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Reflecting on the implementation of Aistear in advance of an update to the curriculum framework.

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Title: Reflecting on the implementation of Aistear in advance of an update to the curriculum framework.
Authors: Walshe, Paula1 (AUTHOR) paula.walshe@dkit.ie
Source: Irish Educational Studies. Sep2025, Vol. 44 Issue 3, p401-420. 20p.
Subject Terms: *Early childhood education, *Curriculum frameworks, *Educational evaluation, Public administration, Change management, Capacity building
Geographic Terms: Ireland
Abstract: This paper presents a reflective, critical analysis of the original roll-out and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthcoming update. This article considers the methods engaged to implement a national roll-out of Aistear from 2009 and the subsequent availability of training and supports to facilitate the effective implementation of the framework in the intervening period. Lessons to be learned from the original roll-out and theories of change management are discussed to inform the successful implementation of the forthcoming update. Limitations highlighted within the original implementation of Aistear include a fragmented approach to the initial roll-out and subsequent over-reliance on the benevolence of early childhood educators to actively seek out additional training and supports. The impact of the lack of a regulatory mandate to implement a specified early childhood education curriculum framework, such as Aistear, on curriculum implementation and quality monitoring is also addressed. The example of STEAM, as an area of contemporary pedagogical practice, is employed to highlight the importance of training within a coordinated, systematic implementation plan to underpin the equitable roll-out of the forthcoming Aistear update across the profession to support the provision of quality ECEC experiences for children. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Reflecting on the implementation of Aistear in advance of an update to the curriculum framework.
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  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Sep2025, Vol. 44 Issue 3, p401-420. 20p.
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  Data: This paper presents a reflective, critical analysis of the original roll-out and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthcoming update. This article considers the methods engaged to implement a national roll-out of Aistear from 2009 and the subsequent availability of training and supports to facilitate the effective implementation of the framework in the intervening period. Lessons to be learned from the original roll-out and theories of change management are discussed to inform the successful implementation of the forthcoming update. Limitations highlighted within the original implementation of Aistear include a fragmented approach to the initial roll-out and subsequent over-reliance on the benevolence of early childhood educators to actively seek out additional training and supports. The impact of the lack of a regulatory mandate to implement a specified early childhood education curriculum framework, such as Aistear, on curriculum implementation and quality monitoring is also addressed. The example of STEAM, as an area of contemporary pedagogical practice, is employed to highlight the importance of training within a coordinated, systematic implementation plan to underpin the equitable roll-out of the forthcoming Aistear update across the profession to support the provision of quality ECEC experiences for children. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187408842
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        Value: 10.1080/03323315.2024.2330893
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              Text: Sep2025
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