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A stronger focus on numeracy acknowledging that this is not taught but supported through play in EC. This knowledge needs to be enhanced at all levels:educators at third level, those acting as mentors or in support roles, managers and educators

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Building EY teachers capacity in relation to literacy, numeracy and digital literacy while recognizing that EYs is distinct from primary and postprimary. Emphasis on play and emergent curriculum.

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Building EY teachers capacity in relation to literacy, numeracy and digital literacy while recognizing that EYs is distinct from primary and postprimary. Emphasis on play and emergent curriculum.

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Resources for cpd or communities of practice at both teacher training and those working in EYs

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Importance of the role of early years sector in teaching literacy and numeracy

Recognition of the difference of numeracy and literacy in ECEC compared to primary/post primary education

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Priorities for high quality, meaningful and bespoke CPD for ECE educators in literacy and numeracy: whatever is rolled out for primary and post primary, there needs to be clear acknowledgement and space for ECE educators so they have equal opportunities to upskill too.

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CPD OPPORTUNITIES

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Please keep this strategy grounded in playful learning

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Please keep this strategy grounded in playful learning

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Inclusive Early Childhood Education and Care

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Inclusive Early Childhood Education and Care

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It is important not only to acknowledge the benefits of Universal Design for Learning in the Early Years environments but to explore where we need to focus more on literacy and numeracy for children with additional needs. These children may have challenges with traditional ELC teaching and pedagogical strategies. We need an interdisciplinary approach involving lecturers in Occupational Therapy [on how to hold a pencil for example/or sensory snacks] and Speech and Language Therapy [so that practitioners know more about language disorders]. Digital literacy can be at the heart of communication for these children.

In order to empower families, we need to think of creative and innovative ways to support intergenerational families in their own communities drawing on Family Systems' Theory and Family Centred Practices. This may involve parents interacting with their child with additional needs but guided by educators and therapists. Parents could be guided to support whole body affect based learning [drawing on OT recommendations], or creative games using local playgrounds [encouraging social skills and communication]. We need to be cognizant of families that represent diverse multicultural groups, including migrants escaping their own countries, or those from different ethnic minorities. As with my first point, inclusion is not just about the child and the practitioner/educator, it is about all of us. We are all part of a neurodiverse, inclusive society and the playground is a microcosm of that.

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Uncouple literacy and numeracy in EC. Educators require specific content knowledge pertaining to each.

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Support on providing skills based numeracy in a play based context.

Formal CPD for educators and university providers to support delivery of quality literacy, numeracy, digital strategies.

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Universal access to CPD for Educators working in practice to include Literacy, Numeracy and Digital Literacy

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Universal access to CPD for Educators working in practice to include Literacy, Numeracy and Digital Literacy

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An accurate, consistent and meaningful reflection of oral language at the foundation of literacy development; reflective of contemporary society, contemporary learning and a broadening interpretation of new literacies.

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Play
Inclusion and diversity