Major policy developments in the area of ECCE (relating specifically to children aged birth to six) have occurred only relatively recently and as a result this topic has received little academic attention within Irish policy studies to date. In order to gain a greater understanding of the issues affecting ECCE policy both past and present, this research aims to trace the evolution of ECCE policy in Ireland.
Central Research Questions
The central aim of this research project is trace the evolution of ECCE policy in Ireland, examining the factors that have shaped the development of Irish ECCE policy.
By doing so the research aims to address three principle research questions:
First, how has the states relationships with women, children and the family influenced the development of ECCE policy in Ireland.
Second, to what extent has ECCE policy developed along a path dependent trajectory in Ireland.
Finally, how have past policy decisions shaped the current provision of ECCE services in Ireland.
Addressing the research questions
ECCE has traditionally been considered a private familial and largely women’s issue and so it is important to examine the extent to which the states relationship with women, children and the family has impacted on development of ECCE policy and the states investment in ECCE services. It has been recognised that in some instances past policy decisions have the ability to constrain the range of options available to policy makers. Focusing on the development of ECCE policy this research aims to examine the extent to which ECCE policy in Ireland developed along a path dependent trajectory. To answer this question this research project adopts a new institutionalist approach utilising elements of both sociological and historical institutionalism to study the evolution of ECCE policy, taking into consideration the economic, social, legal and political factors that may have shaped the development of ECCE policy and also the extent to which the states relationship with women, children and the family influenced the development of ECCE policy. Semi-structured interviews will be conducted with key ECCE policy stakeholders in order to garner insider knowledge on the factors influencing the development of ECCE policy.
In order to examine the extent to which ECCE policy has shaped the nature of the current provision of ECCE services, two internationally recognised structured observation instruments; the Early Childhood Environmental Rating Scale Revised (ECERS- R) and the Early Childhood Environmental Rating Scale Extended (ECERS R&E) have been applied in one preschool in every county throughout the Republic of Ireland. Using ECERS–R&E researchers observe pre-school practice from greeting to departure. Scores range from 1-7 with 1 being an indicator of inadequate service while a score of 7 represents excellence in terms of service delivery. Scores are based on the situation observed, however in the absence of observable information the researcher may ask staff members for further details. Aspects of ECCE service provision that ECERS R & E rate include; programme structure, activities, interaction and diversity items. The data gathered from the application of ECERS R & E will be interpreted in order to infer the extent to which policy decisions have influenced and shaped the current provision of ECCE services in Ireland.