Aistear Blogs

Following consultation with the early years sector (NCCA 2023; 2024), the need to revisit the Themes, Aims and Learning Goals of the original Aistear curriculum framework was highlighted. Aistear (2024) maintains the same Themes as the original Framework: Wellbeing, Identity and Belonging, Communicating, and Exploring and Thinking. The Themes describe what babies, toddlers and young children learn. Each Theme has four Aims. A key change to the updated Framework is the reduction of Learning Goals for each of the Aims. The numbers from the Learning Goals have been removed. As with the original Framework, the Learning Goals remain broad yet observable statements that bring important dispositions, attitudes and values along with skills, knowledge and understanding to life.

This blog looks at the specific and intentional focus placed on learning in the outdoors in the updated Framework through the addition of a new Aim in the Theme of Exploring and Thinking: ‘Babies, toddlers and young children will have opportunities to learn, to connect with dúlra (nature) and to spend meaningful time in the outdoors’.

A Learning Goal for this Aim describes how babies, toddlers and young children can be supported to ‘Feel a connection and sense of ómós áite (value of place), by being present in dúlra (nature) and having stories, folklore and súgradh (play) merging with local heritage in coming to know the environment in a deeper way throughout the seasons’. It draws attention to connections with the community and the value of holistic learning of language, culture and history in the curriculum. It also aligns with an understanding of sustainability in Aistear that focuses on how babies, toddlers and young children are supported to care for themselves, others and the environment. This Aim supports the Sustainable Development Goals through an intentional reference to ‘learning about life on land and life on water’, creating opportunities for babies, toddlers and young children’s emerging capacities to care for the environment. It demonstrates the interconnectivity with the Theme of Wellbeing in valuing and creating the time and space for babies, toddlers and young children to experience wonder and awe in the natural world by experimenting, discovering,  questioning, engaging and investigating in the outdoors.

From our previous blog on the Principles, the outdoor learning environment together with play and hands-on learning are valued. The potential for creative development of a curriculum in the outdoors is highlighted in this new Aim by emphasising the intentionality of learning about ‘colours, shapes, smells, sounds and movement’ in the outdoors. The joy of challenging, active and adventurous play in the outdoors is valued for supporting physical and psychological wellbeing as well as learning how to be brave as well as to care for themselves. Educators are encouraged to embrace possibilities for learning in the outdoors in the wider locality, drawing attention to an understanding of the importance of place-based learning – of nature, history, geography, storytelling and folklore. Connecting with the community and feeling this sense of Identity and Belonging is embedded throughout the Framework.

Aistear draws attention to the knowledge, skills and abilities of the Agentic Educator who can interpret the Aims and Learning Goals of Aistear as relevant to their individual context. The outdoor environment can provide a wealth of learning experiences for babies, toddlers and young children. By seeing possibilities in the outdoor spaces and local communities, educators can guide learning, set out and set up provocations and invitations for exploration and adventure. Sharing their joy of discovery in the outdoors brings serendipity and wonder to the emergent curriculum.

Read the previous blog in our series here. 

Read the next blog in our series here