Jacinta Murphy

Jacinta Murphy is the Programme Lead for Portobello Institute’s BA (Ord) Early Childhood Care & Education, BA (Hons) Early Childhood Care & Education, and BA (Hons) Inclusive Education Practice degrees. With more than 30 years of experience in the early years and inclusive education sector, she brings extensive knowledge and expertise to her role.

Industry Experience & Career

• 30+ years of experience in early childhood and inclusive education
• Experience working with children, families, and staff across rural, urban, affluent, and disadvantaged areas
• Extensive insight into the development of the early years and inclusive education sector, including changes in legislation, frameworks, and professional practice
• Holds an MA in Early Childhood Studies, BA (Hons) in Early Childhood Studies, and Postgraduate Certificate in Education (International)
• Specialist interests include children’s rights, equity and inclusion, UDL, trauma-informed and culturally responsive practice, child-centred and play-based learning, and relational pedagogy
• Supported children with complex needs through July Provision, a home-based programme
• Helped establish a Homework Club, Mother and Toddler Group, and Women’s Group in a disadvantaged community, with the Women’s Group later receiving a prestigious Millennium Award
• Served as a HETAC Montessori Course Liaison and Child Protection Course Facilitator

Jacinta’s Pathway in Early Years and Inclusive Education

Jacinta’s career in early childhood and inclusive education began in 1994, initially because the working hours suited her family life. She quickly became fascinated by how young children learn and develop, and her interest in the field grew from there.

At the time, the sector was largely unregulated, prompting Jacinta to begin reading more widely and questioning how practice could be improved.

In 2000, she returned to education to study the Montessori Method – a decision that confirmed the direction she wanted her career to take.

“When I returned to education, I knew I had found my life’s passion,” says Jacinta. “I am passionate about my job, and I want to instil in others what has been given to me.”

She adds: “Since then, I have not stopped learning – through study, through working with children and families, and through my role as a manager and lead educator in rural, urban, affluent, and disadvantaged areas.

“My experiences provide me with vast industry insight as I have experienced vast changes within our sector, frameworks, legislation, and beyond.”

Teaching and Guiding Students

Jacinta joined Portobello Institute as a part-time tutor in 2004 and now works full-time with students across a range of early years and inclusive education programmes.

She is currently the Programme Lead for the BA (Ord) Early Childhood Care & Education, BA (Hons) Early Childhood Care & Education, and BA (Hons) Inclusive Education Practice, including the one-year top-up pathways.

Jacinta’s teaching centres on the value each student brings to the classroom.

“True learning is a two-way process,” she says. “I love to see students discussing their life experiences to make sense of theory.”

Many of Jacinta’s students are already working in the sector, and she believes their practical knowledge should be recognised and brought into the learning experience.

“Just as no two children learn in the same way, the same could be said of adults,” she explains. “People learn in different ways, so I try to use a variety of approaches to suit the needs of the group.”

By drawing on real situations from early years environments, Jacinta helps students connect what they are learning with the decisions they will make as educators.

As Programme Lead, she is also involved in developing programme content and ensuring it remains current, reflecting evolving sector standards and the latest research.

For Jacinta, one of the most rewarding parts of teaching is seeing how students develop over the course of their studies.

“I enjoy facilitating learning and seeing students progress in confidence and self-belief, and go on to do things they may not have thought possible when they first began their studies.”

“I also understand the pressure of completing studies with work, families, and other commitments,” adds Jacinta. “I have been there and can offer some practical tips.”

Developing Confident, Reflective Educators

Jacinta wants students to graduate with more than knowledge; she wants them to develop the mindset and professional awareness to respond thoughtfully in practice.

She places strong emphasis on relationships, the quality of interactions within early years and inclusive education environments, and the importance of reflective practice.

“Building respectful, reciprocal relationships is essential to providing quality experiences which benefit children’s learning and development,” says Jacinta.

“I hope to instil the ability to reflect critically without criticising, to examine attributes, biases and areas for improvement, and to plan accordingly.

“Seeing students have the confidence to undertake interesting research and then go on to further study to pursue the career they desire, for example, a PME, is incredibly rewarding.”

Advice for Students

Jacinta encourages students to value their own knowledge and experience while remaining open to learning, reflection, and change. Early years and inclusive education practice, she recognises, is never static.

“In a setting, each year brings a different group dynamic,” explains Jacinta. “Therefore, it is essential to have the ability to reflect upon and amend provisions and practices to meet the needs of children, families, and staff.

She adds: “My advice to students is to jump in. Don’t wait for the ‘right’ time, as it will never happen. If life gets overwhelming when studying, as it sometimes can, just talk to us we can always find a way forward.”

Why Portobello Institute

When you ask Jacinta what sets the learning experience at Portobello Institute apart, she points to its connection to real practice.

“Lecturers have real-life experience and their finger on the changes within the education sector,” she explains. “They bring theory and academic literature to life by providing examples of what this looks like in the daily life of the classroom.”

That understanding also extends to the realities of returning to education while balancing work, family, and other responsibilities.

Jacinta believes students benefit from a teaching team that recognises these competing demands and adapts its approach to help different learners engage and progress.

“There is guidance and understanding throughout the learning experience – from help with digital issues and additional guidance with assessments to a variety of teaching methods and resources designed to meet different learning needs.

“Students also have access to a dedicated Student Wellbeing Liaison, who can help them manage their wellbeing alongside the other demands of life.”

Jacinta has experienced that encouragement herself since first joining Portobello.

“The team at Portobello had belief in my ability even before I did,” she says. “At times, this meant pushing me outside my comfort zone, but that is what progression is all about.

“I will always be grateful for the guidance I received. It breeds a special type of loyalty.”

Explore Early Years and Inclusive Education at Portobello Institute

Ready to start or progress your career in early years or inclusive education? Portobello Institute offers a range of pathways into the profession – from QQI level 5 and 6 certificates to degree and postgraduate programmes.

Visit the faculty to find the right programme for you.