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Lƕ]Vm!?Aяȭ[V;*rIENDB`@(y :% ~ Rj! mbrennan@ippa.ie.mailto:mbrennan@ippa.ie/ 0DTimes New Romantt,x: 0DPapyrusw Romantt,x: 0B DArialsw Romantt,x: 00DTahomaw Romantt,x: 0"@DWingdingsRomantt,x: 0PDArial Narrowantt,x: 0" C  .  @n?" dd@  @@`` < 4 ) $&  '+ ( /   !! *<"U!$&1 +&29>?@AH8JKLPQTUWXYZ[\]^_`*efghjk`R$hD7 Hsл[$R$:>pO(%U;[$$$$b$\o"Nm6y L 0e0e A@A5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?pR&3@823FlO ʚ;ʚ;g4KdKdTqx: 0ppp@ <4!d!d@ 0tt,<4dddd@ 0tt, <4BdBd@ 0tg4KdKd0sx: 0 @ JResearch Design   Action Research is a form of enquiry that enables practitioners to investigate and evaluate their work & to improve their own learning and influence the learning of others (McNiff, J. & Whitehead, J. 2006:7):  ?L        x-Data Collection Sample 6 services- full-daycare and sessional preschool - community & private 13Participants on QIP On site staff from 3- 20+ 6 month period 0" dZ20" dZ20" dZ2ffg  =Method Training Days Focus groups Evaluations Portfolios  Z50" dZ2fd2dee7 EStep One  LMet the services  process of application & preliminary visit. Gathered baseline information e.g. facilities for play experiences Personal reflection on challenges 8#   FStep Two  bTraining Day Format: Discussion, expert input, peer sharing & experientials. End of training day  Signposts to consider for action Personal Reflection & evaluation N "   G Step Three   ? Participants met with staff and formulated an action plan,# > ?  H Step Four   On-site support  Quality Specialist met with staff  supported action plan & evaluated progress  feedback Personal Reflection    I Step Five   w Subsequent training days began with sharing of progress to date and then focussed on another dimension of quality >w s  w  2Changes to practice  Enhanced children s play - altered layout Children had more choices because accessible equipment & materials were provided Children more engaged - added open-ended materials More relaxed meal times  problem solving & collaboration fZ|ZZ3ZZ<Z L Emerging Findings A greater understanding of  Quality :  I now realise it only takes a small change to make a difference & . Improved relationships:  We now use the steps in Conflict Resolution and have explained these to the parents&  &ZHZZXZ& F W  ;Emerging Findings Enhancing children s play:  Since the on-site visit we decided to move the water play area out of the big room& and it has made such a difference to the children s play  Since we moved the dress-up area the children are using this more 0ZZ   <Emerging Findings vAltered routines:  We decided to have the dinner time ten minutes later& this has reduced the stress on both children and us  We changed our routine after break& there is less fuss now 0ZZ  =Emerging Findings Provided access to equipment and wider experiences:  The new boxes we got means the children can now get at the things themselves  We gave them bits of string, boxes and glue  it was great to watch as they enjoyed using these open ended materials 842 NEmerging Findings Benefited from sharing:  I have found that the group discussion at the beginning of each training day very useful, as the discussion would be based around how we got on with the previous report  it would throw up all sorts of issues/ideas ,  COutcomes  d Better experiences for children Motivated staff Child centred routines Benefited from sharing Z ZZZZZZZZbd >My Reflections  I gained a deeper understanding of what quality means and that small changes really do make a huge difference I was encouraged by the enthusiasm of staff to provide quality childcare for the children in their services by giving up their time to attend the Training Days Xp  M{0  -Thank You Heather Godfrey hgodfrey@ippa.ie f. 4* ",$   !X 0$,/PNOX[j"#%&''  0` fDW&cC3` f}MMM&3fff` 333___` RP.-W~` ;%k)LnV6ff` m'@Q0 ;9]>?" dx@.&? 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"\ 60 "@ b  W#Click to edit Master subtitle style$ $ #\ 6r "`  \* $\ 6v "   ^* %\ 6{ "   ^*H \ 0޽h ? DW&cC3( 0 8(     Np AYAY 2G   v* ---CCZZ  NAYAY  G  x* ---CCZZd  c $ ?b  4  N<AYAY  )  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  T+AYAY S2k   v* ---CCZZ  T+AYAY S k  x* ---CCZZH  0<h&ۗ ? ̙3380___PPT10.ŭ  p((    Nee D9   \*   Nee  9  ^*   Tee @Dy   \*   TXYee @ y  ^* H  0<h&ۗ ? ̙3380___PPT10.ŭp$3 08- $EECERA Prague 2007 0|(  |x | 0% bQuality of provision through support of a Quality Specialist Heather Godfrey IPPA hgodfrey@ippa.ieBc82=0&  Z  X 0ZbB | s *f޽h ? ̙33y___PPT10Y+D=' = @B +  0L0 *(  x  c $LcXa   r  S $dXv  H  0޽h ? DW&cC3y___PPT10Y+D=' = @B +  0L0 <:(  <r < S PiX`    < S jX  "Pp`PpH < 0޽h ? DW&cC3___PPT10i.2+D=' = @B +<  0L0 $(  r  S X7W   r  S TX  H  0޽h ? DW&cC380___PPT10.v  0L0 Pp(    6 7T fThe Quality Cycle ? d  S <AQuality Cycle2dH  0޽h ? DW&cC3___PPT10i.<+D=' = @B + 0 ( @(    0  > 2 Y  0,b7g  How can I support practitioners to provide a quality service, taking account of their diverse needs & how can I improve my practice during the course of a Q.I.P? 02    0h,  iResearch Question (2,&   S X\   H  B  s *޽h ? ̙33y___PPT10Y+D=' = @B +m 0 P$(    07 jLiterature Review (2,&   0T  Models of Quality Reflective Practice Vygotsky s (1978) Zone of proximal development Rogoff s (1990) Guided apprenticeshipN| 2   U @'  %   hhH  0޽h ? ̙33y___PPT10Y+D=' = @B + " 0L0 $$(  $r $ S X  r $ S X]   H $ 0޽h ? DW&cC3___PPT10i.+D=' = @B +  0L0 $(  r  S `X`   r  S 8X2  H  0޽h ? DW&cC3___PPT10i." +D=' = @B + # 0L0 $|(  |r | S L XzT J    | S Xz`    " @08Xr | S \XI    H | 0޽h ? DW&cC3y___PPT10Y+D=' = @B +  0L0 pX$(  Xr X S 4:X[   r X S XP  H X 0޽h ? DW&cC3___PPT10i.@@A+D=' = @B +  0L0 \$(  \r \ S RX\   r \ S SX  H \ 0޽h ? DW&cC3___PPT10i.Em}+D=' = @B +  0L0 `$(  `r ` S <X\   r ` S X  H ` 0޽h ? 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DW&cC3___PPT10i.5@N6+D=' = @B +$ 0 KC(    0\! qImplications for Practice (2,&   0&  jrValue Reflective practice - Emphasise use of Quality Cycle on support visit Time frame  more time between training days Awareness of diversity in levels of training and experience M 2 2. 2 2< 2 2M . <     ,H  0޽h ? ̙33y___PPT10Y+D=' = @B +  0L0 $(  r  S l-X   r  S .X\   H  0޽h ? DW&cC3y___PPT10Y+D=' = @B +0  0 (  d c $C    3 rpCvv =   " H  0<h&ۗ ? ̙330 0 (  d c $C    3 r@Dvv =   " H  0<h&ۗ ? ̙33  0 ,(  ^  S \     c $TI )   " H  0<h&ۗ ? ̙33 0 H(  ^  S .T     c $LO )   >I looked at models of quality, e.g. checklist approaches such as the Early Childhood Rating Scale (ECERS); the High/Scope method (a more comprehensive approach). The New Zealand project in which Margaret Carr promulgates the Learning Stories had an influence on this research. I also looked at other approaches which use child observation & reflective practice as their base e.g. The Effective Early Learning Project ( EEL) and the PIP (Principles into Practice) project. I also read research on Reflective practice, which is relevant when trying to improve quality. Also it seemed to me that the contextual nature of quality mentioned by Vygotsky which emphasised the importance of relationships for children was really important to this study. 2  d  H  0<h&ۗ ? ̙33 0 @,(  @^ @ S b    @ c $Lb )   " H @ 0<h&ۗ ? ̙33 . 0 x p , (  ,X , C \   p  , S ~ )`  H@___PPT9" 0 Introduce myself and the programme There are two things I need to explain about the programme: How it operates 2. the context in which it operates  the constraints & affordances referred to by Gibson (1979). The aim of the programme is to support a play curriculum. It operates the principles of quality. There are 6 workshops over 6 months. With 3 on-site visits We used to have 6 on-site visits, but this had to be reduced because of funding and the fact that the services only have the capacity for a limited commitment  most workers are not allowed non contact time. While childcare in Ireland has gone through major changes and the sector has seen unprecedented funding, the stage of development in relation to quality is still in a state of flux. Approaches to quality in Ireland tend to be top down. There have been many regulations and reports on quality  all establishing what the quality requirements of a service should be. However, what we don t have is the support to implement them, particularly support for the practitioners who are challenged to understand the implications of these reports. This is where the PROGRAMME comes in& .next slide <_u" " _: H , 0<h&ۗ ? ̙3380___PPT10.YfGhD 0 @x(  @X @ C b    @ S  )   zFThere are 6 dimensions of quality supporting the step by step approachF  H @ 0<h&ۗ ? ̙3380___PPT10.4aB 0 @Lq(  LX L C \    L S  )   s?From my reading I identified three elements of quality support:?  H L 0<h&ۗ ? ̙3380___PPT10.5*- 0 PP (  PX P C b    P S  )   " H P 0<h&ۗ ? ̙3380___PPT10.5%.I 0 l>(  lX l C \    l S < )   @ During this whole process I was evaluating my own practice after each workshop and on-site visit. Initially I identified challenges for me as a QS e.g. meeting the various needs in the different situations. So using the Quality Cycle which underpins this programme.   H l 0<h&ۗ ? ̙3380___PPT10.G`C 0 p.(  pX p C \    p S  )   0We tried to identify stressful times in the day for staff & children- transitions times. Delayed lunch time by 10 mins.- collaboration needed between room staff and the Supervisor and the cook. How do we organise the layout to best enhance children s play opportunities  links  movement and space- group sizes -Altered layout of room Discussion on curriculum structure, rituals, routines- Provided more equipment & materials Added open-ended materials  motivated  innovation and excitement 2r  {  H p 0<h&ۗ ? ̙3380___PPT10.H+ 2 0 > 6 t (  tX t C \     t S p jv   ( We tried to identify stressful times in the day for staff & children- transitions times Delayed lunch time by 10 mins.- collaboration needed between room staff and Supervisor and cook. How do we organise the layout to best enhance children s play opportunities?  links  movement and space- group sizes -Altered layout of room  small change of moving the water area from the large play room into the messy area. Discussion on curriculum structure, rituals, routines- accessible play equipment  sufficient play equipment  familiarising the children with structure and rituals and routines e.g. where things go. With support one service moved from a place where children were not allowed uncontrolled access to the play equipment and a lack of trust and adult led activity  to a place where they could see that when children are familiar with the structure & what s expected  they are extremely competent and trustworthy  most importantly they learn this about themselves  I am competent  I am trustworthy. Provided more equipment & materials Added open-ended materials  motivated  innovation and excitement :q     t N\AYAY  jv " H t 0<h&ۗ ? ̙3380___PPT10.Ir%t2 Ah:0D2?;L@s,dX[jx {@V03d Rd =A{U M0I0w1Oh+'0U hp   @ L Xdl$IPPA Quality Improvement ProgrammeCarmelTC:\Program Files\Microsoft Office\Templates\Presentation Designs\Network Blitz.potPC238Microsoft PowerPoint@А"@@ }GSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___wwwff4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___www________Dž____________Dž__<___<_<_<_<________________________________<_<_<_<_<__________Dž________Dž___________________<___<_<_<_<_______________________________________________________<__<_____________________________<_________________________________<__<_<_<_<__________________________________<_<_<<__________________________________________<___<_<_<_<________________________________________________________________________________________________<___<_<________<___<_<_<_<_<____<_<_<___<_<_<__________<______<__<__<<<_<___<_<___<_<_________<___<_<_<_<_<___<_<_<__<_<_<___<_<__<__<__________<__<__<<_<__<__<__<__________<__<___<__<____<__<__<__<__<_<___________<__<__<__<__<__<__<__<_<_<_______<_<_<_<___<_<_<_<_<_<_<<<_<_<_<_<_<_____<__<_<_<_<_<_<_<_<_<_<_<_<<_<__<_<_<_<_<_<_<_<_<______<_<_<_<_<___<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<________________<_______<______<______<_________<______<_______<_______<____<_______<_______________<_______<____________<_______<<_<_<_<_<_<_<_<_<_<__<_<_<_<_<_<_<_<_<_<<<_<_<_<_<_<_<_<_<_<<_<_<_<_<_<_<_<_<_<_<_<_<_<_<<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<<_<_<_<_<_<__<__<___<__<__<_<_<__<_<_<_<_<_<_<_<_<_<__<__<<_<_<_<_<_<<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<__<___<__<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<_<<_?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./012345678:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcefghijkmnopqrsxRoot EntrydO)PicturesUCurrent UserlSummaryInformation(9LUPowerPoint Document(DocumentSummaryInformation8d