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To facilitate individuals through learning, to achieve their full potential and contribute to Ireland’s social, cultural and economic development.

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Code of Practice for the Department of Education Inspectorate 

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Code of Practice for the Department of Education Inspectorate 

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NEPS psychologists work in partnership with teachers, parents and children in identifying educational needs. They offer a range of services aimed at meeting these needs, for example, supporting individual students (through consultation and assessment), special projects and research.

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NEPS psychologists work with both primary and post-primary schools and are concerned with learning, behaviour, social and emotional development.

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A Guide to Early Years Education Inspection 

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A Guide to Early Years Education Inspection 

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A Guide to Early Years Education Inspection

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school and youth reach centre inspection reports

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Looking at our School 2022 - A Quality Framework for Primary Schools and Special Schools 

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Looking at our School 2022 - A Quality Framework for Primary Schools and Special Schools 

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Looking at Our School 2022 A Quality Framework for Primary and Special Schools

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School self-evaluation is a collaborative, inclusive, and reflective process of internal school review. It involves gathering information from a range of sources, and then making judgements about practice and about how well pupils and students are doing. The key focus of school self-evaluation is to bring about improvements in pupils' and students' learning.

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Wellbeing Policy Statement and Framework for Practice 

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Wellbeing Policy Statement and Framework for Practice 

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Ireland's Literacy, Numeracy and Digital Literacy Strategy 2024 - 2033

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Ireland's Literacy, Numeracy and Digital Literacy Strategy 2024 - 2033

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View preschool to primary transition support materials

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Our website uses cookies to give you a better experience and to gather information about how many people visitor website, which webpages they visit and how long they stay on them and which videos they are most interested in viewing. Please visit our privacy statement page for more information about cookies and how we use them.

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Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education 

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Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education 

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Diversity, Equality and Inclusion Charter

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SEN - A Continuum of Support (Guidelines for teachers)

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SEN - A Continuum of Support (Guidelines for teachers)

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The Access and Inclusion Model Homepage - Access and Inclusion Model

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The goal of AIM is to create a more inclusive environment in pre-schools, so all children, regardless of ability, can benefit from quality early learning and care. The model achieves this by providing universal supports to pre-school settings, and targeted supports, which focus on the needs of the individual child, without requiring a diagnosis of disability.

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First 5 | A Government Strategy For Babies & Young Children

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First 5 | A Government Strategy For Babies & Young Children

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First 5 is a whole-of-Government strategy to improve the lives of babies, young children and their families. It is a ten-year plan to help make sure all children have positive early experiences and get a great start in life.

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First 5 | A Government Strategy For Babies & Young Children

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First 5 is a whole-of-Government strategy to improve the lives of babies, young children and their families. It is a ten-year plan to help make sure all children have positive early experiences and get a great start in life.

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Practitioners and children talking and thinking together

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Practitioners and children talking and thinking together

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Universal Design guidelines - Access and Inclusion Model (supports)

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Universal Design guidelines - Access and Inclusion Model (supports)

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Universal Design is the design and composition of an environment, so that it can be; accessed, understood and used to the greatest extent possible by all people, regardless of their age, size, ability or disability.

The Department of Children, Equality, Disability, Integration and Youth published the Universal Design Guidelines for Early Learning and Care Settings in 2016. These guidelines apply to both new-build and retrofit projects to ensure that all settings are accessible, understandable and easy to use for all children, staff, families and visitors. A literature review and self-audit tool are also available to help settings begin the process of assessing improvements they want to make.

Organisations involved in researching and writing the guidelines include; Early Childhood Ireland, Trinity Haus and Mary Immaculate College, DCEDIY and the National Disability Authority.

The Universal Design Guidelines for Early Learning and Care Settings

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Universal Design Guidelines - Access and Inclusion Model

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Universal Design Guidelines Universal Design is the design and composition of an environment, so that it can be; accessed, understood and used to the greatest extent possible by all people, regardless of their age, size, ability or disability.

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Inclusive Education Framework – National Council for Special Education – Working to deliver a better special education service

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The NCSE is pleased to announce the publication of the Inclusive Education Framework: A guide for schools on the inclusion of pupils with special educational needs. The Inclusive Education Framework is a new interactive tool to be used by schools to assist schools plan, measure and improve how pupi…

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The Hanen Centre | Speech and Language Development for Children

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The Hanen Centre | Speech and Language Development for Children

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While the More Than Words Program® for parents of autistic children used to be offered in person only, many Hanen Certified SLPs now also offer it online. But what do parents think of the virtual version of the program? The Hanen Centre partnered with researchers at Western University to find out.

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The Hanen Centre | Speech and Language Development for Children

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Providing parents & speech professionals with programs, workshops & resources for early childhood language & literacy development, language delays & autism

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PECS®: An Evidence-Based Practice - Picture Exchange Communication System

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PECS®: An Evidence-Based Practice - Picture Exchange Communication System

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What is PECS®?

PECS is a unique alternative/augmentative communication system developed in the USA in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. PECS was first implemented with pre-school students diagnosed with autism at the Delaware Autism Program. Since then, PECS has successfully been implemented worldwide with thousands of learners of all ages who have various cognitive, physical and communication challenges.

The PECS teaching protocol is based on B.F. Skinner's book, Verbal Behavior, and broad spectrum applied behaviour analysis. Specific prompting and reinforcement strategies that will lead to independent communication are used throughout the protocol. The protocol also includes systematic error correction procedures to promote learning if an error occurs. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency.

PECS consists of six phases and begins by teaching an individual to give a single picture of a desired item or action to a "communicative partner" who immediately honours the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences. In the more advanced phases, individuals are taught to use modifiers, answer questions and comment.

The primary goal of PECS is to teach functional communication. Research has shown that some learners using PECS also develop speech. Others may transition to a speech generating device (SGD). The body of research supporting the effectiveness of PECS as an evidence-based practice is substantial and continues to expand, with more than 190 research articles from all over the world.

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PECS®: An Evidence-Based Practice - Picture Exchange Communication System

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PECS is a unique alternative/augmentative (AAC) communication system which consists of six phases. PECS teaches functional communication.

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Lámh supports communication - between parents and child, between siblings, between friends. It can be a stepping stone to communicating with the world. Lámh is a manual sign system used by children and adults with intellectual disability and communication needs in Ireland.

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Leadership for Inclusion, LINC Programme

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Leadership for Inclusion, LINC Programme

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Leadership for Inclusion, LINC Programme

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By signing up to this newsletter you will receive information about: Updates on progression routes and CPD courses. Useful tips on best practices within early years' settings. News about conference and events that LINC maybe involved with. Stories about LINC graduates working within the field. Early Years Sector news and policy updates.

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Incredible Years: Evidence-Based Early Intervention Programs

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Incredible Years: Evidence-Based Early Intervention Programs

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Evidence-Based Early Intervention Programs | Incredible Years

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Incredible Years offers evidence-based early intervention programs for children, parents, and teachers. Improve children's social-emotional skills today.

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A Primary Care Team (PCT) is a multidisciplinary group of health and social care professionals who work together to deliver local, accessible health and social services to a defined population of between 7,000-10,000 people at 'primary' or first point of contact with the health service. The population to be served by a team will be determined by geographical boundaries and/or the practice population of participating general practitioners (GPs).

PCTs provide a holistic approach to community needs on a social, welfare, housing, education and health needs basis. Primary Care Teams provide a 'one-stop' approach and can meet or arrange the vast majority of the care needs the public will need. A typical primary care team consists of GPs, Nurses, Home Helps, Health and Social Care Professionals and Health Care Assistants. All the team's health care professional's work together to share information and their respective skills to ensure that patients with the greatest need receive services in a timely and coordinated way.

Ideally, all members of a PCT will be based in a primary care team building, where accommodation is appropriate and available to enhance multi-disciplinary work.
Find a GP Out of hours

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A Primary Care Team (PCT) is a multidisciplinary group of health and social care professionals who work together to deliver local, accessible health and social services to a defined population of between 7,000-10,000 people at 'primary' or first point of contact with the health service.

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Assessment in the Primary School Curriculum - Guidelines for Schools 

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Assessment in the Primary School Curriculum - Guidelines for Schools 

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Resources to help parents and children get ready as early learning and childcare services and schools reopen.

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Supporting children's early maths as a basis for STEM  

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Supporting children's early maths as a basis for STEM  

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Information for parents - Learning about measure 

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Information for parents - Learning about measure 

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Tusla - Early Years Quality and Regulatory Framework / Child and Family Agency

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Tusla - Early Years Quality and Regulatory Framework / Child and Family Agency

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Early Years Quality and Regulatory FrameworkTusla - Child and Family Agency

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The Child and Family Agency was established on 1st January 2014 and is now the dedicated State agency responsible for improving wellbeing and outcomes for children.

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Continuity of Schooling Guidance for parents / guardians of primary school pupils 

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Continuity of Schooling Guidance for parents / guardians of primary school pupils 

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We are writing to support you and provide you with information that you may find helpful during this period of school closure. Without doubt, this is an unusual and anxious time for many parents and their children as they adapt to new ways of working and living during the current crisis. For schools and teachers, it is also a challenging time as they strive to keep things in some way normal for their pupils while supporting their learning in ways that are quite different from the normal classroom experience. With the support of parents, schools and teachers are playing a key role in helping pupils stay connected with others, keep up their interest in their school work and progress their learning.

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Continuity of Schooling Guidance for parents/guardians of primary school pupils

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We are writing to support you and provide you with information that you may find helpful during this period of school closure. Without doubt, this is an unusual and anxious time for many parents and their children as they adapt to new ways of working and living during the current crisis.

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Children's Participation in Decision Making (OCO)

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Children's Participation in Decision Making (OCO)

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Learning Through Play (The Northern Ireland Curriculum)

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Learning Through Play (The Northern Ireland Curriculum)

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Learning through Play in Pre-School and Foundation Stage_0

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Good Relations Respecting Difference - Support and building communities together 

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Good Relations Respecting Difference - Support and building communities together 

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Early Years - the organisation for young children

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Support and building communities together

We are committed to giving our children and young people the best start in life and working towards a shared society that respects diversity. Our early years programmes influence good relations, sustainability and resilience of community, promoting inclusion, respectful of difference and shared learning.

Our evidence-informed programmes can be used as standalone initiatives to support children to develop holistically. When implemented with natural curriculum they enrich children's learning experience and promote quality education for young children.

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Respecting Difference - Early Years - the organisation for young children

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We are committed to giving our children and young people the best start in life and working towards a shared society that respects diversity. Our early years programmes influence good relations, sustainability and resilience of community, promoting inclusion, respectful of difference and shared learning.

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Help My Kid Learn is a project brought to you by NALA, the National Adult Literacy Agency

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National Parents Council - Transitioning from preschool to primary

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National Parents Council - Transitioning from preschool to primary

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The transition from pre-school to primary school can be one of the most important transitions that your child will make.

The National Parents Council Primary are running free online Interactive workshops on "Supporting Your Child's Transition from Pre-school to Primary school". They will be full of practical hints, tips and advice to support you to support your child's transition to primary school.

The sessions are taking place online from the 9th November just click on the link below to register, here you will find a choice of dates and times for the event.
https://www.surveymonkey.com/r/NPC_Transition_from_preschool_to_primary_school
Each session will be limited to 15 parents to allow for discussion and questions.

Also see Useful Downloads for an information leaflet to support you during your child's transition.

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Transition from Preschool to Primary School FREE online training sessions for Parents | National Parents Council

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NPC exists to ensure that all parents are supported and empowered to become effective partners in their children's education.

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Building resilience in children aged 0 - 12 years

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Building resilience in children aged 0 - 12 years

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A guide to promoting resilience in children: strengthening the human spirit

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A guide to promoting resilience in children: strengthening the human spirit

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KidsMatter: Children's mental health promotion & early intervention in schools & communities

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KidsMatter: Children's mental health promotion & early intervention in schools & communities

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Experiences during the early years have lifelong effects on children's achievement, social development and mental and physical health. Research tells us that mentally healthy children learn better, have stronger relationships and are better prepared for meeting life challenges.

KidsMatter is a national mental health promotion, prevention and early intervention framework, set in primary schools and early childhood education and care (ECEC) services (such as preschools, kindergartens and day care centres) that supports the care of children's mental health needs by:

creating positive school and early childhood communities,

teaching children skills for good social and emotional development,

working together with families and carers, and

recognising and getting help for children with mental health problems (early intervention).

Bringing mental health, education and early childhood expertise together at national, state and local levels, the KidsMatter framework is underpinned by a socio-ecological approach that emphasises the impacts that families, schools, early childhood services and communities can have on achieving positive outcomes for children's mental health. KidsMatter's three tiers of partnerships are:

National - Partnerships with other national organisations (e.g., Kids Helpline, Smiling Mind) to increase access for children, families, schools and services

State - making connections between state-wide initiatives and KidsMatter (e.g., Victoria's Achievement Program).

Local - increasing referral pathways, overcoming barriers to service access for children and families, increasing resources at schools and ECEC services.

KidsMatter draws on these partnerships and other collaborative relationships between mental health professionals and education and childcare staff to support the development of a range of resources relevant to the KidsMatter framework, funded by the Australian Government and beyondblue.

Resources available through the KidsMatter framework include professional learning events for staff on the implementation process, and information sessions, programs and fact sheets for staff, families, and children. Resources are freely available at the website: www.kidsmatter.edu.au, with links to an eNewsletter for health and community professionals, and social media links for the community.

An independent evaluation of the KidsMatter pilot showed positive results, including:

improvements to child mental health and wellbeing,

reductions in child mental health difficulties (including behavior problems),

increased staff capacity, and

stronger parental engagement.

For more information, visit: www.kidsmatter.edu.au

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KidsMatter: Children's mental health promotion & early intervention in schools & communities

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Experiences during the early years have lifelong effects on children's achievement, social development and mental and physical health. Research tells us that mentally healthy children learn better, ha

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Next Article in Journal / Special Issue

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by 1,* and 2

Institute of Child Development, University of Minnesota Twin Cities, Minneapolis, MN 55455, USA

Developmental-Behavioral Pediatrics, Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota Medical School, Minneapolis, MN 55455, USA

Author to whom correspondence should be addressed.

Received: 1 June 2018 / Revised: 11 July 2018 / Accepted: 11 July 2018 / Published: 17 July 2018

Advances in developmental resilience science are highlighted with commentary on implications for pediatric systems that aspire to promote healthy development over the life course. Resilience science is surging along with growing concerns about the consequences of adverse childhood experiences on lifelong development. Resilience is defined as the capacity of a system to adapt successfully to challenges that threaten the function, survival, or future development of the system. This definition is scalable across system levels and across disciplines, applicable to resilience in a person, a family, a health care system, a community, an economy, or other systems. Robust findings on resilience in childhood underscore the importance of exposure dose; fundamental adaptive systems embedded in the lives of individuals and their interactions with other systems; developmental timing; and the crucial role of healthcare practitioners and educators as well as family caregivers in nurturing resilience on the "front lines" of lived childhood experience. Resilience science suggests that human resilience is common, dynamic, generated through myriad interactions of multiple systems from the biological to the sociocultural, and mutable given strategic targeting and timing. Implications for pediatric practice and training are discussed. View Full-Text

Masten, A.S.; Barnes, A.J. Resilience in Children: Developmental Perspectives. Children 2018, 5, 98. https://doi.org/10.3390/children5070098

AMA Style

Masten AS, Barnes AJ. Resilience in Children: Developmental Perspectives. Children. 2018; 5(7):98. https://doi.org/10.3390/children5070098

Chicago/Turabian Style

Masten, Ann S.; Barnes, Andrew J. 2018. "Resilience in Children: Developmental Perspectives" Children 5, no. 7: 98. https://doi.org/10.3390/children5070098

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

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Advances in developmental resilience science are highlighted with commentary on implications for pediatric systems that aspire to promote healthy development over the life course. Resilience science is surging along with growing concerns about the consequences of adverse childhood experiences on lifelong development.

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Factors associated with resilient outcomes in children exposed to social adversity (Research paper)

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Factors associated with resilient outcomes in children exposed to social adversity (Research paper)

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Play helps children to develop and learn.

Playing with your child lets them know that you love them. It lets them know they're important and they're fun to be around.

You can build a strong relationship with your child through playing with them. This can help their long-term mental health in a positive way.

Making time for play

Play sessions do not need to be long to be useful. But if you are struggling to find time to play together, you can spend time with your child in other ways.

You could let them help you with household chores, such as cooking and cleaning. Learning to help you complete tasks can improve your child's concentration.

Spending time with you will also help their development. It is better than playing with an electronic device or watching television.
Screen time and young children
Books and audio books can also improve your child's concentration. They can help to encourage learning.

You can borrow books and audio books for free at your local library.

Play routine

A play routine is a planned play session that follows a sequence of activities.

When making a play routine, consider:

how long you plan to play

what skills you want to develop

making it fun

making it child-led - for older children

Play routines should be repetitive. This gives children the opportunity to practice skills.

By planning ahead you can let your child know when playtime will end. Children like to be able to finish their game, rather than stopping suddenly.

Finish your play routine by encouraging your child to tidy up, so that they know when playtime is over.
Development through play How to play with your child

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Play helps your child develop mentally and physically. It helps your child learn new skills and become more social and independent. Find out more about what your child learns through play.

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Become an Active School

Primary Schools

Would YOUR school like to become an Active School?

This short video explains the process and the supports that are available to primary schools.

Find Out More

Post Primary

A NEW ASF process for post primary schools has been developed (ASFPP).

Upcoming Events

Tweets & Thoughts

November 9, 2021, 12:28 pm

RT @HealthyFingal: Follow @HealthyFingal to stay up to date with everything health and well-being wise in Fingal. #HealthyFingal @Healthy...

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Active School Flag | More Schools, More Active, More Often

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Would YOUR school like to become an Active School? This short video explains the process and the supports that are available to primary schools. Find Out More A NEW ASF process for post primary schools has been developed (ASFPP). November 9, 2021, 12:28 pm RT @HealthyFingal: Follow @HealthyFingal to stay up to date with everything health and well-being wise in Fingal.

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Nurturing young children’s physical well-being through Fundamental Movement Skills (3-6 years)

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Nurturing young children’s physical well-being through Fundamental Movement Skills (3-6 years)

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Supporting Physical Education and the Promotion of Physical Activity in Primary Schools

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Supporting Physical Education and the Promotion of Physical Activity in Primary Schools

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The Irish Primary Physical Education Association

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Insights - Quality in Early Years Education webinars

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Insights - Quality in Early Years Education webinars

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In recognition and support of the fact that early years education is a collaborative endeavour that requires strong partnership across all learning contexts including home, ELC/preschool and primary school, each theme in the Insights webinar series will contain webinars for Parents, Early Years Practitioners and teachers in Primary schools. The core messages in each webinar are the same but we have tailored our advice and guidance to each particular audience.

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Insights - Quality in Early Years Education webinars

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Insights is a series of webinars with findings, ideas and examples of effective practice that have been gathered during inspection visits to thousands of diverse early years education settings.