Do you have
- Have a minimum qualification of FETAC Level 5 in Early Childhood Care and Education - or a qualification that is recognised by the DCEDIY to work in Early Years In Ireland
- A caring, nurturing, kind person, who has a love of working in an environment with very young children
We have the perfect role for you. The role would entail, preparing the classroom for activities, maintaining the classroom environment (organising toys, cleaning tables and chairs, setting up the art corner, setting up invitations to play as requested by class teachers, risk assessing the garden and preparing it for play, serving snack and clearing away etcRequirements
- Currently studying for (or starting to study for) NFQ Level 5 in Early Childhood Care and Education.
- Sound written and verbal communication skills
- A kind, fun and nurturing disposition
- A good team player
- Reasonable commute to Shankill
- Eligible to work in Ireland
Join us at Discoveries and ...
- Work as part of a team and be committed to challenging and resolving any difficulties
- Support staff, including any students working in the room
- Share openly and willingly without prejudice
- Communicate constructively and listen actively
- Undertake administrative tasks as required
- Ensure confidentiality
- Collaborate with team
Roles and Responsibilities
- Be a kind, nurturing, and enthusiastic member of the Early Years team
- Demonstrate empathy, flexibility and patience and a passion for working with pre-school and school age children
- Prepare, implement, and evaluate activities for your key worker group and any child in your care under the guidance and with the support of the Early Years Lead Educator.
- Collaborate with your team to create invitations to play based on children’s emerging interests drawing from the principles of Aistear and Siolta
- Maintain Children’s floor books and scrap books
- Record observations of individual children and groups; assess interests and learning for use in planning
- Support the policies, ethos, and vision of Discoveries and model service policies and procedures
- Review new policies and/or additions/updates to existing policies
- Take guidance from the EYS and EYLE to evaluate and improve the effectiveness of the early years team.
- Communicate positively and respectfully with all other team members and demonstrate mutual respect for colleagues, children, families, and management. Use open and honest communication
- Maintain confidentiality of information of the team and families in the service
- Work in partnership with children, families, communities, and external agencies to continually strive to ensure all children have opportunities to achieve learning outcomes.
- Be actively involved in children’s learning and play whilst being careful not to impinge or force your engagement. Supervision at a distance without interaction is not effective or accepted.
- Promote a sense of community within the service and build connections between the service and local community. Provide opportunities for children to learn about and contribute to their local community
- Ensure positive behaviour guidance. Educators do not use isolation, “time-out” or any other methods which are humiliating or disrespectful. Harsh communication or any form of physical contact when responding to behaviours will is not tolerated. Work with management, supervisors, leaders and families to provide positive supports that meet the needs of the child.
- Support families and children as they transition to your keyworker group ensuring that you collaborate with your team and families to support the needs of the child
- Collaboration with the EY Lead Supervisor, ensure regular room team meeting over zoom and set goals
Health, Safety & Wellbeing
- Establish a key worker system based on the strengths of the team and positive relationships already in place
- Work with the team to maintain awareness and responsiveness to the developmental stage requirements of the children in the care room
- Ensure the team observe children daily and use those observations to ensure the needs, strengths and interests of children are met
- Be aware of the ratios od children to adults needed.
- To be vigilant and protect children from harm or abuse, reporting any concerns immediately in accordance with child protection. Identify signs of emotional or physical difficulties in children and escalate to the manager
- Ensure that routines, experiences, materials, and activities reflect diverse backgrounds, identities, abilities, religions, skin colour, family structures, language, cultures, or additional needs in a positive way which helps children to learn, become aware of and be respectful of differences.
- Any planned themes or emergent curriculum must have a link to previous learning to positively scaffold and support a child's new learning
- Work with the Inclusion’s Co-Ordinator and the Room Supervisor to meet the individual needs of any child who may require enhanced or specific support
- Create an environment that intentionally teaches children about sustainable practices and caring for their world. These include but are not limited to practices such as recycling, water, and energy efficiency, minimizing waste, eco-friendly products, maintaining natural gardens and plants.
- Promote and role model healthy eating with children. Engage with children at mealtimes by sitting with children, engaging in conversation, and sharing the same meal
- Report any unprofessional behaviour that does not align with Discoveries ethos and policies
- Conduct risk assessments, in collaboration with others, communicate these to those involved and follow control measures identified in these documents
- Participate in evacuation drills seriously and communicate any identified improvement
- Set up the room with different areas of interests that children can explore
- Ensure environments are inviting, always uncluttered and show a high level of pride
- Model and train educators to set up invitations to play
- Lead curriculum planning based on emerging interests of children
- Ensure activities support the development of independence (non-templated art etc.) and that children develop practical self-help skills, such as washing hand, feeding themselves, putting on and off coats and shoes
- Consider all children’s social, cultural and linguistic diversity including learning styles, additional needs, abilities, family circumstances and gender in curriculum decision making processes.
- Ensure all children have equitable access to resources, and participation in the program with opportunities to demonstrate their learning and to value differences, while ensuring all children are equally represented in their environment
- Mentor other educators, observing their interactions with children and making suggestions to assist with intentional teaching.
- Lead reflective discussions about the team’s practice: What worked and what did not? Plan accordingly while also encouraging self-reflection; the Aistear Síolta practice guide supports individual and group reflections
- Gather observations, children’s anecdotes, and photographs to create and maintain ongoing floor books, ensuring children are an integral part of the process
- Nurture the development of professional, caring relationships
- dentify and participate in professional development opportunities
- Monitor observations and ensure information sharing of activities, goals, and experiences with parents on a regular basis (at least 3 times a week) in person and through the Childpaths platform
- Support children to learn more about their community
The successful candidate must have
- Minimum of Fetac Level 5 in EYCE or equivalent
- Demonstrate the highest levels of honesty and integrity
- Reflect the standards of behaviour as described in the Discoveries polies and the Code of Conduct.
- Comply with Discoveries ethos and model the high standards as directed by TUSLA and DES regulations
- Observe professional boundaries and standards
- Complete the online QRF Tusla training
- Seek assistance and clarification if unsure of how to respond to a situation
- Fluent spoken and written English
- Reflect and learn from outcomes
Monday to Friday: 40 hours per week
Starting at 13.65 per hour, up to 15.50 per hour (depending on qualifications and experience)
Shankill, D18 W2X2
Minimum QQI/Fetac Level 5