Eager and Able to Learn The Policy Response Heino Schonfeld November 2012 © The Centre for Effective Services 2012

1 Overview Thoughts on the ‘Eager and Able to Learn’ evaluation What is happening in the Republic of Ireland? Implications for the emerging early childhood policy agenda

2 Thoughts on the ‘Eager and Able to Learn’ evaluation ‘Surprising’ findings on child outcomes? Positive effect on social/emotional development Negative effect on cognitive development However: outcomes are not always immediate and obvious Improved dispositions may lead to better cognitive outcomes later. Fidelity vs. flexible response? Programmes have to be implemented with fidelity But: there is a tension as children’s development is diverse and not linear Quality and focus of settings for 2-year olds? The ‘hierarchy of age’ The ‘migration’ of quality

3 What is happening in the Republic of Ireland? The distant state (- 1991) The growing infrastructure (- 2009) The policy shift (2009) The ‘Free Pre-school Year’ (2010 to date) The Early Years Strategy (2012)

4 The distant state (- 1991) Prior to 1991, the Irish state did not provide for or regulate preschool services. The ideal was care at home, preferably by the mother. Childcare was usually purchased and seen as a private contract without state regulation The Child Care Act, 1991 provided (for the first time) for regulation and inspection by Health Boards

5 The growing infrastructure (- 2009) Prior to 2000, there was very limited capacity in the childcare sector. Over the decade 2000 to 2010, the State, initially in partnership with the EU, invested €425 million capital funding to create childcare places throughout Ireland. About 65,000 extra places were created. City and County Childcare Committees The policy aims were explicitly to support gender equality and increased women’s participation in education and labour market.

6 The policy shift (2009) The Centre for Early Childhood Development and Education ( – Revised pre-school regulations: the appearance of learning! 2006 (“learning, development and well-being”) The frameworks: Síolta 2006 and Aistear 2009 Budget 2009: shift from cash benefits to universal free pre-school year

7 The ‘Free Pre-school Year’ (2010 to date) From a service for parents to a service for children Universal and free Incentivised quality measures Higher qualifications Engagement with Síolta But: What about the two year olds?

8 The Early Years Strategy (2012) Announced January 2012, likely published early 2013 “…will cover all aspects of children’s experiences in their early years” But in particular health, family support, care and education Challenges: Separate policy domains and budgets Implementation across national and local agents Diminishing Resources

9 Emerging policy implications Expanding provision towards universal access Promoting coherence, co-ordination and seamless transitions Raising the quality of provision Improving staff training and working conditions Funding and investment Developing appropriate pedagogies Engaging families and communities Systematic data collection and monitoring

10 Heino Schonfeld Senior Project Specialist, Centre for Effective Services