Aistear irish early years curriculum and te whariki

Finally, an alternate proposal for the goals of education will be given offering what might be seen as a holistic, ecological or cosmic approach for ECEC that would benefit not only human beings but emphasise the importance of respecting all life universally. The main questions asked are: What are the current goals of education in Ireland? What informs the goals of ECEC in Ireland? What other perspectives are there? These questions will form the basis of exploration for this essay.

Then the “goals of education”, particularly from an ECEC viewpoint, will be explored from both a policy perspective and an academic perspective. First, a brief explanation of ECEC will be given. This essay explores what the goals of Early Childhood Education and Care (ECEC) are from contradictory and complementary, statutory and academic, points of view. Further investment in and commitment to Aistear's complete implementation across all early childhood settings is urgently required if this is not aspired to and ultimately achieved, excellence in pedagogical practice may continue to remain aspirational in the Irish early childhood context. Relevant limitations pertaining to the Aistear framework are also forwarded, particularly the current lack of widespread governmental provisions to support full implementation of the approach.

It examines the ways through which the four guidelines, or contexts for learning outlined in Aistear contribute towards children's learning experiences, outcomes and overall holistic development, whilst also considering relevant theory and practice. This paper takes the form of a critical evaluation of the Irish child-led, playbased early years curriculum Aistear (National Council for Curriculum and Assessment (NCCA), 2009) and its potential to contribute to the application of sound pedagogical practice when working with young children.

Aistear irish early years curriculum and te whariki