Uppeldi og menntun - 01.07.2006, Page 102

Uppeldi og menntun - 01.07.2006, Page 102
102 more of a childcare and development agenda and the rigours and demands of delivering high quality learning ex­periences supported by well qualified educationalists (which we know are crucial to the outcomes for children agenda) in these new services are being squeezed out quietly by omission. The only place where the need for focused learning is highlighted in recent documentation is with regard to literacy and numeracy through the downward move of the literacy and numeracy strategies. We would find it hard to support this, especially with the kind of staffing that is being envisaged. This appears to us to be profoundly out of step with the essence of the Foundation Stage curriculum guidance. • We find hard to justify defining a new role for local authorities as managers of the childcare ‘market’ and actively discouraging them from providing childcare themselves, even though historically some of the most radical and enterprising provision has been developed by local authorities. The new Childcare act of 2006 hardly establishes a level playing field and, while we acknowledge the valu- able contribution of all sectors, it could be viewed as a policy that favours the private and voluntary sector over the maintained sector within the ‘market’. • Recent guidance on the development of Children’s Centres for the 70% ‘more advantaged’ wards appears to diminish and dilute the vision of high quality Children’s Centres, which have high quality learning ex­periences for children at their heart. In previous initiatives like Early Ex­cellence, the centres were chosen on the basis of their high quality educational input for children, which the evidence shows, resulted in significantly enhanced outcomes for children. For us, Children’s Centres should be viewed as far more ambitious than the mere ex­tension of Sure Start Local Programmes, but rather something that takes from the best quality early education contex­ts (especially nursery schools and classes, and Early Ex­cellence Centres) and embeds this with the best practice of Sure Start programmes. We wonder why we are so reluctant to include and promote education as a central element in the developing service in a debate where the focus increasingly seems to be on establishing ‘childcare’, when clearly an integrated service embodies the best of both. Even the title of the current ‘Childcare’ act indicates a continued perceived separation of these aspects of children’s services. • We fear that the Government will back off any commitment to the notion of ‘graduate-ness’ as the recommended standard for the majority of early years professionals, despite the research evidence showing the benefits of this on outcomes for children. There is an urgent need for further investment in train- ing and qualification opportunities, and more radical work on the reshaping of professional training for teachers, health workers and social workers to take on multi-agency and multi-professional teamwork demands. While we agree that the current professional models we have within the early years workforce need reviewing and probably reshaping, we worry about the negativity within this debate around teachers and the concept of teacher involvement in early years services. We are also very wary about introducing the concept of pedagogue as an appropriate or desirable way forward in creating a ‘new’ workforce. V ið­Horf
Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11
Page 12
Page 13
Page 14
Page 15
Page 16
Page 17
Page 18
Page 19
Page 20
Page 21
Page 22
Page 23
Page 24
Page 25
Page 26
Page 27
Page 28
Page 29
Page 30
Page 31
Page 32
Page 33
Page 34
Page 35
Page 36
Page 37
Page 38
Page 39
Page 40
Page 41
Page 42
Page 43
Page 44
Page 45
Page 46
Page 47
Page 48
Page 49
Page 50
Page 51
Page 52
Page 53
Page 54
Page 55
Page 56
Page 57
Page 58
Page 59
Page 60
Page 61
Page 62
Page 63
Page 64
Page 65
Page 66
Page 67
Page 68
Page 69
Page 70
Page 71
Page 72
Page 73
Page 74
Page 75
Page 76
Page 77
Page 78
Page 79
Page 80
Page 81
Page 82
Page 83
Page 84
Page 85
Page 86
Page 87
Page 88
Page 89
Page 90
Page 91
Page 92
Page 93
Page 94
Page 95
Page 96
Page 97
Page 98
Page 99
Page 100
Page 101
Page 102
Page 103
Page 104
Page 105
Page 106
Page 107
Page 108
Page 109
Page 110
Page 111
Page 112
Page 113
Page 114
Page 115
Page 116
Page 117
Page 118

x

Uppeldi og menntun

Direct Links

If you want to link to this newspaper/magazine, please use these links:

Link to this newspaper/magazine: Uppeldi og menntun
https://timarit.is/publication/581

Link to this issue:

Link to this page:

Link to this article:

Please do not link directly to images or PDFs on Timarit.is as such URLs may change without warning. Please use the URLs provided above for linking to the website.