early learning and practice frameworks

Early learning and
practice frameworks

Table of Contents
INTRODUCTION...........................................................................................................................3
Analysis of Underpinning policy, and principles of the Irish frameworks, guidelines and
regulations both nationally and internationally..........................................................................3
Examine, plan and evaluate one aspect of the curricula and make links to principles endorsed
in frameworks, guidelines and regulations.................................................................................6
Examine the role of early years’ practitioners in providing an enabling inclusive environment
and in scaffolding children’s learning and development ...........................................................7
CONCLUSION...............................................................................................................................9
REFERENCES .............................................................................................................................10

INTRODUCTION
Early years practitioners are also known as nursery nurses, as a practitioner their role is
to take care of babies and young children social and educational development till the age of 6
years (Wood, 2020). There are the different curriculums and frameworks in context to the early
childhood education, care and development which has to be followed by nurses in the care
procedure of children's with whom they work. In this report different policy's, principles,
framework guidelines, regulation are going to be evaluate and understand in context to early
childhood care and education. Different aspects of curricula in relation to child care guidelines,
framework and regulation along with the evaluation of plan is going to be done in this report.
Roles and responsibilities of early years practitioners is also going to be consider in this report.

Activity Plan Template: Role play Legend/Key: Red- before ,Blue – during, Black -after.
Date: Practition
ers: 2
Children:
24
Age range:
5-10
Area of Provision:
What the children will
do?
This activity plan area of
provision is enabling the
children's to make sense
of new things and
develop their knowledge
about environment and
aware about themselves,
children observe
different roles and
interact with each other
to develop more skills
and knowledge. They
can make stories, make
imaginations of their role
play character, practice
for their role and assume
or pretend the situation
of particular role play.
Key
Learning
Opportuni
ties:
the key
opportunit
ies of
children's
developme
nt by this
role play
activities
are related
to the
physical,
behavioral
, cognitive
and motor
skills
developme
nt. Such as
they can
learn
Areas of
Aistear:
management
of the all
essential
facility's of
role play
activities
and
children's
safety.
Provide
them all the
of support
in order to
aid them the
proper
utilization of
self
developmen
t
opportunitie
Síolta
reflected:
Siolta
standards
illustrate
that
environment
of the
children's
activities
and
developmen
t should be
safe and
adaptable
with all the
essential
equipment
and
facility's
and that is
applicable
for both
Legislative
&Regulatory
Aspects:
Tusla Report –
recommendatio
ns
The care and
skill
development
place for the
children's
should be
properly
explored and
evaluated by the
parents of
children's to
make sure that
it is safe for
children's with
nursing
childminder and
effective
environment.
Parents should

climbing,
running,
jumping
and
dressing.
Children's
develop
the skills
of
effective
conversati
on,
communic
ation,
language,
problem
solving,
critical
thinking.
They can
explore
different
language
and
develop it.
s. Such as
at each and
every step
of the role
play
activities
their should
be proper
guideline
and support
of
childminder.
Make
judgement
on their
performance
to encourage
them, this
can
effectively
done by the
involvement
of parents/
Support
them to
make their
choice/ help
the
children's to
evaluate
their
indoor and
outdoor
activities.
Environmen
t should
support
accessible
and
essential
learning
with
relevant
sources,
which can
promote
learning and
help to
develop best
experience.
According
to the
standard 5
for the
promotion
of effective
learning and
play one of
the essential
factor is
speak to the
service provider
and be clear
about all aspect
of services,
such as
premises,
facilities, play
activities, safety
measures,
governance and
their own
participation.
Des Report –
recommendatio
ns
their should be
continuous
study and
research in the
early age child
care and
development
setting
programmers.
By child
protection and
safeguarding

performance
and
achievement
s by
discussing
the
activities.
interaction. inspection. In
order to
promote best
practices in
child
development
centers and
school
Etc…
Resources Provided:
Hand experiences
resource - dressing
material, plants, tables and
chairs real money, glasses,
real food etc.
literary resources – books,
study board , rulers,
calculator, tapes.
Open ended resources –
leaves, stones, paints, clay,
water, craft papers and
equipment's.
Adults Role:
Adults have to keep
supporting the children's
in role play activities, by
monitoring and talking to
them, understanding their
role play choice and
support then in that.
Adults have to make sure
that they are giving
respect to the children's by
playing with them and
motivating them for their
ability's skills, feelings.
Language and cultural
New Vocabulary Observed:
dressing
play
characters
phone
conversation
acting
situation
team work

background should be
respected. Adults just
have to monitor children's
while they are playing and
interfere only when there
will be the need of
support, positive
contribution, harm and
emotion distraction
prevention.
Observing Children in
Action:
Look For:
From this role play
activities there are the
objectives of their skills
development, so the area
which we are looking for is
the way of children's
communication,
collaboration, sharing,
level of in-dependency,
the talking and acting
method's, their way of
language application ,
motivating factors,
children's interest and
level of participation.
What did children Learn:
Listen For:
Listing for the narrative
ability of children's in
context to their role and
character, children's story
preparation which they are
going to play/ mode of
engagement in story and
character/ children's
requirement related to role
play resources/ which
language are used by the
children/ level of
curiosity, mode of
interaction with team
members.
Assessment Strategies:
Note:
To improve the children's
ability of language application,
role play/ analysis children
choice and conforming that/
problem solving / children's self
esteem development/
interaction with each children/
managing the activities by
proper monitoring and simplify
this for easy play/ looking for
the teamwork skills
development/ suggestion and
guiding children's regarding
their experience and language
application.

Involve Children in
Evaluation and Assessment
of their Activity:
What do you love to do
further in role play
activities?
What you like most from
this role play experience?
What characters you love
to play?
Are you able to replay your
role right now?
What you like most in
specific role or character?
IEP / Differentiation and Inclusion:
Lily have lack of confidence and not able to give effective
speech, so that why she will play supportive role with
expressions and body language.
Olivia is not good at the English, due to which she will play
the role of character which is having lass Dialogues.
Jack is having good role observation skills but have stage
fire, hence he will play role of hidden character. Such as
announcement coordinator .

Involve Children in further
planning:
Did you like and enjoy by
role play activities?
Will you like to perform in
net role play activity?
which role you will love to
play in next role play?
What essential resources
will you like to have in
further role play activity?
Initial evaluation of Activity as it is coming to a close:
role play characters are clear to the children's/ there should
be proper preparation of role play with proper practice/
there is the availability of all role play assets or resources/
there is the proper coordination of all activities with
checklist/ all children's reach on time and present/ dressing
of children's is coordinated with makeup artist.

Critical Reflection after the
activity has taken place:
me and my colleague
organized the role play
activity for children's skills
development is
successfully. That activity
was for the age group of
5-8 years old children's, in
that role play activity there
was the different role
played by the children's
such as doctor,
coordinator, teacher, police
. The performance was
very good and with normal
mistakes which can be
improve to be more fun
and intrastate. Children's
excitement was very huge
and they were preparing
for their role from last one
and half week. By
preparing their role,
learning their dialogues
preparing for their clothes,
coordinating with all

characters. The
participation of parents
was also very effective,
such as they helped their
children's for dressing and
script learning. This was
very fun and various kills
of children's was
developed such as body
language, social
knowledge and emotional
skills. The successful
achievements of this
activities in context to
children's skills
development, motivated
me to make more play
activities like this for
children's in order to
support their health and
creative learning.

Review: IEP –
Differentiation and
inclusion:
Enraged and support all
children's with all their
strength and weakness to
perform in role play
activities to improve their
weakness/ manage
everything for children at
every step with proper
monitoring/ judges and
judgment activities to add
value on role play activities
and performance of
children's/ participation of
family/ management of
effective role play
environment.

Opportunities to extend
learning: Emergent
Learning experiences:
Olivia chose the role of
doctor and ask for the real
stethoscope: it this was
explain to Olivia that real
equipment's are not to use
in play activities.
Jack is having stage fire,
so he is encouraged for
stage performance and role
play by motivation and
rewarding his character
learning skills. Supported
for Self confidence
development and
continuous performance.
Opportunities to involved stakeholders
Parents involvement within children play activity is the best
opportunity for influencing the more effective learning
process, parents are important part of their life who can
motivate them to we more productive in their play activities.
Alder siblings and staff will also be the best to involve in
children development role play activities.

Analysis of Underpinning policy, and principles of the Irish frameworks, guidelines and
regulations both nationally and internationally
Irish frameworks
In context to the early childhood care and development practises of nurses there are the
two important farmworker. That is Irish curriculum Framework Aistear, Irish Quality
framework Siolta (Moss, 2018). Below is the brief explanation of both farmworker in context to
children's interest accomplishment and education. Along with the evaluation of different rules
and guidelines of these framework.
Aistear
This is the early childhood curriculum framework for all children of age between birth to
6 years. This framework helps to use an appropriate themes and activities or practices in context
to children learning and development. This also involves the guidelines for practitioner practices
in context to the well-being, communication and exploring and thinking. This framework help
the child care nurses and parents to effectively take care of children's educational development,
by provide the best information and guidelines. Through which practitioner can helps the
children’s to perform enjoyable and challenging activities through which they can develop
experience and social knowledges (Hayes, O'Toole, and Halpenny, 2017).
This framework is can be use in various range of settings such as in the childminding,
session services, daycare setting and in children's own house. It helps to develop children's
confidently with learning and educations skills according to their interest.
Principles and themes Guidelines for practitioner

 Well-being
 Communication
 Exploring and thinking
 Identity and belonging
 Partnership
 Interactions
 Play
 Assessment
Users have to use this framework along with the Siolta, and child care regulation. Below
Is the explanation of Aistears important principles.
Aistears principles
In context to the early childhood there are the various principles such as the child
uniqueness, which involves objective of framework to support early childhood for effective
evaluation of their interest and support to be unique with their personal skills and interest
(Lyndon, 2020). Equality and diversity is the second principle which involves the objective of
supporting and educating children's for equal treatment in society no mater what are their
features and weakness. Then third principle is children's as citizens this involves the role of
parents and care taker to support their children's for performing in decision-making process of
family and society as an member of society and children's have to be encourage for helping other
peoples. Then in relation to the connection development factor there are are some more
principles such as the relationship, role of adult, parents and families.
Relationship- Children's have to be encourage or supported for the relationship building
and interaction with others. They are having some needs in context to the be with others and
their learning, development is influence by the quality of interaction, which has to be supported
by care taker and parents.
Role of adult- Children's learning is influencing by their reciprocal relationship with
adults. So it is important to support children's uniqueness and their growth with their specific
interest.
Parents and family- Children's have to be supported with effective parents care and
education which influence their overall development. Care taker and practitioner have to involve
different children's parents activities as the part of curriculum, in role play activities and other
skills development activities.
Learning and development

In context to the learning and development term of the framework there some more
principles which has to be accomplish by stakeholders.
Holistic- children learn various things with in the same period of time, by exploring
various things different. They learn different things related to place where they learn, how they
learn and with whom they learn. So their learning has to be supported with effective, social,
educational and moral observations.
Active- Children's have to be supported for active learning through which they can
develop huge knowledge by making mistakes and exploring, creating experiences that how
things work.
Play- In context to the effective development of feelings, thinking and language the most
influencing method is pay and hand on experience which involves social, physical and imaginary
pay activities.
Relevant- Parents and practitioners have to support children's learning outcomes by
appreciating them for their meaningful experiences and let them explore more thing with
motivation.
Communication- Different way of children's communication and information has to be
supported for effective learning and development, because through communication children's
can develop their knowledge about world.
Learning environment- Children's have to be supported with appropriate and positive
learning environment, because it influence learning and development of children (O’Sullivan,
and Ring,2018).
Quality framework Siolta
This is the national quality frameworks which involves the multiple sets of national
quality standards in prospect to the early childhood education (Bruce, McNair, and
Whinnett,eds., 2020). This involves the regulation in context to early childhood experience and
knowledges developing programme quality assurance. This framework is targeting the wellness
and quality of children’s who's age is between birth to 6 year. This framework was develop by

CECDE ( Centre for early childhood development and education) and public in 2006. so the
main stakeholders of this framework is child care workers, teachers, policy makers, parents and
researchers. This main objective is to help in the improvement of practices quality in every early
childhood care and education settings, where children’s from birth to 6 year are present
(Gallagher, and Fitzpatrick, 2018).
Guidelines and regulations
Knowledge and implementation of relevant legislation is important in context to safe,
effective and productive work practices in early childhood settings. This include children's
protection, health and welfare regulations, health and safety regulation in prospect to the
infection, disease, toys, food and fire. Environment management regulation, financial regulation
in context to care taker wages. Data protection and equality legislation. Child care ( Pre-school
services) regulation illustrate the regulation for effective development and well-bing, that is
should facilitated with daily life service. responsible staff and care taker have to facilitate
relevant procedure of learning (Duff, Issartel, O’Brien, and Belton,2019).
Examine, plan and evaluate one aspect of the curricula and make links to principles endorsed in
frameworks, guidelines and regulations.
In the role play activity plan one of the major aspect is social and physical skills
development such as the communication, sharing, motor skills, vocabulary and so on. In this
aspect of the curriculum different principles and theme of framework is covered along with the
implementations of all essential guidelines (Hayes, O'Toole, and Halpenny, 2017). So one of
the most important aspect is vocabulary improvement and development which has been
effectively achieved by the aid of effective The role-play activities such as children's have can
know speak and explain about come vocabulary words like full, half, empty, build, mould, pat,
pour, bucket, acting, role, imagination, water, etc. so this aspect is endorsing some import
principles of farmworker like child uniqueness, Role of adult, Parents and family, Relationship,
Holistic, Play, Communication, Learning environment (Oke, Butler, and O’Neill, 2021).
Regulation
There huge guidelines and regulation which should be follow by the practitioner and they
have followed in this activity plan. Such as well planned indoor and outdoor environment, with

appropriate project display facility, highly equipped environment, which should involve both
learning and teaching environment, children's can control their environment, staff have to be
encouraging and supportive. Environment should be comfortable where children's can
independently work, they can actively learn and explore. Play activity plan have coved all theses
legislation and guidelines. Practitioner have to engage children's for creative experiences and
solve their problems. Build children's interest in learning and play activities, they should be
properly introduce to daily indoor and outdoor activities. There should be unique and children's
interest oriented opportunities of learning with in the aid of different play activities. There
should be sufficient area and space for children's play (Nolan, 2020).
Examine the role of early years’ practitioners in providing an enabling inclusive environment
and in scaffolding children’s learning and development
Children's learning and development scaffolding is related to the structuring of children
care and development plan with in the implementation of various important activities and action
plans in context to effective learning of children's. There are the various roles of early year
practitioner in context to effective learning environment and development.
Create play activities plans- Practitioner have to develop effective play activities plan
which can be best for children's learning development. They have to select best activities out of
the for plan and have to manage effective play environment with safety and facility assurance in
context to that particular plan (Gallagher, and Fitzpatrick, 2018).
Moving room to room with new provision- Similar play activities are not good and
effective for long time so it has to be change with in more effective and development activities.
Play activities have to be plan with some selective provision to that and children's. Such as sand
activities was selected in context to vocabulary and communication and motor skills
development so in next session practitioner have sets with new set of plan with new development
provisions.
Monitor the children's- The most important role of the practitioner is to take care of
children's from risk by monitoring them every time, from begging to till end of session. Health
and safety of children's should be manage by effective monitoring (Smidt, 2020).
Keep environment safe and interactive- Care and development environment should be
safe and interactive for children's which can motivate and encourage them to be productive and

effectively perform their play activities. Their should be enough space, equipment's and risk
management assets. As rooms or session changes in with new activities and plan, so in context to
this practitioner have to effectively manage the environment by modifying that according to new
plan.
Conduct assessment and evaluation- Children's learn various things and skills from
play activities but other then that one of the most important role of the practitioners which
influence the children's development and knowledges is assessment and evaluation of children's
performance or projects. Assessment helps to analyse the learning achievements of children's
which can be useful for both practitioner and children's. In context to practitioner it helps to
differentiate include more learning activities for development of other further more activities on
the basis of learning capability and interest of children's and in other hand it encourage and
motivate children's for more effective performance and learning.
Conduct differentiation and inclusion- Differentiation is the process of developing
more specific and effective learning environment on the basis of children's. So this is the
responsibility of practitioner to differentiate learning facility's and environment with more
effective activities and plans. Inclusion in differentiation is consider as the process of selecting
best support and way of implementation such as in context to children's learning, practitioner
have to involve more support of teachers, parents and family (Oke, Butler, and O’Neill, 2021).

CONCLUSION
From the above study it has been concluded that early learning of children's is important
in context to development of best social, education knowledge of the children's along with some
important skills which has to be effectively manage by the Early years practitioners. They have
to follow Aistear and Siolta framework which helps to effectively manage and provide care to
children's, with in the aid of effective principles and guideline along with some legislation and
regulation. Well-being, Communication, Exploring and thinking,Identity and belonging is the
theme of framework and Partnership, Interactions, Play, Assessment are the guidelines for early
children's learning. Legislation and regulation is related to the environment safety and facility
which has to be manage by practitioner.

REFERENCES
Books and Journals
Wood, E. ed., 2020. The Routledge reader in early childhood education. Routledge.
Moss, P., 2018. Alternative narratives in early childhood: An introduction for students and
practitioners. Routledge.
Hayes, N., O'Toole, L. and Halpenny, A.M., 2017. Introducing Bronfenbrenner: A guide for
practitioners and students in early years education. Taylor & Francis.
O’Sullivan, L. and Ring, E., 2018. Play as learning: implications for educators and parents from
findings of a national evaluation of school readiness in Ireland. International Journal of
Play, 7(3), pp.266-289.
Gallagher, C. and Fitzpatrick, A., 2018. “It’sa Win-Win Situation”–Intergenerational Learning in
Preschool and Elder Care Settings: An Irish Perspective: Practice. Journal of
Intergenerational Relationships, 16(1-2), pp.26-44.
Duff, C., Issartel, J., O’Brien, W. and Belton, S., 2019. Kids Active: Evaluation of an Educator-
Led Active Play and Fundamental Movement Skill Intervention in the Irish Preschool
Setting. Journal of Motor Learning and Development, 7(3), pp.389-407.
Oke, A., Butler, J.E. and O’Neill, C., 2021. Identifying Barriers and Solutions to Increase Parent-
Practitioner Communication in Early Childhood Care and Educational Services: The
Development of an Online Communication Application. Early Childhood Education
Journal, 49(2), pp.283-293.
Nolan, G.K., 2020. Early childhood education and CARE: Won’t somebody think of the
children?. Policy Futures in Education, 18(6), pp.772-786.
Gallagher, C. and Fitzpatrick, A., 2018. “It’sa Win-Win Situation”–Intergenerational Learning in
Preschool and Elder Care Settings: An Irish Perspective: Practice. Journal of
Intergenerational Relationships, 16(1-2), pp.26-44.
Oke, A., Butler, J.E. and O’Neill, C., 2021. Identifying Barriers and Solutions to Increase Parent-
Practitioner Communication in Early Childhood Care and Educational Services: The
Development of an Online Communication Application. Early Childhood Education
Journal, 49(2), pp.283-293.
Bruce, T., McNair, L. and Whinnett, J. eds., 2020. Putting Storytelling at the Heart of Early
Childhood Practice: A Reflective Guide for Early Years Practitioners. Routledge.
Lyndon, S., 2020. Early years practitioners’ personal and professional narratives of
poverty. International Journal of Early Years Education, pp.1-14.
Hayes, N., O'Toole, L. and Halpenny, A.M., 2017. Introducing Bronfenbrenner: A guide for
practitioners and students in early years education. Taylor & Francis.
Smidt, S., 2020. Creating an Anti-racist Culture in the Early Years: An Essential Guide for
Practitioners. Routledge.