Analysis of Irish Early Years Frameworks and Regulations Report

This report analyzes the early learning and practice frameworks relevant to early childhood education, focusing on the Irish context. It begins with an introduction to the role of early years practitioners and then analyzes underpinning policies, principles, and regulations, both nationally and internationally, particularly the Aistear and Siolta frameworks. The report examines a specific curriculum aspect, linking it to framework principles, and evaluates its planning and implementation through a detailed activity plan template for role play. It then explores the role of practitioners in creating an inclusive environment and scaffolding children's learning and development, including considerations for IEPs and differentiation. The report concludes with a critical reflection on the activity and its impact on children's skills development and provides opportunities to extend learning. The document also provides a detailed breakdown of the activity plan, including resources, adult roles, learning outcomes, assessment strategies, and evaluation of the activity. The report emphasizes the importance of parental involvement and offers suggestions for further learning experiences.

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.