The ECE Quality Ireland Podcast

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cover art for S1Ep8 - Who Needs a Degree in ECE?

S1Ep8 - Who Needs a Degree in ECE?

Season 1, Ep. 8

Paula and Celine engage in a lively discussion on the topic of a degree led ECE workforce. We wonder what is the driving force behind the decision to pursue a degree? Is it because practitioners want to do it or feel they have to do it? Do we need a 50% degree qualified practitioner workforce across the entire sector? What about the knowledge and experience possessed by those who do not have a degree and choose not to go back to college? How can the we stop the haemorrhage of degree qualified practitioners exiting the sector?

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1/25/2023

S2Ep1: ECEC or ELC? Does the terminology matter?

Season 2, Ep. 1
In this episode Paula and Celine discuss how the name for the early childhood education and care sector (ECEC) in Ireland was changed to early learning and care (ELC) by the Government department with responsibility for the sector back in 2019. The internationally accepted term is ECEC, so why are we different? We take a look at the various issues associated with the removal of the term "education" from the formal name for the sector and what this might mean for the professional status of ECEC going forward.
11/29/2022

S1Ep11a Men in Early Years - chat with Mick Kenny

In our last episode for 2022 we chat with Mick Kenny from the Men in Childcare network and the Association of Childhood Professionals on two topics: men working in early years and children who are experiencing disadvantage. Come back for season 2 in 2023!
11/13/2022

S1Ep10 The Key Person Approach - A Critical Analysis

Season 1, Ep. 10
In this episode we take a critical look at the key person approach and ask if it is still the best approach to underpin interactions and relationships in ECEC and if it perhaps meets the needs of the adult more than the children? Although they key person approach was initially intended to support educators to meet the needs of the child we wonder if, in light of changes to the ECEC profession, there are perhaps other ways to better meet the child's individual needs and create supportive relationships in current ECEC quality practice?