This Level 5 Certificate in Early Learning and Care gives learners the first solid step into the childcare field in Ireland. It’s part of Stage 1 under the QQI NFQ framework, and I’d say it sets up everything you need before moving on to the Level 6 award. The course mixes theory with real placement experience, so you’re not just reading policies but actually using them in a childcare room with real children.
The whole idea behind this programme is to prepare people to support young children aged from birth up to six years. It links a lot with the Irish frameworks – Aistear (2009) and Síolta (2006) – both of which shape how we plan play and learning. We also work under Irish laws like the Child Care Act 1991 and Children First Act 2015, and that makes sure child safety is always top priority.
While doing this course, I found it’s not just about minding children. It’s about understanding how they grow, how families matter, and how to treat every child fairly no matter where they come from. After finishing Stage 1, most of us can work under supervision in a preschool or crèche, or continue into Stage 2 to earn the PG25483 Level 6 Advanced Certificate.
Assignment Type: Portfolio-based assessment comprising Continuous Assessment (20 %) and Skills Demonstration (80 %), completed as part of the PG25487 Certificate in Early Learning and Care, NFQ Level 5.
This part of the award focuses on theory. We submit written pieces that show our knowledge of frameworks, legislation, and professional practice. It’s written in a more academic tone and helps build the base for our skills demonstration later on.
Over the last number of years, the Early Learning and Care sector in Ireland has changed a lot. It moved from being seen as just babysitting to a proper professional area. The introduction of the ECCE scheme made preschool education free for many families, and that brought in new standards and expectations.
It’s really important that early years workers understand what shapes our work. Aistear gives us four main themes – Well-being, Identity & Belonging, Communicating, and Exploring & Thinking. They remind us that learning happens through play and relationships, not worksheets. Síolta then adds sixteen quality standards to keep settings consistent and reflective. Both go hand-in-hand and are mentioned all the time in the course.
We also have to follow key Irish laws. The Children First Act 2015 makes sure we report any child protection concerns, and Tusla’s Early Years Regulations 2016 guide things like ratios, space, and safety. I remember in class our tutor from Dublin talking about how those regulations aren’t just paperwork – they keep everyone accountable.
When you’re in practice, all these rules connect to real children. In the Cork preschool where I observed, we planned play areas that linked to Aistear’s themes. For instance, when the kids built towers with blocks, it wasn’t just fun – it linked to Exploring and Thinking and to Piaget’s theory that children learn best through active play. Vygotsky’s idea of learning with help from others also fits because we, as adults, step in gently when they’re stuck.
Working in Irish early-years means balancing care and education. Whether you’re in Galway or Limerick, you notice each child’s personality and pace. It’s not about pushing them; it’s about creating small moments where they feel proud of what they can do. That’s what these frameworks are really about.
Every setting in Ireland follows the same core policies, though how they’re applied can differ. Aistear helps us plan learning experiences, while Síolta keeps us thinking about quality and reflection. One without the other wouldn’t really work.
Aistear’s partnership theme stands out for me. Parents are seen as the child’s first teachers, so keeping contact with them matters. During my coursework placement, I noticed how weekly updates or short chats at pickup time made parents feel more involved. That matches Síolta Standard 3, which focuses on communication and collaboration with families.
We also looked at Tusla’s Quality and Regulatory Framework (2018) in class. It sets clear expectations for health, safety, and governance. The ECCE Programme Rules 2018 tell us about qualified leadership and ratios too. These documents might look heavy at first, but they actually make life easier in practice – you know exactly what’s expected of you.
Equality and inclusion are central parts of all this. The Equal Status Acts 2000–2018 and the Disability Act 2005 mean no child should be left out. I saw this clearly when a little boy with speech delay joined our group. The supervisor made simple picture cards so he could show what he wanted. That tiny change followed both Aistear’s and Síolta’s principles – support every child to take part fully.
Professional ethics come into it too. Organisations like Early Childhood Ireland encourage reflective practice and confidentiality. During feedback sessions, our tutor reminded us that respecting families and colleagues is as important as following law.
When you put all this together, you realise frameworks and policies aren’t just for ticking boxes. They protect children, guide practitioners, and help Ireland’s ELC sector maintain trust. Knowing them gives confidence – you can explain why you do something, not just what you do.
Most of this course happens on placement, and that’s where the real learning sits. I did mine in a small community crèche on the north side of Cork City, working mostly with the preschool group. At the start I was nervous out, trying to remember all the policies, but after the first week I just got stuck in. What follows are small pieces from that time – things I saw, did, and honestly learned the hard way.
The first thing that hit me was how fast little ones switch moods. One minute they’re painting rainbows, the next they’re crying over a broken crayon. Early on I thought my job was to fix everything. After a chat with my supervisor, I realised it’s more about being there and helping them manage feelings, not solving every tiny drama.
We did a rice-and-scoop table one wet Tuesday. At first I was panicking about the mess – rice everywhere – but the children didn’t mind. Watching them pour and mix reminded me of what our tutor said about Piaget – learning by doing. I noticed one girl sat back, not joining in. I gave her a small jug and said, “Would you help me?” and off she went. That small change made the whole activity feel inclusive.
Emotionally, we worked on naming feelings. I used picture cards and we talked about “happy”, “cross”, and “sad”. When a boy shouted because someone took his block, I knelt down and asked him how he felt. He said, “mad”. We spoke about better ways to show anger. Later that day he used his words instead of shouting. It might sound tiny, but it meant a lot.
By the end of the week I stopped worrying about perfect plans. Children teach you if you watch close enough. Next time I’d give more time for open play, less direction. They learn best when we just let them.
At first, talking to staff felt tricky. Everyone knew their routine and I didn’t want to step on toes. My room leader, Sinéad, told me, “Just ask, we all started somewhere.” That helped. We had a notebook for daily notes – who ate, who napped, small wins. I learned clear, short notes matter more than fancy writing.
One morning we disagreed about a shy boy who didn’t want circle time. I thought letting him skip was fine; another staff member said we needed consistency. We talked it out later with tea in the tiny staff room. I saw then that teamwork isn’t about being right – it’s about balance.
Parents mattered too. Each pick-up, we’d give a little update – even one line like “she loved the sand tray today”. You could see the relief on their faces. That’s what Síolta Standard 3 means by partnership. Communication isn’t just policies – it’s people.
And the children? They read your tone quicker than adults. A smile or kneeling down at eye level worked better than any rule. One small lad who barely spoke started showing me his drawings every day. That told me I was doing something right.
By the end of placement I stopped hiding at the back and started helping plan group time. I felt part of the team, not just a visitor. That, I think, is what QQI means by “effective communication”.
Reflection sounded boring at first – just more writing. But after the first feedback sheet, I realised it’s the only way to actually get better.
I remember one messy circle time. I’d planned a long story about the weather, but halfway through half the group wandered off. I wanted to cry. Later my supervisor asked, “What would you change?” I said maybe shorter stories or movement games. Next day I tried acting the story out – thunder noises, pretending to rain – and it worked. They stayed engaged and even asked for it again.
From that point, I started keeping a small diary. Just bullet notes – what worked, what didn’t, what I’d try next. It helped connect ideas from Vygotsky about social learning and Erikson’s stages on confidence. Sounds fancy, but really it’s noticing when a child feels proud of themselves.
Confidentiality came up too. Once, a parent asked about another child’s behaviour, and I nearly answered before remembering the rule. I politely said I couldn’t discuss other children. It felt awkward, but right.
Looking back, I’ve changed loads. I started unsure, hands shaking with the clipboard. Now I feel steady. Not perfect, just aware. If I continue to Stage 2 – PG25483 Level 6, I’d like to focus on planning and leadership. I think I’m ready for that next bit of responsibility.
This placement turned the theory into a real understanding. Every day had something new – laughter, small meltdowns, tiny victories. To be fair, I didn’t expect to enjoy it so much. The mix of patience, teamwork, and humour you need is unreal. I can honestly say I grew up a bit myself through this course.
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Aoife Kelly is a skilled academic writer and subject expert at IrelandAssignmentHelper.ie, contributing since 2015. She holds a Master’s degree in Health and Social Care Management from Dublin City University and brings over a decade of experience in healthcare and social sciences. Aoife specializes in supporting students across a range of disciplines, including Healthcare, Childcare, Nursing, Psychology, and Elder Care. Her practical understanding of these fields, combined with strong academic writing expertise, helps students craft well-researched essays, reports, case studies, and dissertations that meet Irish academic standards.
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