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ERIC Number: EJ820717
Record Type: Journal
Publication Date: 2005-Jul
Pages: 23
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-1357-5279
Targeting Disadvantage among Young Children in the Republic of Ireland: An Overview
Fallon, Jacqueline
Child Care in Practice, v11 n3 p289-311 Jul 2005
It has been recognised for some time that the effects of disadvantage are in place early in a child's life, and early intervention has become an established element of efforts to alleviate such effects. This paper describes the range of interventions that exist to address disadvantage among children in the birth to six age range in Republic of Ireland (RoI). The characterisation of early childhood care and education (ECCE) in Ireland has not heretofore been inclusive of all settings for children in the birth to six age group, with a demarcation existing between school and non-school settings. Such a demarcation is not tenable in the context of progress towards a cohesive, coordinated ECCE sector in RoI. It is most noticeable in the dichotomy that exists between the concepts of care and education. While the major policy papers over the past number of years have recognised that care and education are indivisible elements in a child's life, programme implementation has not, to date, reflected this awareness. This profile brings together information on categories of provision, programme implementation, funding streams and supporting structures. Following an introduction, the involvement of community/voluntary groups in service provision is considered. This is followed by a description of interventions emanating from three government departments: the Department of Education and Science; the Department of Justice, Equality and Law Reform; and the Department of Health and Children. While there appears to be general agreement here on the importance of intervention in the early years of a child's life, it is less clear what constitutes effective intervention in the Irish context. Coordinating all the efforts described across both statutory and non-statutory provision can only benefit our ability to offer real opportunities to children experiencing, or at risk of, educational disadvantage, provided that coordination is informed by indigenous research. (Contains 8 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland