). A

curriculum framework can only be implemented properly by practitioners that understand it.

If practitioners do not understand Aistear or its primary objective, then how can it be

effective? In order for ECEC practitioners to understand the theory and meaning of Aistear

they need to be well-informed and educated about it.

This study revealed that while many practitioners understand there are benefits of providing

choices, such as it fosters independence and promotes confidence, only 10% referred to

children having a right to be involved in decisions that affect them. This is a situation that

needs to be rectified immediately.

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