Universal Pre-School Provision and the Higher Capitation Rate
The attention of Early Childhood Ireland has been drawn to the decision of the Department of Children and Youth Affairs on the criteria for awarding the higher capitation rate to pre-school leaders.
Early Childhood Ireland’s response to this is as follows:
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Early Childhood Ireland advocated for and very much welcomed the higher capitation rate, which gave recognition to services that sought to improve the quality of provision through increased levels of training and the employment of graduates.
Following clarification of the criteria being applied in determining eligibility for the higher capitation rate, Early Childhood Ireland wishes to highlight a number of issues which arise out of this notification.
Implications for services on the clarification of Higher Capitation criteria
Early Childhood Ireland is concerned that the clarification on criteria for higher capitation comes, for many services, after graduates have been recruited.
Services that prioritised the recruitment of graduates within the available guidelines on higher capitation are now tied into contracts of employment with no possibility of reorganisation.
These services now have graduates employed for whom they cannot claim higher capitation but must continue to honour terms and conditions.
Recommendation |
One year additional support for services that received higher capitation in 2010/2011 but will not be eligible in 2012. This would provide services with an opportunity to review their business model and adapt to ensure sustainability |
Criteria to be applied to the Higher Capitation Rate
We are concerned at the narrowness of criteria applied to the higher capitation rate.
We acknowledge and endorse the need for skilled practitioners in areas of pedagogy but also highlight the central role of parents, family and community in the lives of children.
Services, particularly larger services and those working with disadvantaged families require graduates with a broad range of diverse skills which could include for example, a family and community dimension to support a holistic approach to the care and education of the young child.
In implementing Síolta a graduate with a Level 7 in training would support the professional development of other staff and enable the service engage effectively with both Aistear and Síolta.
Application of a higher capitation rate provides opportunity to enrich services with a spectrum of qualifications rather than a single model.
Recommendation |
Broadening of criteria (to be reviewed on a case by case basis) which would promote a range of skills and competencies across all service types. |
Differentiation between Sessional and Day Care Services
Early Childhood Ireland is concerned at the continued differentiation between sessional and full day care.
Children learn while being cared for and through the process of being cared for they learn. Young children learn and develop from birth, the estimated prime window for emotional development is up to 18 months and a child’s development score at just 22 months can serve as an accurate predictor of educational outcomes at 26 years (Allen, 2011).
Care and education are inseparable and this is acknowledged through research and evidenced in the work of Síolta and Aistear.
At a practice level, splitting care and education potentially gives rise to ‘schoolification’ for the older children and weaker structures and funding available for the younger children. Equally, differing levels of training, pay and conditions, cost of services and levels of regulation in a split system lead to inequalities in practice.
Recommendation |
Focus of policy is on care and education of young children across all relevant settings. Fair treatment for full day care services |
