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.   

Emergent curriculum is a method of providing early childhood experiences that respond to children’s interests and needs as they develop naturally in real time.  ‘Emergent Curriculum’ will enable the educator to understand what emergent curriculum is, the quality principles it is based upon and how to implement this pedagogical strategy when working with babies, toddlers and young children.  The programme contains a number of 'think about' activities to reflect on current practice in specific areas.  Components include:  1. What is Emergent Curriculum? 2. What does Emergent Curriculum look like in practice? 3. Providing child-led experiences 4. Meaningful, Responsive and Flexible Curriculum Planning 5. The role of the skilled educator.   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*

An emergent approach is a method of providing curriculum that recognises and responds to children’s interests and needs as they develop. As a result of close adult observation of the child’s behaviour and play - the child’s ‘voice’ is included in the planned curriculum response. The ‘Child-led Emergent Planning’ programme is about creating a streamlined system. The aim is to outline a streamlined and effective system that will enable educators to plan for children’s emerging interests and needs and make their 'voice' visible. The programme contains 3 components as follows:  Component 1: Overview of the Child-led Emergent Approach  Component 2: Emergent Planning  Component 3: The Planning Cycle This programme is an extension of the Mosaic programme ‘Emergent Curriculum’,  ‘Creating Learning Stories’ and  'Seeing Voices' and puts a particular emphasis on including the voice of the child in the emergent planning process.   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.  

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.   

Loose Parts are any open-ended materials that you can give to children that have no directions or instructions. With no prescribed method of play or end product, items can be used entirely at the discretion of the child. Loose parts play is a valuable contributor to an emergent curriculum approach. The 'Loose Parts Play' programme contains lots of practical and visual inspiration to make loose parts play a significant component of an emergent curriculum for the under 3’s, preschool and school age children.  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.