Siolta – The National Quality Framework for Early Childhood Education

This framework is intended to provide guidance and support for all those concerned with the well-being, learning and development of young children.

Siolta is a quality assurance programme concerned with improving the quality of early childhood experiences for all children aged birth to six years.
It is relevant for a wide range of settings including creches and nurseries, pre-schools and playgroups, childminders and the infant classes in primary schools.

The framework is based on 12 Principles of Quality which reflect the values underpinning Siolta and the vision of quality provision it offers:

• The Value of Early Childhood
  Early Chidhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right.
• Children First
  The child’s individuality, strengths, rights and needs are central in the provision of quality early childhood experiences.
• Parents
  Parents are the primary educators of the child and have a pre-eminant role in promoting his/her well-being, learning and development.
• Relationships
  Responsive, sensitive and reciprocal relationships which are consistent over time, are essential to the well-being, learning and development of the young child.
• Equality
  Equality is an essential charcteristic of quality early childhood care and education. 
• Diversity
  Quality early childhood settings acknowledge and respect diversity and ensure that all children and families have their individual, personal, cultural and linguistic identity validated.
• Enriching Environments
  The physical environment of the young child has a direct impact on his/her well-being, learning and development.
• Welfare
  The safety, welfare and well-being of all children must be protected and promoted in all early childhood environments.
• Role of the Adult
  The role of the adult in providing quality early childhood experiences is fundamental.
• Teamwork
  The provision of quality early childhood experiences requires cooperation, communication and mutual respect.
• Pedagogy
  Pedagogy in early childhood is expressed by curricula or programmes of activities which take a holistic approach to the development and learning of the child and reflect the inseperable nature of care and education.
• Play
  Play is central to the well-being, development and learning of the young child.

For more detailed information on the principles of the Siolta framework click here

Siolta contains 16 National Standards which cover the areas of practice to be addressed and translate the vision of quality contained in the principles into the reality of practice:

• Rights of the Child
  Ensuring that each child’s rights are met requires that she/he is enabled to exercise choice and to use initiative as an active participant and partner in her/his own development and learning.
• Environments
  Enriching environments, both indoor and outdoor (including materials and equipment) are wellmaintained, safe, available, accessible, adaptable, developmentally appropriate, and offer a variety of challenging and stimulating experiences.
• Parents & Family
  Valuing and involving parents and families requires a proactive partnership approach evidenced by a range of clearly stated, accessible and implemented processes, policies and procedures.
• Consultation
  Ensuring inclusive decision-making requires consultation that promotes participation and seeks out, listens to and acts upon the views and opinions of children, parents and staff, and other stakeholders, as appropriate.
• Interactions
  Fostering constructive interactions (child/child, child/adult and adult/adult) requires explicit policies, procedures and practice that emphasise the value of process and are based on mutual respect, equal partnership and sensitivity.
• Play
  Promoting play requires that each child has ample time to engage in freely available and accessible, developmentally appropriate and well-resourced opportunities for exploration, creativity and ‘meaning making’ in the company of other children, with participating and supportive adults and alone, where appropriate.
• Curriculum
  Encouraging each child’s holistic development and learning requires the implementation of a verifiable, broad-based, documented and flexible curriculum or programme.
• Planning & Evaluation
  Enriching and informing all aspects of practice within the setting requires cycles of observation, planning, action and evaluation, undertaken on a regular basis.
• Health & Welfare
  Promoting the health and welfare of the child requires protection from harm, provision of nutritious food, appropriate opportunities for rest, and secure relationships characterised by trust and respect.
• Organisation
  Organising and managing resources effectively requires an agreed written philosophy, supported by clearly communicated policies and procedures to guide and determine practice.
• Professional Practice
  Practising in a professional manner requires that individuals have skills, knowledge, values and attitudes appropriate to their role and responsibility within the setting. In addition, it requires regular reflection upon practice and engagement in supported, ongoing professional development.
• Communication
  Communicating effectively in the best interests of the child requires policies, procedures and actions that promote the proactive sharing of knowledge and information among appropriate stakeholders, with respect and confidentiality.
• Transitions
  Ensuring continuity of experiences for children requires policies, procedures and practice that promote sensitive management of transitions, consistency in key relationships, liaison within and between settings, the keeping and transfer of relevant information (with parental consent), and the close involvement of parents and, where appropriate, relevant professionals.
• Identity & Belonging
  Promoting positive identities and a strong sense of belonging requires clearly defined policies, procedures and practice that empower every child and adult to develop a confident self- and group identity, and to have a positive understanding and regard for the identity and rights of others.
• Legislation & Regulation
  Being compliant requires that all relevant regulations and legislative requirements are met or exceeded.
• Community Involvement
  Promoting community involvement requires the establishment of networks and connections evidenced by policies, procedures and actions which extend and support all adult’s and children’s engagement with the wider community.

Siolta breaks down the above standards into more focused and specific parts known as Components of Quality which provide quality indicators for all practitioners in implementing Siolta. These components, as well as specific Signposts for Reflection are contained within the Siolta User Manuals.