An analysis of Irish pre-school practice and pedagogy using the early childhood environmental four curricular subscales

Abstract

This paper presents the findings of original research which applied the Early Childhood Environmental Rating Scale Extension (ECERS/E) four Curricular Subscales in 26 pre-schools throughout Ireland to measure and assess the provision of literacy, maths, science and environment, and diversity as follows: inadequate, minimal, good or excellent. The rating instrument was chosen as it relates closely to the Relational Pedagogical (RP) approach in the Irish curriculum Aistear; the Early Childhood Curriculum Framework. The approach uses four interconnected themes well-being, identity and belonging, communicating and exploring and thinking. The results are analysed using quantitative ECERS/E findings and offer evidence-based empirical results on pre-school quality using international standards of best practice. The study reveals a minimal standard in the provision of literacy and maths. Provision in science and environment and diversity are inadequate. The findings have implications concerning the capacity of pre-school services to implement quality and curriculum frameworks Síolta and Aistear and question the appropriateness of the current pre-school inspection systems in improving standards.