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dc.contributor.authorWoods, Adell
dc.contributor.authorMannion, Arlene
dc.contributor.authorGarrity, Sheila
dc.date.accessioned2021-06-21T08:14:29Z
dc.date.available2021-06-21T08:14:29Z
dc.date.issued2021-06-17
dc.identifier.citationWoods, Adell, Mannion, Arlene, & Garrity, Sheila. (2021). Implementing Aistear – the Early Childhood Curriculum Framework Across Varied Settings: Experiences of Early Years Educators and Infant Primary School Teachers in the Irish Context. Child Care in Practice, doi:10.1080/13575279.2021.1920367en_IE
dc.identifier.issn1476-489X
dc.identifier.urihttp://hdl.handle.net/10379/16819
dc.description.abstractAistear: 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.en_IE
dc.formatapplication/pdfen_IE
dc.language.isoenen_IE
dc.publisherRoutledgeen_IE
dc.relation.ispartofChild Care In Practiceen
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Ireland
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/ie/
dc.subjectEarly Years Educatoren_IE
dc.subjectPrimary School Teacheren_IE
dc.subjectAistearen_IE
dc.subjectCurriculum Frameworken_IE
dc.subjectEmergent Curriculumen_IE
dc.titleImplementing Aistear – the Early Childhood Curriculum Framework across varied settings: Experiences of early years educators and infant primary school teachers in the Irish contexten_IE
dc.typeArticleen_IE
dc.date.updated2021-06-17T16:23:21Z
dc.identifier.doi10.1080/13575279.2021.1920367
dc.local.publishedsourcehttps://doi.org/10.1080/13575279.2021.1920367en_IE
dc.description.peer-reviewedpeer-reviewed
dc.internal.rssid25949806
dc.local.contactArlene Mannion, Irish Centre For Autism, & Neurodevelopment Research, School Of Psychology, Nui Galway. Email: arlene.mannion@nuigalway.ie
dc.local.copyrightcheckedYes
dc.local.versionPUBLISHED
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Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ireland