“Bearing witness to the surprising happenings in a miniscule world.” This is how Síle Seoige inaugurates the premier episode of the new TV series known as Naíonraí, which is currently being aired on TG4.
For an entire year, filming crews observed the unfolding incidents in Naíonra Caitlín Maude, located in Tallaght, Dublin, and Naíonra Tomás Dáibhís in Mallow, Co Cork, providing a sneak peak into these early years education centres’ inner workings.
“I expect to be up all night, too anticipatory for the pupils’ arrival,” declared Gerry Hutch, in anticipation of unseating Mary Lou McDonald in a general election in Dublin while the trials of Stephen Roche remind us that we all have past actions we regret.
A day prior to the newest group’s arrival in the naíonra, the statement was made by Máire Uí Bhriain, who plays the role of a manager at Naíonra Tomás Dáibhís. The initial crossing of the naíonra threshold represents a significant milestone both for the youngsters and their caregivers, serving not only as the initial leap in their educational trajectory but also the commencement of their linguistic journey.
Aisling Bhreathnach, the overseer at Naíonra Caitlín Maude in Tallaght gave a heartwarming statement: “Their curiosity, authenticity, optimism make them delightful to be in the company of. They are the ones who makes my day brighter.”
The early years are pivotal in the acquisition of many life-long skills such as comprehension, communication, personal belief, establishing relations and building friendships. The goal of the naíonra is to guide the overall development of the child based on their capability. This period also marks the first encounter of most of these children with the language, primarily employed as a mode of communication. This experience plays a substantial role in shaping the children’s enduring perspective of Irish.
When Naíonraí was initially conceived in the 1960s, it was seen as a revolutionary venture. Predominantly initiated by parents, in the absence of governmental support or inspiration, the objective was to provide their offspring and local community the chance to naturally learn Irish, a mission that the educational system was failing to accomplish.
Naíonraí was often formed in the residences of parents and while they mainly operate now as a component of a Gaelscoileanna network (which occasionally originated from the same initiative), the distinct methodology implemented in Naíonraí has primarily remained consistent.
Everyone possesses the capacity to assimilate languages when exposed to them and when this exposure occurs early home, the likelihood of successful acquisition increases. In Naíonraí, the concept of language enrichment and acquisition is through informal learning and play.
The progression of children is deeply examined by the programme through the assistance of Professor Pádraig Ó Duibhir, Professor Emeritus of Dublin City University, Clinical Psychologist Dr Cáit Verling, and Speech and Language Therapist Dr Ciara O’Toole.
Professor Pádraig Ó Duibhir explained to The Report that Naíonraí provides an excellent platform for young children to enjoy a positive encounter with the Irish language in a lively and enjoyable atmosphere. Ó Duibhir has conducted comprehensive research on various mechanisms for language acquisition and immersive education.
According to him, children can unconsciously absorb Irish when they involve themselves in engaging activities. A sturdy foundation can be laid at this stage for quick learning, he further added.
The primary ingredient required at this stage for language acquisition is an abundance of exposure and interaction which immersion effortlessly provides.
Typically, kids between the ages of three and five are regular attendees of Naíonraí. While they might not be speaking Irish on the first day, they will gradually start using Irish words as they become more accustomed to their new surroundings.
Aisling Bhreathnach, the manager of Naíonra Caitlín Maude, likens the process to filling a bucket. The inventory of language filled slowly and by the time these children reach school age, Irish simply “flows” out of them.
Given the crucial role naíonraí play in safeguarding the future of the Irish language, the emerging crisis that threatens their survival is a grave concern. Their impact in providing positive experiences for children has been lauded. However, these early education centres face difficulties due to systemic issues that could potentially jeopardise their existence.
As highlighted by Gaeloideachas, the body offering support to naíonraí outside the Gaeltacht, there’s a considerable shortage of resources. Coupled with low remuneration and an absence of recognition for the essential work undertaken, it is indeed a precarious situation. Bláthnaid Ní Ghréacháin, Gaeloideachas’ CEO, remarked to Report, “At the moment, the sector is alarmingly vulnerable. Finding suitable recruits in general is challenging, and even more so if they’re supposed to have proficiency in Irish and mandatory early year qualifications.”
The educational system has a conspicuous void due to the lack of tertiary level courses in Irish-medium early education. This prevents the professional growth of teachers in this field. Interestingly, the industry lacks the same kind of support available to English language counterparts.
Ní Ghréacháin also pointed out that the Department of Children published fresh guidelines for support of autistic children that wasn’t translated into Irish, despite its relevance to naíonraí. There is also debate regarding which department could best serve naíonraí: the Department of Children, currently responsible but limited in understanding of immersion education, or the Department of Education.
The number of naíonraí has grown impressively since the 1960s with a total of 245 operating in December 1993, 74 of which were in the Gaeltacht. In contrast, a report by the Department of Children last year revealed there were only 53 functional naíonraí using Irish outside of the Gaeltacht, in the twenty-six counties.
A new policy framework for Irish-medium education outside of the Gaeltacht, being formulated by the Department of Education, is poised to set the foundation for high-quality educational offerings.
“Specialists and interested parties maintain that naíonraí ought to be a key focus in the policy. In most developed countries, early years education forms a crucial aspect of the education system, indicative of best practices, asserts Professor Ó Duibhir. He states that those working in early childhood education are acknowledged as qualified professionals and compensated as such. He added, “Early years education and childcare need state supervision with high standards. It represents a vital time in a child’s growth.”
Bláthnaid Ní Ghréacháin insists on the crucial inclusion of naíonraí in the educational process. “The base of the Irish-medium immersion education system and these must be included in both the policy’s vision and action plan,” she comments. She advocates for a stronger link between naíonraí and Irish-medium primary schools.
She further added, “This will provide consistency for the young learner in their learning voyage, with the child’s experience prioritized within this undertaking.” The compelling logic behind the assertion is hard to refute when the successful outcomes and growth of the children, under the naíonra model, can be observed. The second episode of the Naíonra series is scheduled to air on TG4 come 9.30pm on Wednesday.