Implementing Aistear 2024 Aistear: the Early Childhood Curriculum Framework was first published by the National Council for Curriculum and Assessment (NCCA) in 2009 and was updated in December 2024.  Aistear celebrates early childhood as a time of being, a time for enjoying and learning from experiences as they unfold, and laying important foundations for later learning and for life.  This programme 'Implementing Aistear 2024 in everyday practice with babies, toddlers and young children'  consists of 6 components which can be undertaken in phases or all at once: Component 1: The Aistear curriculum framework structure and components Component 2: Guidance for good practice Component 3: The Agentic Educator Component 4: Aistear based emergent learning for babies and toddlers Component 5: Aistear based emergent learning for young children  Component 6: MOSAIC supports and resources for Aistear implementation IMPORTANT: A follow up Aistear Reflective Practice service audit is a vital component of this programme (Included in Reference Documents section). This is designed as a whole team process and will support the service to identify gaps in Aistear influenced practice.   

The Strength-based Approach is a meaningful and real style of writing about children in a way that starts with what they can do. It starts with where the child is now, not with what is absent, and highlights where the child can go with additional support. The ‘Strength Based Writing’ programme will support Educators to focus on professional writing techniques when compiling Transition Reports or Snapshot Reviews.  Practical examples of strength-based writing in different formats are included. The Resource Documents section contains printable handouts to support the programme content and a Certificate of Participation is saved to the educator profile on completion. *PLEASE READ YOUR 'NOTES FOR THE COURSE' BEFORE STARTING YOUR PROGRAMME*

Schematic play happens when babies, toddlers and young children are involved in repeated actions or certain behaviours as they explore the world around them and try to find out how things work. We call these specific actions or behaviours 'Schemas' 'Schematic Patterns in Play’, identifies and explains the main play schemas. Sample activities to support children to develop these further are highlighted alongside descriptive words to build corresponding language acquisition under each schema. You will also see examples of how to write a learning story with a schema focus and many images of play schemas in action. This programme will be particularly suitable for those working with children under 3 and in junior pre-school.  The Resource Documents section contains printable handouts to support the programme content and a Certificate of Participation is saved to the educator profile on completion. IMPORTANT* Before you start - please read 'NOTES FOR THE COURSE'. This contains important information to help you navigate the site if you are undertaking a programme for the first time.