A case study exploration of the connection between child observation and curriculum planning for individual children's interests and learning progression in Early Years settings.

Abstract

Recent policy developments in the Irish Early Years sector include a requirement to implement the national quality and curricular frameworks, Síolta and Aistear and to adhere to the guidance set out in the recently introduced Early Years Education focused Inspections, carried out by the Department of Education and Skills. These developments have shone a lens on the quality of Early Years provision and have implications for child observation, assessment and curriculum planning practices in Early Years settings. The aim of this study is to explore the extent to which child observation is used to inform curriculum planning for individual children's interests and learning progression. A case study methodology is employed using a variety of sub-methods including documentary analysis, one to one interviews and focus group interviews with practitioners working in six Early Years settings. The findings of this study reveal the opportunities and challenges for child observation, assessment and curriculum planning practices as identified by these practitioners within a range of Early Years settings and makes recommendations for further research and for actions at policy and practice levels.