Unreasonable expectation: the dilemma for pedagogues in delivering policy objectives

Abstract

Internationally, early childhood care and education policy is increasingly informed by the United Nations Convention on the Rights of the Child (UNCRC) (1989). In the Republic of Ireland, the importance of this convention was reflected in the National Children’s Strategy (2000), espousing a ‘whole child perspective’. This strategy served as a catalyst for the development of a myriad of policy initiatives that have established quality as a core principle of pedagogical practices within Early Childhood Education and Care (ECCE) settings. Significantly, there is now a National Quality Framework: Síolta, Diversity and Equality Guidelines as well as an Early Childhood Curriculum Framework: Aistear. Furthermore, there has been a review of the Childcare (Pre-school Services) Regulations, 1996, resulting in the publication and implementation of the revised Childcare (Pre-school Services) Regulations, 2006. Each of these initiatives delineate a particular construct of the child and impact considerably on those working within the ECCE sector. Hence, this paper explores constructions of childhood as elucidated through the initiatives outlined from 2000 to 2006 and considers their implication for practice within ECCE. When measured against the inadequacy of the staffing and management of the Childcare (Pre-school Services) Regulations 2006, the core question is whether it is reasonable to expect pedagogues to deliver upon ambitious policy objectives.