Ms Arlene Forster:

I thank the Acting Chair and committee members for the opportunity to speak on the topic of the integration of early years learning into primary education. I am the chief executive of the NCCA. I am accompanied by Dr. Patrick Sullivan, deputy CEO with responsibility for early childhood and primary education, and Donna Carolan, acting director for curriculum and assessment.

The council includes 26 members appointed by the Minister for Education. The remit of the council is to advise the Minister on the curriculum for early childhood education, primary and post-primary schools, and the assessment procedures employed in schools and examinations on subjects that are part of the curriculum. This remit enables the council to consider the coherence, continuity and progression of children’s learning from birth, through childhood and into early adulthood. In doing so, the council pays attention to alignment within and across sectors to support continuity and progression in a child’s educational journey while also respecting the distinct nature and identity of each stage and sector.

In May 2021, NCCA began a process to review and update Aistear: The Early Childhood Curriculum Framework. The framework, originally published in 2009, guides the development of an emergent, child-led curriculum in which play and relationships are foundational. Recognising significant changes in early childhood provision in Ireland since 2009 which encompass national developments, policies, strategies, curriculum and assessment advancements, and children's lived experiences and within society more generally, the council embarked on updating the framework. The aim of the update has been to ensure that the framework continues to support high-quality learning and development experiences for babies, toddlers and young children in Ireland in the years ahead.

The work was advanced over two phases from May 2021 to June 2024 through: gathering the views of babies, toddlers and young children, early years educators and parents; involving two wider public consultations; commissioning research; and ongoing deliberation by the council, boards and development groups. As the updating of Aistear has advanced, so too has the redevelopment of the primary school curriculum, and this presented an opportunity to strengthen alignment between the two sectors. This has been realised with the publication of the Primary Curriculum Framework in March 2023, the subsequent development of draft specifications for the redeveloped primary school curriculum and the finalisation of the updated Aistear framework this year.

Alignment between the two frameworks is particularly reflected in the vision, principles and pedagogy described in both.

Within the updated Aistear framework, there is a renewed emphasis on the rights of babies, toddlers and young children, respecting them as agentic, competent and confident individuals. This vision for children is built upon in the primary curriculum framework which aims to provide a strong foundation for every child to thrive and flourish, to support them in realising their full potential, and to view children as unique, competent and caring individuals. The two frameworks are also aligned in the articulation of the principles underpinning both of them, with strong connections in relation to how they describe partnerships with families and communities; relationships and interactions between adults and children, and children and their peers; indoor and outdoor learning environments; transitions across the routines of the day and from the home to preschool through primary and on to post-primary education; and the inclusion of all children by respecting and celebrating diversity. Alignment between the two frameworks is further strengthened with a focus on a pedagogy of play and playful learning experiences. As the redevelopment of the primary school curriculum continues, further opportunities exist to support successful transitions and coherent educational experiences for all children. My colleagues and I are happy to answer questions.