Guidance for Good Practice

Prepared by the National Council for

Curriculum and Assessment (NCCA)
2024
 Contents

Contents

Introduction 2

Supporting Learning and Development through a Rights-Based Approach 4

Rights and agency 5

Global citizenship in early childhood 7

Supporting sustainability as global citizens 8

Supporting Learning and Development through Relationships and Interactions 10

Slow relational pedagogy 11

The key person approach 12

Friendships 13

The agentic educator 14

Supporting Learning and Development through Partnerships and Connections 16

Partnerships with families 17

Community connections 18

Supporting Learning and Development through Play 20

Prioritising play 21

The inclusive learning environment 24

Supporting Learning and Development through a Reflective Cycle of Planning and Assessing 26

Reflective cycle of planning and assessing 27

Meaningful assessment and documentation 34

Transitions 35

References 38

Guidance for Good Practice

1
 Introduction

Introduction
Friendships Key person
Aistear is the curriculum framework for all children
from birth to six years in all settings other than
primary and special schools. Originally published Slow relational pedagogy Agentic educator
in 2009, it was updated in 2024. The Framework’s
Vision presents a view of babies, toddlers and young
children as agentic, competent and confident and
educators as agentic, competent, confident and Rights and agency Supporting learning and
reflective. It includes nine Principles of early learning development through Learning environments
and development. Aistear describes babies, toddlers
relationships and
and young children’s learning and development Global Supporting
through the four interconnected Themes of: citizenship sustainability interactions Prioritising play
• Wellbeing
• Identity and Belonging
• Communicating
Supporting learning and Supporting learning
• Exploring and Thinking.
development through
Guidance and development
The Guidance for Good Practice supports educators a right-based approach for good through play
to understand and engage with the Vision, Principles practice
and Themes in the updated Framework. Like the
Guidelines for Good Practice (NCCA, 2009), the
Guidance describes good practice and expands
on some of the important ideas introduced in the
updated Framework. The Guidance is presented Supporting learning and Supporting learning and
under five areas: development through development through
• Supporting learning and development through a partnerships and a reflective cycle of
rights-based approach
connections planning and assessing
• Supporting learning and development through
relationships and interactions

• Supporting learning and development through

partnership and connections Partnerships with families Reflective Meaningful
• Supporting learning and development through play cycle assessment
• Supporting learning and development through a Community
reflective cycle of planning and assessing. connections
Supporting transitions

Figure 1: Contents of Guidance for Good Practice

Guidance for Good Practice

2 3
 Supporting Learning and Development through a Rights-Based Approach

Supporting Learning and Development through Ní le hoidhreacht a fhaighimid an talamh, ach ar iasacht ónár gclann

a Rights-Based Approach We don’t inherit the earth from our ancestors, we borrow it from our children

Rights and agency

Each baby, toddler and young child is a rights-holder. Aistear presents babies, toddlers and young children
Aistear describes how the curriculum can provide as active participants and agents of change in their
meaningful opportunities for babies, toddlers and own lives. This means respecting their views in
young children to learn about their rights and to matters affecting them and providing choice so they
experience how these rights are realised through are involved in decision-making. Agency is embedded
the early childhood curriculum. Babies, toddlers in respectful relationships where the rights of babies,
and young children have the right to be cared for, toddlers and young children are nurtured and realised.
nurtured and supported to grow and develop. They Agentic has a slightly different meaning to agency.
have the right to be treated fairly and without Being agentic is when a baby, toddler or young child
discrimination. Their best interests must always be is empowered and makes choices and decisions for
the centre of early childhood experiences, embedded themselves. Being agentic means they have voice and
in respectful relationships and interactions. These influence over their own learning (Figure 2). In early
rights are unconditional and form the foundation of childhood, ‘voice’ can refer to the many ways that
early childhood education and care. babies, toddlers and young children communicate
their views, feelings and emotions.

‘Voice’ can be, but is not limited to, talking, silences, cries, utterances, facial
expressions, actions, reactions, eye-movements, Augmentative and Alternative
Communication, song, mark-making, the arts and comhrá (conversations).

Guidance for Good Practice

4 5
 Supporting Learning and Development through a Rights-Based Approach

There are times when babies, toddlers and young

Global citizenship in early
Agency for babies, toddlers and young children is being children will have to depend on educators, family

able to make choices about and in their learning.

and other people in their lives to facilitate, interpret, childhood
understand and respond to their needs, rights and
wants. Respecting and being attuned to the voice of Aistear promotes learning and development, guided by
the baby, toddler and young child is central to the a respectful rights-based approach. By acknowledging
educator's role. Aistear places emphasis on important babies, toddlers and young children’s evolving
relationships and emotional attachments with and capacities as they grow and mature, there is an
between educators as well as those they care for and emphasis on their emerging responsibilities as global
citizens. This means that babies, toddlers and young
Feeling educate in early childhood.
children are viewed as citizens of the world and come
capable of By creating the time and space to respond to the to understand the wider world and their place in it.
influencing voices of babies, toddlers and young children,
Feeling my learning educators can ensure that:
Being able
able to Aistear presents an understanding
to make • all are treated fairly and respectfully
impact of global citizenship where every
choices
my world • they have what they need to thrive and flourish
baby, toddler and young child, is
• their best interests are at the heart of an inclusive
and participatory early childhood curriculum.
viewed as an active member of their
community having deep connections
Having a Aistear emphasises the importance of educators

sense of Being Having a being aware of the significance of reflecting on their

with people and place, valuing
justice, equity and human rights.
sense of
agentic
views of the babies, toddlers and young children they
control over
ownership work with. Such reflection by educators enhances
my life
how they understand their responsibility to respect,
protect and fulfil the rights of babies, toddlers and Global citizenship is embedded in the Learning Goals
young children. of Aistear. The Framework supports meaningful
opportunities to nurture holistic learning and
Having Having Aistear acknowledges that some babies, toddlers and development by helping babies, toddlers and young
the right opportunity young children may need extra support or resources to children build their knowledge and wisdom about
to express to make ensure equality of opportunity and empower them to the world and the people who live here. There is
my views Feeling changes participate and be fully included. This means removing a particular emphasis on the use of meaningful
capable of barriers for those more vulnerable to exclusion. Equity súgradh (play) and hands-on learning experiences
achieving in early childhood is about fairness in addressing any to support babies, toddlers and young children to
goals challenges that a baby, toddler or young child might learn. These experiences help them to develop the
face because of their background or ability. dispositions, skills, attitudes and values, knowledge
and understanding to take action now, and in the
future, for a more just, peaceful, sustainable and
Figure 2: The agentic, baby, toddler and young child equitable world.

Guidance for Good Practice

6 7
Supporting sustainability
as global citizens
Each baby, toddler and young child has emerging
responsibilities for living sustainably. Helping babies,
toddlers and young children connect with various
services, settings, places, people and dúlra (nature)
beyond their immediate surroundings creates an
awareness of their ómós áite (value of place) and
belonging within the wider community.

Education for sustainable

development in Aistear focuses on
how babies, toddlers and young
children are supported to care
for themselves, others and the
environment and are collectively
treated with meas (respect), empathy,
cineáltas (kindness) and equity.

Learning about sustainability focuses attention on

the wonders of our world. Nurturing babies, toddlers
and young children’s sense of ionadh (wonder) and
awe in local history, folklore and storytelling, and
nurturing an interest in dúlra (nature) and native
trees, plants and wildlife, establishes a mindful
awareness of ómós áite (value of place). Educators
promote a culture of meas (respect) and responsibility
in supporting babies, toddlers and young children to
come to know about climate action and biodiversity.
They are also supported to learn about issues such as
inequity, poverty and discrimination. This can include
showing compassion for the planet and the people
that live on it, supporting collective wellbeing, and
developing a sense of social justice and equity.

8 9
 Supporting Learning and Development through Relationships and Interactions

Supporting Learning and Development through Ní neart go cur le chéile

Together we are stronger
Relationships and Interactions

Slow relational pedagogy

Early childhood is a time of being, of enjoying and Slow relational pedagogy supports secure
of learning from experiences as they unfold. Slow attachment by providing a space for babies, toddlers
relational pedagogy is about slowing down, taking and young children to bond with more than one
time, being present in that moment with the baby, person outside of their family. This helps ensure they
toddler and young child. Each baby, toddler and young are nestled in nurturing relationships when away
child develops at their own pace and in their own way. from their family. When families face challenges,
The educator tailors their interactions and practice to early years educators and/or childminders play a
support this special period of human development. particularly crucial role in building these attachment
bonds. Slow relational pedagogy is good for all as it
highlights the importance of respecting each baby,
Relationships and interactions toddler and young child's unique life experiences. It
are the centre of early childhood also helps identify who needs additional support at
education and care where babies, different times and in different circumstances.

toddlers and young children thrive

in the context of stable, caring and
positive relationships with educators
who provide security, grá (love), time
and space.

Guidance for Good Practice

10 11
Table 1: Features of a slow relational pedagogy

they trust and can rely on. The key person supports
Features of a slow relational pedagogy include: transitions into, within and from the setting and are
• Ensuring babies, toddlers and young children have the time, freedom and space to be and to show they are the link between families and settings. They connect
agentic, competent and confident. babies, toddlers and young children’s social worlds,
supporting their rights and holistic learning and
• Being attuned to feelings, needs and rights. Being able to interpret cues and the many ways babies, toddlers development. They work and reflect with colleagues
and young children communicate to ensure their voice is heard and responded to.
to create an inclusive learning environment and
• Being emotionally and physically present in the moment. equality of opportunity for all babies, toddlers and
• Making time throughout the day for noticing, nurturing, responding and reflecting on each baby, toddler young children. This builds communities of practice
and young child's needs, interests, abilities and wants. as well as partnerships with important people in the
• Giving feedback (verbal and non-verbal), naming and affirming efforts, celebrating progress and lives of babies, toddlers and young children.
achievements, taking a strengths-based approach, helping babies, toddlers and young children to
learn from mistakes, setbacks and challenges, and to plan for, document and assess their learning. Friendships
• Enabling the development of an emergent and inquiry-based curriculum, underpinned by play, that is built
Cairdeas (Friendship) with others enriches the lives
around each baby, toddler and young child's emerging interests, caring routines, cultural backgrounds,
of babies, toddlers and young children. Making
abilities, funds of knowledge and early friendships while also responding to the group.
cairde (friends) and being together nurtures a
• Supporting transitions every day, into and out of the learning environment and within their daily routines sense of self, being valued and belonging. It builds
through individualised support based on the knowledge of and relationship with the baby, toddler and connections so there is a desire to care for and
young child. look out for each other. Friendships are celebrated
• Building partnerships with families in a mindful, respectful way, with cultural sensitivity to family values and in Aistear by providing opportunities for joyful,
parenting practices, which can then be respected and replicated within the setting, if appropriate. shared experiences and togetherness. Unhurried
routines create time and space for babies, toddlers
• Developing and experiencing meitheal (a sense of community), and being aware of rights and
and young children to be in the present moment,
emerging responsibilities in that community space.
enjoying each other’s company and the wonderful
ideas and creations that develop from their súgradh
(play) and interactions. Relationships with peers
and siblings provide babies, toddlers and young
The key person approach children with emotional support and experiences in
leading, following, scaffolding, negotiating, conflict
The key person approach ensures each baby, nurturing holistic learning and development. This resolution, problem-solving, making mistakes, taking
toddler and young child, is assigned a named is achieved through the interconnection of care turns and taking risks.
person, this may be an early years educator and/ and education. Importantly, the key person does
or childminder, who is primarily responsible for not work in isolation and has the support of other Friendships thrive when babies, toddlers and
creating a close relationship with them. The key educators to nurture and care for babies, toddlers young children have time each day to play, explore,
person may also be a point of contact for the family and young children in the learning environment. interact and communicate with the same group,
and works in partnership with them to support and where they are encouraged and supported to
The role of the key person is central to building seek help from and to offer help to each other. Their
the individual potential of each baby, toddler and
relationships and to implementing slow relational cairdeas (friendship) might also help families to build
young child. In knowing the value and uniqueness
pedagogy. When away from their family, babies, connections with each other and to create networks
of each baby, toddler and young child in their care,
toddlers and young children need the stability of support. Even as they grow and move on, the
the key person also knows the value of their role
of a consistent and personal relationship with nurturing friendships of early childhood can create
in facilitating, guiding, scaffolding, leading and
an educator who knows them well and whom a foundation for their expanding social worlds.

12 13
 Supporting Learning and Development through Relationships and Interactions

The agentic educator Table 2: Being an agentic educator

Aistear has been developed for all who come to Aistear supports all educators to be agentic,
the Framework with the intention of supporting the competent and confident. It places value on the Being an agentic educator involves:
learning and development of the baby, toddler or young centrality of relationships and nurturing care as well
Being reflective is about purposefully
• Interpreting Aistear to respond to the thinking about what brings joy and
child in their care. Aistear is intended to be flexible and as the intentionality of wanting each baby, toddler
learning needs of my group.
interpreted from various perspectives including parents, and young child to thrive and flourish. fulfilment for each baby, toddler
• Using my knowledge and creativity to
guardians, childminders and early years educators and and young child in the inclusive
as such can be engaged with by all. interpret the Principles and Themes.
learning environment. The educator
• Making informed decisions to support
considers their practice and what
learning and development.
they can do to consolidate and
• Facilitating connections with families and
communities. progress babies, toddlers and young
children’s learning and development.
Parent • Being an agent of change to promote
ongoing development. The educator also develops plans
e ‘I am theprimary
educator of my child.’ for their own future learning and

Ex
dg

• Noticing what is important for babies,

le

pe
toddlers and young children. development.
ow

rie
Kn

n ce
• Knowing my role as duty-bearer to promote
children’s rights.
• Using my skills to develop a curriculum for For early years educators engaging with the
Educators my learning environment. Framework in a professional capacity, Aistear
who engage can guide and extend existing curriculum
with Aistear  Early years approaches. It provides opportunities for creative
Childminder
educator Educators use their knowledge and understanding interpretations to respond to babies, toddlers and
‘I support
‘My professional of Aistear to guide, support and facilitate early young children in their care. Aistear emphasises the
learning and
knowledge, skills learning and development. This can be enhanced value of súgradh (play) and relationships and the
development
and values guide by being a good role model and modelling positive role of the educator in creating time and space for
in the home.’
my work.’ learning dispositions such as cineáltas (kindness), deep engagement, learning and creativity. There
empathy, inclusion, patience, perseverance, is an intention guiding the work of the educator
spraíúlacht (playfulness), fiosracht (curiosity) and in planning and implementing an emergent and
enthusiasm. There is scope for broad and creative inquiry-based curriculum to consolidate and
Re lati o ns hip progress the holistic learning and development
interpretation of the Framework to respond to the
Figure 3: The educator in Aistear needs, rights, interests, abilities and wants of babies, of each baby, toddler or young child.
toddlers and young children in a holistic, meaningful
and respectful way. Within the Framework there
is an emphasis on the centrality of the educator
in reflecting upon and creating safe, inclusive,
Each educator comes to Aistear informed by their development of babies, toddlers and young
aesthetic and challenging spaces, provocations
relationship with the baby, toddler, young child, children in their care. The agentic educator
and environments to support holistic learning and
the family, their knowledge and experience, as well recognises the importance of personal-reflection,
development.
as knowing the features of the different learning peer-reflection, building communities of practice
environments. Being agentic means that the and partnership with the important people in the
educator has the freedom to use their knowledge lives of babies, toddlers and young children.
and skills to interpret Aistear for the learning and

Guidance for Good Practice

14 15
 Supporting Learning and Development through Partnerships and Connections

Supporting Learning and Development through Tógann sé meitheal chun leanbh a thógáil

Partnerships and Connections It takes a village to raise a child

Partnerships with families

Building partnerships with families is key to and families. Through these interactions, early years
supporting the learning and development of educators can find out what is important to babies,
each baby, toddler and young child. Building and toddlers and young children and their families to help
maintaining trusting relationships with families is a them feel valued and respected.
key responsibility of the educator. It is an ongoing
Aistear recognises parents as mothers, fathers and
process that takes time and commitment. Just as there
those with parental responsibility in different parenting
is acknowledgment of the slow relational pedagogy
relationships. This may include foster parents, adoptive
guiding interactions with babies, toddlers and young
parents, step-parents, legal guardians and carers.
children, there is simultaneously an emphasis on
Working together has many benefits for babies, toddlers,
making time and creating space to have meaningful
young children and their family as well as for educators.
comhrá (conversations) and interactions with parents

While Aistear can be used in the home learning environment by

parents, guardians or childminders engaging with the Framework
to support their child’s learning and development, this section is
for the educator who is liaising and collaborating with the baby,
toddler and young child’s family.

Guidance for Good Practice

16 17
 Partnership involves families and educators working together for the benefit of
babies, toddlers and young children. Both families and educators respect and value
each other, recognising their mutual responsibilities for supporting the learning and
development of the baby, toddler and young child.

Aistear values and promotes the important role The Framework highlights the importance of ensuring
of parents and families in supporting learning and that the setting is responsive to and reflective of each
development. The potential of intergenerational baby, toddler, young child’s and family’s individual
learning and relationships with older members of experience.
families and communities is also acknowledged.
Aistear values the diversity of each baby, toddler and
young child's family structure, culture(s), language(s),
Community connections
as well as the funds of knowledge that they bring Babies, toddlers and young children hold a special
from their lived experiences. Collaborating and place in the community and bring joy and dóchas
conversing with families creates opportunities to (hope) into the lives of people around them. Building
develop a curriculum that is relevant and meaningful and valuing connections creates the potential for
for babies, toddlers and young children. It creates bringing the Vision of Aistear into the community
a space for shared learning and co-researching in and creating a sense of meitheal (community spirit of
planning and implementing the curriculum. coming together). Community connections promote
societal awareness of the agentic, competent and
There are a variety of ways to involve families so
confident baby, toddler and young child as well as the
they can be confident, active and involved. Through
importance of early childhood. It also nurtures babies,
Aistear, the educator is guided to build trusting
toddlers and young children’s ómós áite (value of
relationships, particularly with families who may
place) with their community and the wider world.
need additional support. To ensure all families
are involved, the educator is responsive and uses Aistear also recognises the importance of engaging
different approaches based on their knowledge and with others to help babies, toddlers and young
understanding of the family. children reach their potential by overcoming barriers
and by challenging stereotypes, discrimination and
Partnership in action with families can:
prejudice. Communities of practice, peer-reflection
• support early learning and development and connecting with other professionals and agencies
through working together who work in interdisciplinary roles in supporting
• involve good communication and sharing babies, toddlers and young children and their
information families is also key. Helping families to access early
intervention services and other resources along with
• involve making decisions together.
collaborating with other professionals who may be
Aistear acknowledges the important role of educators involved in the baby, toddler or young child’s life is
in promoting partnership and involving families. an important role of the educator.
They can also provide support and advice to parents
and families from their professional perspective.

18 19
 Supporting Learning and Development through Play

Supporting Learning and Development through Play An rud a chíonn an leanbh, is é a níonn an leanbh
What the child sees the child does

Prioritising play
Babies, toddlers and young children love to play, and Súgradh (Play) is valuable and is an enjoyable way
súgradh (play) often mirrors what is important in their of doing things. Each baby, toddler and young child
lives. Súgradh (Play) can be quiet or noisy, messy or has both a right and a desire to play. They need time
orderly, funny or serious, strenuous or effortless. It and space to develop their súgradh (play). Free play
can take place inside or outside, and it develops as is child-initiated and can involve risk, challenge, joy,
babies, toddlers and young children grow and change. dóchas (hope) and deep engagement. In addition
Súgradh (Play) is central to how babies, toddlers and to facilitating and supporting extended periods of
young children make sense of their world and offers uninterrupted child-initiated play, educators can
them choices about when, what, where, how, and consider shared-play opportunities to engage with
with whom to play. Súgradh (Play) can be a way of babies, toddlers and young children in purposeful
building or strengthening a relationship, deepening and sensitive ways. This can be done through guided-
friendships or starting new ones. Babies, toddlers and play or by educator-led playful intentional learning
young children play for different reasons. Sometimes experiences. Educators are good play-companions,
they are exploring or learning new things. At other when attuned to the deep engagement and súgradh
times they are consolidating existing learning or (play) of babies, toddlers and young children. They
practicing a skill. are respectful in knowing when to step in and out of
súgradh (play), trusting the process and sharing the joy.
The daily routine flows between free-play, guided-play
and educator-led playful experiences providing choice
and opportunity for learning and development.

Guidance for Good Practice

20 21
 Supporting Learning and Development through Play

A well-resourced, inclusive environment enables

a flow between the different play experiences

nd p l ay f u l e x p e r i e inside and outside. It also reflects the needs, rights,

a ya nc
es
interests, abilities and wants of babies, toddlers
Pl and young children. Provocations for súgradh (play)

Free play are open-ended, enticing experiences that invoke

fiosracht (curiosity) and ionadh (wonder). They provide
Free play is child-initiated, opportunities to play bravely, encouraging exploration
spontaneous and encourages and investigation which create a space for learning,
imagination, creativity, development, agency, joy and laughter.
exploration and discovery.

Guided play Supporting an emergent and inquiry-

Educator led based curriculum approach which
The educator is involved in playful experiences
guided play experiences by is underpinned by súgradh (play)
intentionally preparing the Educators plan and lead is about noticing and nurturing
environment to focus on playful experiences based on what is important and relevant in
learning goals or by being the interests and needs of
the lives of babies, toddlers, young
respectfully involved in the play babies, toddlers and young
children to promote learning children and their family, educators
experience, scaffolding and and community. It supports them
extending learning. and invite participation.
to investigate and research through
playing, experimenting, negotiating,
problem-solving, questioning, comhrá
(conversations) and thinking.

Figure 4: Play and playful experiences

Knowing the curiosities of babies, toddlers and young

children supports informed intention for the educator
in extending learning and creating a world of possibility
and ionadh (wonder). The routines (including caring,
There are different types of súgradh (play), including but not limited to sensory play, toileting and feeding routines), transitions and flow of
risky and adventurous play, pretend play, creative play, imaginative/pretend play, the day are embraced in a slow and nurturing way as
messy play, language play, construction and block play, small world play and rough part of the learning journey.

and tumble play.

Guidance for Good Practice

22 23
The inclusive learning environment
Aistear recognises the centrality of an inclusive and A renewed emphasis on the outdoors, dúlra (nature) The centrality of communicative spaces where
responsive environment in creating a space and an and the wider world, and a commitment to education babies, toddlers, young children and educators can
atmosphere that fosters enthusiasm for learning for for sustainable development, creates further scope be together to interact, listen, notice, observe, share
all babies, toddlers and young children. for developing babies, toddlers and young children’s experiences (including enjoying meals together) and
dispositions, skills, attitudes and values, knowledge be present, supports this reflective and participatory
and understanding. Babies, toddlers and young process in the inclusive learning environment. Aistear
The inclusive learning environment children need access to the outdoors where they can can be interpreted in innovative and creative ways
is understood as the physical space feel connected with and part of the natural world – to inspire babies, toddlers and young children’s
the sky above, the land below, the flora and fauna of meaningful participation and representation in an
and resources, both indoors and
the earth. inclusive learning environment.
outdoors, the daily routines and
transitions, and the relationships The inclusive environment is responsive to each
unique baby, toddler and young child and their
and interactions in the setting. Provocations are resources that
particular needs, interests and abilities. It flows
are set out and/or set up to spark and changes through the seasons as babies, toddlers
fiosracht (curiosity) and engagement. and young children grow, learn new things, and
Reflection, observation and consultation with babies,
They may be open-ended or develop new interests. It includes both active and
toddlers, young children, families and other relevant
calm spaces, with an ease of access between the
stakeholders guide the planning of inclusive learning focused on a specific interest or
indoors and outdoors and freedom to make choices.
environments and inform the provocations set out and learning goal. Provocations can be
Everyone is empowered to participate in an
set up for meaningful engagement and exploration. touched, explored, manipulated and inclusive environment.
Educators create inclusive learning environments
inquired about as part of free-play,
when they know important information about
guided-play or educator-led playful
how they can support babies, toddlers and young
children’s physical, linguistic, sensory, emotional experiences.
or additional needs. Enhancing the environment's
inclusivity involves providing appropriate materials and
provocations and considering the layout and content
of the space indoors and outdoors. Resources reflect
the needs, interests and abilities of babies, toddlers
and young children in guiding their holistic learning
and development with an emphasis on open-ended
materials. This includes an intentional focus on
promoting wellbeing, a sense of identity and belonging,
the arts, emergent literacy, emergent numeracy and
STEM concepts within a play-based curriculum.

24 25
 Supporting Learning and Development through a Reflective Cycle of Planning and Assessing

Supporting Learning and Development through a Mol an óige agus tiocfaidh sí

Reflective Cycle of Planning and Assessing Praise the youth and they will succeed

Reflective cycle of planning and assessing

Aistear promotes planning for and developing the ongoing documentation illustrates the importance of the
curriculum in practice through a continuous cycle processes of everyday rhythms and routines to babies,
of Noticing, Nurturing, Responding and Reflecting toddlers and young children’s learning and development.
(Figure 5). The reflective cycle of planning and There is an interconnected flow in the processes of
assessing supports learning and development Noticing, Nurturing, Responding and Reflecting which
through an emergent and inquiry-based curriculum recognises the role of the agentic, reflective educator in
underpinned by súgradh (play). It is founded on an supporting and facilitating the needs, rights, interests,
understanding of slow relational pedagogy. abilities and wants of the baby, toddler and young child.

This cycle is designed to support meaningful The Themes and Learning Goals of Aistear provide the
assessment of and for learning and development basis for planning and assessing, and for developing
through opportunities for documenting the an emergent and inquiry-based curriculum to support
curriculum at the different stages of Noticing, learning and development in early childhood.
Nurturing, Responding and Reflecting. In this way,

l at i o n a l p e d a g
l ow re og
S y

Noticing Nurturing
Seeing what Recognising
matters and
affirming
learning

Reflecting Responding
Thinking Planning
about and for and
interpreting extending
learning learning

Figure 5: The reflective

Docu
m e nt at i o n
cycle of planning and
assessing

Guidance for Good Practice

26 27
 Supporting Learning and Development through a Reflective Cycle of Planning and Assessing

Noticing Table 3: Noticing what matters to babies, toddlers and young children
When babies, toddlers and young children first
come to the early childhood setting or home learning Noticing:
environment, educators begin the process of getting
• Their interests ‘I love tractors.’
to know them. Through interactions, educators begin Noticing is seeing what matters.
to notice important things about the lives of the
• Their uniqueness ‘I like to sit in the quiet area before having breakfast.’

babies, toddlers and young children in their care. • What matters to them ‘Grandad is coming to visit.’
This understanding deepens over time. • Moments of joy ‘I can crawl all the way to the door.’
• Their achievements ‘I climbed all the way to the top of the slide.’
• Their worries ‘I don’t want to sleep in a cot here.’
• Their progress ‘I can build a tower six storeys high.’

• Their intentions ‘I wanted to help feed him.’

I notice how Filip

I notice how Molly falls
Nurturing
loves the story ‘Brown
asleep easily in my arms When educators have the time and space to get
Bear’, bringing it to the
to know babies, toddlers and young children, they
when I sing to her – her cushion with Ellie to
can see what is important to them and for them.
favourite song is the ‘read’ together in the
same as mine!
Nurturing involves the educator engaging and Nurturing is recognising, naming
Baby room. He imitates interacting with the baby, toddler or young child to
our story routines.
and affirming learning in the
nourish and educate through their practice. It focuses
attention on the moment. The educator trusts the
moment.
baby, toddler and young child to take the lead in
explorations and inquiries, nurturing their evolving
Noticing in the home learning environment Noticing in the early childhood setting capacities in the process of súgradh (play).

This act of purposeful noticing is anchored in In order to notice babies, toddlers and young I bring Filip and Ellie a cushion
respectful relationships where the educator is children’s learning and development, there is an Molly is calm and relaxed and blanket and leave the
attuned to babies, toddlers and young children, awareness of the importance of a safe, secure, in my arms. Today I am basket of books close by. I see
coming to recognise moments that help to build inclusive and sona (happy) environment where they going to take the time to how they are communicating
a unique profile of their life stories. Documenting can be immersed in their súgradh (play). Noticing is share her rest time and with each other and recreating
babies, toddlers and young children’s learning is an about respecting the voice of each baby, toddler and
listen to music together. the story in their own way. They
example of noticing which can be used to get to young child and valuing the importance of what they
This supports our point at pictures and I sit nearby
know the baby, toddler or young child. are telling us (Table 3).
wellbeing and connection. to support when they gesture
for me to join in.

Nurturing in the home learning environment Nurturing in the early childhood setting

Guidance for Good Practice

28 29
 Supporting Learning and Development through a Reflective Cycle of Planning and Assessing

Nurturing is about recognising, naming and affirming recognising their dispositions, skills, attitudes and Responding There is an intention in how the educator responds
what babies, toddlers and young children can values, knowledge and understanding. It may involve to the baby, toddler or young child, informed by
Responding is about how the educator uses their
do, what learning is happening as well as seeing nurturing dispositions of cineáltas (kindness) when their knowledge as well as their relationship with
understanding to build on, consolidate and extend
their individual potential. It places attention on they share with cairde (friends). It may be nurturing the baby, toddler and young child. Responding may
the learning and development of babies, toddlers
the centrality of relationships, interactions and their understanding of the needs of others. It may happen in the nurturing space with a smile, a hug, a
and young children.
communicating. Nurturing encourages active also be about nurturing their interest in music by nod or thumbs up or it might be words of recognition
participation of babies, toddlers and young children’s singing along with them. or encouragement. It is also about extending the
in everyday experiences and opportunities, learning experience so that babies, toddlers and
Responding is planning for young children progress.
and extending learning.

Dispositions
Knowledge and
Values and understanding
attitudes Creating a story basket with props

Caring
I'm going to talk when she for Filip's favourite story – added
needs her nappy changed. different animals as well as colour
Ability to If I sing and interact with tablets. Broadening his understanding
do tasks her, then she may not find of the world by naming animals and
Skills
these routines upsetting. also introducing new concepts and
g
Nurt

I will tell her what I am vocabulary relating to colour, counting

atin

doing and put language to and matching. Mindful of creating

in her experiences.
ur

space where he and Ellie can share the

uc

Conversations
g Ed and learning experience.
communicating
Interests

Responding in the home learning environment Responding in the early childhood setting
Achievements
Interpretations and goals
of interactions

Responding can happen in a variety of ways. It might Planning happens on an on-going basis and can be
involve asking open-ended questions to encourage spontaneous, short, medium or longer term depending
babies, toddlers and young children to think further on the interests, abilities and inquiries of the babies,
Figure 6: Nurturing babies, toddlers and young children
about something. Responding might involve adding toddlers and young children at a particular point in
different resources or provocations, or it might involve time. Planning and implementing the emergent and
planning an activity to follow a new line of inquiry. inquiry-based curriculum responds to this process of
It could also be about doing research with or for the noticing and nurturing what is important and relevant
Educators make learning potential visible when they attuned to the experiences of babies, toddlers and babies, toddlers or young children about a topic or a in the lives of babies, toddlers, young children, their
recognise, name and affirm what babies, toddlers young children, educators can use the Learning Goals strategy for learning. family and community. The curriculum might be
and young children bring to different situations as of Aistear’s Themes to recognise and nurture the planned around some, or all of the sources noted in
agentic, competent and confident learners. Being different forms of knowledge and learning (Figure 6). Figure 7.

Guidance for Good Practice

30 31
 Supporting Learning and Development through a Reflective Cycle of Planning and Assessing

Being reflective involves thinking about different worked and how it might be extended. It is also about
experiences and incidents and considering these from creating space to acknowledge feelings and emotions
Cultural the perspectives of others as well. Reflective practice of self and of others – to pause, listen and understand
celebrations Specific
aims and Educator Funds of is about being able to interpret, understand and and to plan for progression for babies, toddlers and
celebrating interests knowledge describe experiences, what worked well and why it young children.
identity and learning goals
belonging

Interests
of baby, Daily
toddler and Planning the curriculum routines
young child
Thinking about how I can create a
I can see the value of quieter space in the Baby room where
Needs talking and singing to Molly small group or individual play is not
Serendipity Family of baby, Community to make daily routines more interrupted by others. This can cause
– wonder involvement toddler connections enjoyable. I can see how upset. Considering use of space to
and awe and young she is 'talking' back to me divide into interest areas or to make
child
and is soothed by my voice. use of outdoor shelter areas for these
I know I need to rest with activities. Discuss with manager and
her too – we all feel better maybe self-evaluation tool for the
Figure 7: Planning the emergent and inquiry-based curriculum with sleep! learning environment.

Reflecting in the home learning environment Reflecting in the early childhood setting

The Themes of Aistear provide a flexible scaffold Reflecting

for developing a responsive, inclusive and equitable
The reflective educator uses information about
curriculum, underpinned by the Vision and Principles
babies, toddlers and young children’s learning and
of early learning and development. All the while,
development to think about their practice on an
the inclusive, learning environment responds to the Reflection completes the cycle of noticing, nurturing, It inspires motivation to continually develop as an
ongoing basis. In this cycle, reflection is about
needs, rights, interests and abilities of the unique responding and reflecting and begins the process educator in supporting learning and development.
planning and implementing the curriculum to support
individuals within the group creating an ease and of noticing again in coming to know what matters for
consolidation and progression of early learning and
flow to the day where babies, toddlers and young babies, toddlers, young children and their families.
development. Educators may reflect in partnership
children are purposefully engaged in enjoyable
with other educators and/or professionals, or through
learning experiences alone or with cairde (friends).
comhrá (conversation) and interactions with babies,
toddlers and young children and their families.

Reflecting is thinking about and interpreting learning.

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32 33
 Supporting Learning and Development through a Reflective Cycle of Planning and Assessing

Meaningful assessment and documentation

Documenting is an ongoing process, which creates a Co-documentation and co-assessment with babies, Meaningful assessment involves translating these Educators must be mindful of creating a flow through
scéal (story) of each baby, toddler and young child’s toddlers and young children as well as with colleagues many forms of documentation into theories about the daily routines by keeping a relaxed pace and
development and illustrates how they are growing, can provide space for reflection, feedback and new how babies, toddlers and young children are learning helping babies, toddlers and young children to
learning and changing. Documenting learning learning through different perspectives. It can provide and developing. In knowing and understanding the predict and cope with change. Educators can do
and development can happen at all stages of the opportunities to re-visit and re-launch learning and baby, toddler and young child, the educator can this by providing reliable and stable relationships,
reflective cycle and has a direct influence on the investigations with babies, toddlers and young children. assess learning through their knowledge of early continuity of care, familiar routines and a secure
planning and implementation of the curriculum. learning and development and of Aistear’s Principles base. It is important that educators help babies,
Babies, toddlers and young children can make
The emergent and inquiry-based curriculum is and Themes. Educators plan, set out and set up toddlers and young children to understand routines
judgements and self-assess:
informed by meaningful documentation of babies, relevant, meaningful and engaging provocations for and to explain and show what is going to happen
toddlers and young children’s interests, dispositions, • what they are good at súgradh (play) and learning. These experiences enable next in a consistent, calm manner.
skills, attitudes and values, knowledge and • what they enjoy doing and empower babies, toddlers and young children to
All transitions are important whether they occur
understanding. Aistear’s Principles and Themes bring display their dispositions, skills, attitudes and values,
• what they want to find out more about daily in the one location or whether they involve
it to life and make the learning visible for the baby, knowledge and understanding and to be agentic,
a bigger move. Each is seen as a process that
toddler, young child, and their family. • what they can do now with a little help competent and confident.
takes time and some babies, toddlers and young
Documentation also serves as a platform for • what they would like to be able to do in the future. children may take longer than others to adjust and
communication with other educational professionals
to support continuity of experiences and progression
Documenting learning and development is meaningful Transitions may need extra support and nurturance. Sensitive
management of transitions is important and a key
when created using a variety of methods to develop a
of learning. It illustrates each baby, toddler and Babies, toddlers and young children move between part of supporting transitions is ensuring continuity
comprehensive, strengths-based portrait of the baby,
young child’s learning journey by capturing baile (home) and the other places where they spend of experience along with progression in learning and
toddler and young child to assess their learning.
significant moments in their lives. In the home time every day. development. Educators can support the baby, toddler
learning environment, these moments might be held or young child to predict, understand and manage
in family photo albums, videos or journals. In the the transition. They also know the value of working
early childhood setting, learning and developing may collaboratively with families and other educational
A transition is the process of moving
be documented in learning journals or e-portfolios, professionals who are all vital sources of information,
linking to the Principles and Themes of Aistear.
from one situation to another and help and guidance in the transitions process.
taking time to adjust.

Assessment is the ongoing and intentional process of collecting, documenting,

Transitions include big changes such as settling into a
reflecting on, and using information to develop rich portraits of babies, toddlers
new childminder, starting an early childhood setting,
and young children as learners to support and enhance their learning. moving rooms or making the move to primary or
special school. Transitions are also about more
frequent activities such as the transition from one
Meaningful documentation might include but is not limited to: activity to another, from indoors to outdoors, within
and between the daily routines of nappy changing,
• Learning stories • Reports • Samples of children’s work
meals and rest times.
• Anecdotal notes • Photos • Daily care diaries
• Observations • Videos • Checklists
• Comhrá (Conversations) • Art • Information from baile (home).
• Stories

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34 35
 Supporting Learning and Development through a Reflective Cycle of Planning and Assessing

Settling From home Moving from

Mealtimes into the to childminder setting to setting
baby room each day

Moving
Sleep / rest times Examples of transitions from indoors
to outdoors

Nappy changing / Settling into early Starting primary Moving

toileting childhood setting or special school from one activity
to another

Figure 8: Examples of transitions

Positive relationships between families, childminders, Moving to primary or special school is a significant
early years educators, settings and schools are vital transition in young children's lives, and continuity
in supporting transitions as these have a shared of experience and progression of learning are very
responsibility in helping each baby, toddler and important in this context. Relationship building between Figure 9: Alignment between Principles of Aistear and the Primary Curriculum Framework
young child to flourish and achieve their individual preschools and primary and special schools can support
potential. Change is easier when babies, toddlers and children and their families during this significant aspect
young children feel safe and have people around who of their educational journey. Sharing information about
care about and know them well. This is where the learning and development is especially important at
role of the key person and a slow relational pedagogy this time of transition, so teachers can learn about the The alignment is further evident in the focus on a children’s relationships and engagement at the time of
is critical. Another vital component is a partnership young child and plan experiences that enable them pedagogy of play in both frameworks. The focus transition as well as longer-term learning and wellbeing
approach to working with families. When everyone to continue to progress in their learning across the on alignment could have positive implications for outcomes.
communicates with the baby, toddler and young child curriculum. While Aistear and the Primary Curriculum
and with each other, change is more manageable. Framework (DoE, 2023) are for different sectors, they
This includes sharing information between all those are aligned to support clear continuity of experiences,
involved, including where appropriate, relevant and progression of learning for all children as they
professionals. Educators should be proactive in move from preschool to primary and special schools.
communicating and connecting with families so that This alignment is particularly evident in the Principles
everyone can work together to support transitions, of Early Learning and Development in Aistear and the
both big and small, as all are important to the baby, Principles of Learning, Teaching and Assessment in the
toddler and young child. Primary Curriculum Framework (Figure 9).

Guidance for Good Practice

36 37
References
Department of Education (2023). Primary Curriculum Framework. Dublin: Department of Education.
Available at https://curriculumonline.ie/primary/the-primary-curriculum-framework

National Council for Curriculum and Assessment (NCCA) (2009). Aistear: the Early Childhood Curriculum
Framework. Dublin: NCCA. Available at: https://curriculumonline.ie/Early-Childhood

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