[see 3.2.1]
Although children in Ireland are not obliged to attend school until the age of 6, well over half of all 4-year-olds and almost all 5-year-olds are enrolled in early childhood education in infant classes provided by state-funded primary schools. Provision for children aged 4-6 is consequently described in the sections of this Archive referring to second phase, primary education (see 4.2 below).
Most pre-schools in Ireland are private and are therefore free to organise their groups of children as need demands. The size of the pre-school and the ability of parents to pay for the service will affect provision.10
Not applicable at this phase.
Whilst 4- to 6-year-olds in primary schools can be in classes with a teacher:child ratio of 1:30, 3- to 4-year-olds in early years settings generally enjoy much lower teacher:child ratios which can be as low as 1:8. This, of course, depends on the size and circumstances of the setting. (Source: Feedback from NCCA, 2002.)
The `Early Start` pre-school scheme for disadvantaged areas (see 3.2.1) aims to ensure class sizes of 15 or fewer children, taught by one teacher with one childcare worker in addition.10
In the 'Breaking the Cycle' programme, which operates in areas designated as having disadvantaged status and extends into primary education (see 3.2.1), the teacher:child ratio tends not to go above 1:15. (Source: Feedback from NCCA, 2002.)
Private pre-schools are free to organise their groups of children as need demands.10
Pre-schools usually employ qualified childcare assistants, with many also employing fully qualified primary school teachers.27
Those working with children outside the primary school system can choose from a plethora of training courses ranging from short introductory courses to diplomas to degrees in early childhood education. Extensive work has been carried out to identify clear paths through these courses and to achieve accreditation for the various courses completed. (Source: Feedback from NCCA, 2002.)
In September 2002, a framework for education, training and professional development in the early childhood care and education sector was published. The framework is intended to set out a clear guide for professional development through childcare education and training. For each stage of professional development, the framework sets out occupational profiles, core skills, issues which relate to the facilitation of access, transfer and progression, and quality assurance.61 Further information is available online: http://www.justice.ie