On the Path to Developing a High-Quality Inclusive Preschool System in the Irish Context: Outcomes from a Systemic Focus on Structural and Process Quality Dimensions

Abstract

The contribution of high-quality preschool education to well-being and learning is recognised globally. In Ireland, a universal free preschool programme was introduced in 2010 for children aged between 3-year 2 months and 4-year 7 months and extended to two years’ duration in 2018. The programme is now available to all children from the 1st September after the child has turned 2-years and 8 months. While high-quality preschool education benefits all children, it is particularly impactful for children who require targeted prevention and early intervention. Early experiences of the universal preschool system suggested that access remained a challenge for this cohort of children and required a cross-government strategic approach to strengthen policy coherence and secure access for all. Over the past decade, this has led to significant public investment focused on structural and process aspects of provision. This chapter will explore how developments supporting the structural aspects of quality and the resultant impact on process quality, contributing to the creation of high-quality inclusive preschool system. The chapter will conclude by considering how progress can be sustained as we continue on the path to building a preschool system designed to nurture the meaningful inclusion of all children where diversity becomes the norm.