Comparing Ireland and Denmark ECC Essay

carry two countries and comp atomic number 18 their approaches to early childhood carry off and preparation. This essay lead introduce and compare approaches to early childhood care and education in Denmark and Ireland. It will specifically focus on comparing the pedagogical approach, computer computer program content and the inclusion of ethnic minority children vulcanized 0-6 geezerhood attention early childhood settings in both countries. Provision of Services As one of the oldest nations indoors Europe, Denmark has made the welfare of families with children top priority within government.Under their kindly Services Act, matters relating to the care and education of children is broken down. The Ministry of Social Services is obligated for day care facilities dagtilbud, while the Ministry of Education is responsible for pre-school services bornehaveklasse, primary coil and lower secondary and afterschool services and forest kindergartens are also available. These serv ices are based on the rights of children outlined in the UN Convention on the Rights of the Child (OECD, 2000). In Denmark children are not mandatory to enter the primary school sector until they are seven categorys old.In Ireland, there has been very little funding and resources into the development of childcare provisions with many work families relying on family members or child-minders filling the gap. adequate day care exists at a cost and sessional services each morning or afternoon are in operation. In 2010, the say-so of the Minister for Children and Youth Affairs introduced a voluntary, universal free pre-school year for children aged tether geezerhood and two months and less than four years and seven months. For the year 2010/11, over 94% of eligible children were participating in the scheme (Dept. f Education & Skills, 2011). While it is compulsory for children to enter the primary education system at six years old, it is relevant to peak that many children ente r the system in the September, following their fourth natal day due to the lack of childcare provisions available.The Irish welfare farming seems reliant on offering cash benefits rather than services peculiarly for the youngest group of children 0-2 years (OECD, 2010). Pedagogy French, 2007 defines pedagogy as the practice or craft of teaching in the interactive process between teachers and learners and the larn nvironment which includes family and the community. Under Siolta, the national quality framework it is defined as the setting of interactions to support the holistic development of children by embracing both care and education within settings. Denmark has a strong historical background in relation to the learn of early care and education practitioners. The first training programme was implemented in 1885 for those working from the frobelian approach in education this formed a basis for the two year study programme implemented in 1904.In 1992, an integrated training sys tem was conventional to combine theory with practice. Those training to be social pedagogues complete three and a half year degree programme learning theoretical, socialization based subjects and activity based subjects with stints in placement (OECD,2000). Ireland in analogy has yet to regulate for proper qualifications within the sector with only those working with pre-primary classes having the appropriate qualification bachelor of education.In order for the pre-school year to be implemented room leaders must have a marginal qualification of a Level 5 major award in ECCE (Dept. of Education &Skills, 2011). Curriculum French, 2007, states that a plan being implemented in settings for childrens learning should contain a body of knowledge with a clear set of goals and objectives. The National Council for Curriculum and Assessment (NCCA) in 2004 wrote that curriculum refers to all learning experiences, whether formal or informal, planned or unplanned, which bestow to a childs d evelopment.Denmarks curriculum for children aged 0-6 years is predominately play based and incorporates the holistic development of children. Children work in partnership with the pedagogues throughout daily life. The main aims of the curriculum are to train children learn and experience the natural environment while gaining a consecutive understanding of the Danish and other cultures represented. In 2004, a new right of pedagogical curriculum to support, lead and challenge the learning of children was introduced (Starting Strong 2, 2006).This outlined that all centres had the responsibility to outline their own curriculums with the cooperation of staff and passed by the circuit board of parents and local authorities, the aspect of learning was not to become too structured. half a dozen dimensions of aims as themes are to be represented within the curriculum. These include private competences, social competences, language, body and movement, nature and nature phenomena and cul tural forms of expression and value (Brostrom, 2006).