Aistear Blogs

Aistear: the Early Childhood Curriculum Framework (Government of Ireland, 2024) has been updated to respond to and reflect the contemporary profile of the early childhood sector in Ireland as well as to societal and policy changes since Aistear was first published. It is important to note that all you have come to know about Aistear continues to be relevant and the update builds on the strong foundation of Aistear’s play-based and child-led Principles of early learning and development.

The Principles of early learning and development have been reduced from twelve to nine and are no longer presented in three groups. The Principles have been brought to the fore with an emphasis on establishing a deep understanding of their importance in the Framework. Each Principle is supported by an interpretation of the voice of the child, explaining what is important for them. Knowing and valuing each of these Principles means that educators can develop a curriculum and daily routines around the rights, needs and interests of babies, toddlers and young children.

The first Principle of ‘Agentic global citizen’ describes how babies, toddlers and young children can be empowered to make choices and decisions for themselves. It also embeds an understanding of education for sustainability whereby they are supported to care for themselves, others and the environment. The second Principle of ‘Diversity, equity and inclusion’ respects and celebrates diversity of family and community while also noticing and valuing similarities and connections that bring us together. It describes how ‘equity’ is about fairness in addressing any challenges, so all babies, toddlers and young children are included.

The Principle of ‘Relationships and interactions’ draws attention to the centrality of connections with others and the importance of a slow relational pedagogy in caring for and nurturing babies, toddlers and young children. ‘Families and communities’ expand upon these relationships by recognising the role of parents and families in supporting learning and development. Creating connections with the community and developing a sense of meitheal (community spirit), places value, not only on the wider learning environment, but also on the joy that babies, toddlers and young children bring to others in their social worlds.

The Principle of ‘Agentic educators’ recognises those using the Framework, including parents, childminders and early years educators, as ‘educators’. Each educator comes to Aistear informed by their relationship with the baby, toddler and young child, the family, their knowledge and experience, as well as knowing the features of the different learning environments.

The addition of a new Principle on ‘Transitions’ acknowledges the importance of these moments and transitions processes within and between the daily routines, from one room to another and from one educational setting to another that babies, toddlers and young children experience. Slowing down and respecting their perspective guides the transition process and draws attention to the value of communication and collaboration with others to support the different forms of transition.

The Principle on ‘Holistic Learning and development’ maintains its message about how babies, toddlers and young children learn different things at the same time. Drawing upon the role of the educator, there is an emphasis on the intentionality of planning and developing the emergent curriculum to respond to the different interests, wants, needs and wonders of the baby, toddler and young child. Similarly, the Principle on ‘Play and Hands-on Learning’ recognises the joy of being active, curious, creative, adventurous and brave in play. It introduces the idea of building a curriculum around a blend of free play, guided play and educator-led playful experiences. The Principle on ‘Learning environments’ envisages the physical spaces and resources, the daily routines, transitions and relationships as interconnected and interwoven as a platform for learning and development. There is a renewed and specific reference to the outdoor learning environment and how connections with dúlra (nature) can nurture wellbeing, learning and development.