This research applies the Early Childhood Environmental Rating Scales/Revised and the Extension four Curricular Subscales (ECERS/R/E) in a systematic way to measure standards of pre-school provision in Ireland. This exploratory study is the first application of the scales in the Irish context. The evidence based data is analysed using both quantitative (ECERSR/E findings) and qualitative (Relational Pedagogy) approaches.
In keeping with The National Children’s Strategy (2000) this research uses a post-modern pedagogical analysis (Relational Pedagogy). In the strategy, the Irish State‘s policy emphasised post-modern pedagogical principles such as the ‗whole child perspective‘. This recognises the capacity of children to interact with and shape the world around them. It regards the child as an advocate in his or her own learning and seeks to listen to the voice of the child is in keeping with EU and Nordic approaches.
This philosophy (RP) guides new ECEC quality and curriculum frameworks, namely Síolta and Aistear and Regulation 5 in the 2007 revised Child Care (Pre-School Services) Regulations. These are in essence the new Irish pre-school standards, though not a curriculum and are soon to be implemented. Furthermore, qualitative phenomenological research was used to understand the ‗lived experience‘ of the pre-school practitioner. This method involved interviews and observations and informs the interpretation of the findings.
The research population is small but significant, 26 pre-schools throughout Ireland. The findings reveal a minimal standard in many aspects of pedagogy. Pre-math and pre-science provision standards are inadequate. The title Parish Pedagogies comes about as the findings vary from Parish to Parish with no national standard evident. The parish as a unit of organisation is relevant as one third of the cohort have expanded through Parish support systems
