Implementing Aistear -- The Early Childhood Curriculum Framework across Varied Settings: Experiences of Early Years Educators and Infant Primary School Teachers in the Irish Context

Autor/inn/en	Woods, Adell; Mannion, Arlene; Garrity, Sheila
Titel	Implementing Aistear -- The Early Childhood Curriculum Framework across Varied Settings: Experiences of Early Years Educators and Infant Primary School Teachers in the Irish Context
Quelle	In: Child Care in Practice, 28 (2022) 4, S.671-690 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2021.1920367
Schlagwörter	Early Childhood Education; Preschool Curriculum; Curriculum Development; Foreign Countries; Preschool Children; Infants; Curriculum Implementation; Social Development; Communication Skills; Holistic Approach; Interpersonal Competence; Language Acquisition; Cognitive Development; Ireland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Soziale Entwicklung; Kommunikationsstil; Holistischer Ansatz; Interpersonale Kompetenz; Sprachaneignung; Spracherwerb; Kognitive Entwicklung; Irland
Abstract	Aistear: The Early Childhood Curriculum Framework, was launched in Ireland in 2009. The framework is applicable in all settings where children in the 0-6-year range are present; this includes all early years settings and the first two years of primary schools, referred to as "infant classes" in the Irish context. This article shares the findings of a local research project which sought to explore the implementation of "Aistear", by Early Years Educators (EYEs) and Primary School Teachers (PSTs) in pre-schools and infant classes. This research, based on a qualitative case-study design, was primarily focused on those educators working with children who are between three and six years of age and was based in the North East region of Ireland. The study examined the implementation of Aistear and how educators adapted their existing curriculum and daily routine. Thirteen educators participated, including six EYEs and seven PSTs. The collected data was thematically analysed with the emerging story captured through five key themes: Emergent Curriculum, Social Development, Communication, Holistic Development, and Implementation of Aistear. Overall, the benefits for children's social interactions, language development and cognitive development through play in a child-led environment were discussed by participants. However, training, ratios and resources were a concern and a requirement for EYEs and PSTs. The recommendations from this study indicates that further research into the implementation of Aistear on a national scale would offer greater insight into the adaptation of the curriculum framework within pre-schools and infant classes in primary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01