2020 has seen the convergence of long-looming crises for early childhood education and care, culminating in large-scale disruption caused by the Covid-19 pandemic. This article takes stock and argues that urgent lessons from the crises should – and can – be learned now. The stay-calm-and-carry-on approach is no longer an option. Instead, the crises have opened up an immediate opportunity to initiate fundamental reform.

This chapter explores the interface between the draft primary curriculum framework for primary schools and curricular provision for preschool education, most notably Aistear. It argues that the redeveloped curriculum provides an opportunity to forge enhanced levels of continuity and coherence in the learning experiences of young children.

Early Childhood Education and Care professionals in Ireland have been coping with an onslaught of policy implementation, poor pay, and precarious working conditions, coupled with a lack of recognition as a profession. In February 2020 they took to the streets of Dublin in protest. Then the pandemic closed down services, leaving them in an even more precarious position. Montessori and Early Childhood Professionals Ireland (MECPI) surveyed members of its community to examine the effects of lockdown on an already stressed profession.

When Covid-19 prevented training for Early Childhood professionals and parents from being delivered in the usual way, Better Start and the Hanen Centre had to respond. This article reflects on the experience of developing and delivering Hanen’s ‘Teacher Talk’ online.

During the Covid-19 closure, the home learning environment (HLE) became the key setting in which children could learn. Digital technology provided a space between the HLE and Early Learning and Care setting, in which relationships for learning could continue. Educators and providers used the Aistear framework to reimagine learning with young children, focusing on building the well-being so necessary for early learning and mental health.

This article introduces a qualitative study developed by Early Childhood Ireland aimed at assessing the impact of Covid-19 on Early Learning and Care and School Age Childcare providers in Ireland, as well as providers’ main concerns about reopening. The results assess the effectiveness of the Covid-19 supports and point to the many challenges that lie ahead.

This article examines how educators and parents can enable young children to make a successful transition from home to the Early Childhood Education and Care (ECEC) setting. A model developed in Dublin’s North East Inner City highlights the value of taking a fresh perspective on family engagement in ECEC.

Most of the discourse on Covid-19’s impact on early childhood education and care has focused on the broad issues. Less attention has been paid to the reality of these services on the ground having to cope with sudden and drastic disruption. This article gives an account of events at one preschool in Cork as they came to terms with the new and challenging reality.

This article draws attention to the need for political leadership and decisive action in addressing diversity, equality and inclusion in early childhood education and care. Recent political and social events have again raised issues of discrimination and racism in Irish society, with profound implications for the lives of young children. We must move beyond rhetoric and take action.