This article comments on developments in the Irish early childhood education and care landscape in 2023. The many initiatives documented in this Yearbook are a sign that early childhood education in Ireland is very much alive. The article traces some of the critical aspects that have shaped the early childhood environment, following up on the author’s overview articles in previous editions of the Yearbook.

The value of early years education is now widely recognised. But we also need to recognise how under-resourced the sector is. This under-resourcing makes it very difficult to meet the quality agenda that we all so desire.

This article from the National Council for Curriculum and Assessment (NCCA) describes the Council’s work since May 2021 in updating Aistear: the Early Childhood Curriculum Framework (NCCA, 2009). It briefly references the rationale for updating Aistear before describing the updating process and the proposals for the updated framework.

Donna Carolan
Education Officer, NCCA

Dr Mary Daly
Education Officer, NCCA

Dr Jacqueline Fallon
Former Director, Curriculum and Assessment, NCCA

Lorraine Farrell
National Aistear Development Officer, NCCA

Dr Derek Grant
Director, Curriculum and Assessment, NCCA

Dr Sharon Skehill
Education Officer, NCCA

This article summarises the findings of a study describing the views of Nigerian mothers on the many benefits of the universal Early Childhood Care and Education programme in Ireland. Without this programme, the participants probably would not have been able to send their children to preschool, return to work, or take up training, because of the high costs in Ireland.

This article discusses the role of STEAM in early childhood education and care (ECEC), and why the terminology used should be STEAM as opposed to STEM. It reports on the author’s ongoing PhD research exploring educators’ integration of STEAM in ECEC practice.

In 2021 the use of a STEM network was proposed to support early childhood (EC) professionals’ understanding and knowledge of EC STEM. Since then, a vibrant community of EC educators, managers, and academics has blossomed. This article details the network’s aims, successes, and plans, showing the valuable role that communities of practice can play in embedding and supporting STEM in EC.

Early childhood home visiting (ECHV) is an evidenced-based proven service delivery strategy that helps children and families thrive. In 2022 only 4,340 children aged 0–5 years – 1% of the eligible population – received this service. The current policy context in Ireland is an unique opportunity to develop an integrated, strategic ECHV approach aligned with national policies, in particular First 5 (DCEDIY, 2018). Creating the necessary funding, infrastructure, research, and strategic planning supports at national and local level would enable, at the very least, the 12,000 babies born into poverty each year to receive a high-quality home visiting service.

When traumatic situations like war occur early in life, the wiring of children’s neural pathways is affected negatively. In light of the current Ukrainian humanitarian crisis, this article addresses the integration of Ukrainian children (0–18 years) into the Irish community through Early Childhood Education and Care settings and after-school support programmes. Underpinned by the Aistear and Síolta frameworks, Stay and Play sessions were facilitated in children’s residential facilities.

This community action research explores an interagency response to supporting parents living in emergency accommodation to provide a safe, playful, developmentally appropriate environment for their babies and young children. Research highlights the importance of parental involvement if their children are to thrive in education and life. This work and its findings show the positive effects of interagency working at local, regional, and national level to improve outcomes for children and families.

There is growing interest in the play-based pedagogy known as Aistear (NCCA, 2009) in the infant classroom. To facilitate a play-based pedagogy, it is essential for teachers to attain theoretical awareness of what play is and how it helps children learn and develop. This article provides an overview of this subject and outlines the obstacles to successful implementation of play-based pedagogy in infant classes in Ireland.

The paper is drawn from a PhD study on Leadership for Inclusion in the Early Years (LINC) and how engagement in this continuing professional development (CPD) programme influences early years educators’ perceptions and practices of inclusion. It considers the contextual reality of the sector and addresses challenges to inclusive practice. It looks at Guskey’s (2002) evaluation of CPD in education and how learning from such programmes can be adapted and considered in relation to child voice and participation in settings and schools.

This paper, which focuses on children with additional needs, examines the recently published Primary Curriculum Framework from an ecological stance, discussing possibilities and practicalities in its implementation.

Atlantic Technological University was awarded an artist-in-residence programme for 2022–2023, funded by the Arts Council, for an artist to work with students undertaking the university’s BA programme in Early Childhood Education and Care. This article describes how the programme arose, the creative initiatives that took place, and the results for students, children, and everyone involved.

This article describes the importance of parental engagement during early childhood, with a focus on children with needs. It draws on survey data gathered from parents whose children accessed supports through the Access and Inclusion Model (AIM).

This article aims to create societal awareness about childminding. It explores the various types of childminding provision that are currently available and what they offer to families and children. It also outlines the introduction of the National Action Plan for Childminding (2021–2028) and what impact it may have for childminding in Ireland.