Publication
Working Principles for Engaging with the Arts in Early Learning and Care
From Department of Children, Equality, Disability, Integration and Youth
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Last updated on
The Creative Ireland Programme is an ‘whole of government initiative’, which places creativity at the centre of public policy, with the underlying proposition that participation in cultural and creative activity promotes individual, community and national wellbeing. The Creative Ireland Programme is built around five pillars including Creative Youth, which aims to enhance children and young people’s access to creative activities in early learning and care and school-age children, services, in schools and in communities. The Department of Children, Equality, Disability, Integration and Youth (DCEDIY), as a key partner in the implementation of Creative Youth, is responsible for a number of actions contained within the Creative Youth Plan.
The DCEDIY committed to the development of key principles underpinning young children’s quality engagement with the arts in early learning and care settings. In 2019 research was commissioned to develop a report that would include an overview of how creativity, play and the arts feature in ELC policy and provision; a glossary of key terms; and an articulation of key principles underpinning this area of practice. This work was to be informed by Síolta, the National Quality Framework for Early Childhood Education, and Aistear, the Early Childhood Curriculum Framework. Following a successful tender, Dr Triona Stokes of Maynooth University was selected to carry out this research. A sub group was established with representatives of the DCEDIY, the Department of Education, the Arts Council, the Creative Ireland Programme team in the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media, and the National Council for Curriculum and Assessment, to oversee the work.
In November 2019 a consultation event was held at the DCEDIY to discuss draft principles with artists and early years educators.. Following this consultation, the principles were further developed and are now published here in draft form. The intention is that they will remain in draft form until all stakeholders have had an opportunity to use and explore the validity of the principles in practice. In early 2023 a consultation process will commence and further research will take place in collaboration with The Arts Council which will examine the use of the principles in a number of ELC and SAC settings.
The principles are presented as individual statements with features of each statement listed beneath. They start with the child then extend outward to elements which support the facilitation of the arts in promoting play and creativity in early learning and care.
They are born with unique qualities and abilities which drive creative and imaginative expression.
They reveal aspects of their unique nature, talents and prior learning through acts of creating.
In a prepared emotionally-safe environment.
Where they can build, and are supported to build, trusting relationships, with other children, with participating and supportive adults and with themselves.
Where risk-taking and exploration are supported.
Where all children have access to all art forms, with an understanding that each form offers unique opportunities for expression and creativity.
Within their body, mind, feelings and spirit.
Through regular access to space indoors and out, in which to explore and imagine.
With frequency of time and opportunity to play and create in the arts.
Supported by the provision of open-ended, aesthetic, found and naturally occurring materials which can be used and interpreted in multiple ways.
Nurtured by playful engagement with the environment and with others.
Which can achieve the highest moments of learning and understanding.
Which is felt and can be experienced as a state of flow.
Which offers experiences for holistic learning and development.
Which is active, hands on and sensorial.
Which encourages a sense of self, agency, wonder and awe.
Which may see the creation of products or artefacts, but not always.
Focusing on broad development goals and an emergent approach, led by individual children’s learning pace.
Supporting children’s developing sense of self and group identity.
Facilitating children in making connections between their inner lives and their outer worlds.
Inviting symbolic play and the use of symbols in expression and representation.
Enabling individual artistic expression through a variety of media.
Including individual, collaborative and collective sharing and making.
Discussion Paper on Facilitating the Arts in Early Learning and Care: Towards Best Practice Principles
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