The publication of the updated Aistear (2024) marks an important moment in the evolution of Early Childhood Education and Care (ECEC) in Ireland. More than a revised curriculum framework, it reaffirms a vision of educators as agentic, reflective and competent professionals who exercise professional judgement through meaningful relationships with children, families and communities.
Yet curriculum frameworks alone do not transform practice. International evidence consistently reminds us that the greatest determinant of quality in ECEC is not simply the curriculum that is written, but the knowledge, confidence and professional agency of those who bring it to life. The latest findings from the OECD TALIS Starting Strong 2024 study reinforce this message,
highlighting that educators thrive when professional learning is continuous, collaborative and supported by strong pedagogical leadership. At the same time, the report identifies workforce wellbeing, professional recognition and retention as enduring challenges across participating countries. These findings present both an opportunity and a responsibility for the Irish sector.
For many years, professional development has often been understood as attendance at courses or workshops. While these undoubtedly have value, contemporary research suggests they are rarely sufficient to create lasting improvements in practice. Formosinho and colleagues (Formosinho et al., 2024), argues instead for a conception of professional learning that is
relational, inquiry-based and embedded within educators’ everyday experiences. Professional growth occurs not through the transmission of knowledge, but through critical reflection, collaborative dialogue and ethical engagement with practice.
This represents a significant shift in how we think about quality. Quality is not something we inspect into settings. Nor is it achieved solely through regulation or compliance. Rather, quality emerges through professional cultures that encourage reflection, curiosity, shared learning and continuous improvement. It is built when educators are trusted as professionals and supported
to make thoughtful pedagogical decisions informed by research, observation and the unique context of their setting. This understanding has shaped the development of Elevate, by Child Paths .
Elevate has been established as the professional learning, quality improvement and innovation division of Child Paths, founded on a simple belief: quality for children begins with empowered professionals.
Our work is organised around three interconnected pillars.
Elevate Learning supports educators and leaders through professional learning that is practical, flexible and grounded in evidence-informed practice. Whether engaging with Aistear in practice, curriculum planning, reflective practice, leadership or professional identity, the emphasis is on learning that strengthens confidence and informs everyday decision-making rather than adding to professional burden.
Elevate Quality reflects a developmental approach to improvement. Through quality observations, internationally recognised assessment frameworks including ECERS-3 and ECQRS-EC, reflective leadership coaching and strategic consultancy, we work alongside settings to recognise strengths, support critical reflection and build sustainable cultures of quality. Improvement should never be about identifying faults; it should be about creating the conditions in which educators, children and families flourish.
Our third pillar, Elevate Future, recognises that strengthening the profession begins long before an educator enters the workforce. Through our partnership with Further Education providers, learners engage with authentic curriculum planning, digital documentation, reflective observation and quality processes, helping to bridge the gap between initial education and professional practice while fostering confidence and professional identity.
Innovation is equally important. Technology should support educators rather than distract from pedagogy. By developing integrated curriculum planning tools and reflective documentation systems, our ambition is to reduce administrative burden and create more time for meaningful interactions with children.
The updated Aistear invites educators to embrace reflection, responsiveness and professional agency. The challenge before us is ensuring that the systems surrounding educators enable them to realise that vision. Professional learning cannot be episodic. Quality improvement cannot be compliance driven. Innovation cannot be pursued for its own sake. Each must
contribute to a coherent culture of learning that values educators as knowledgeable professionals and invests in their continued growth.
Child Paths Elevate has been created as a contribution to that culture. As a researcher, educator and Chief Education Officer, I remain convinced that the future of Irish ECEC will be shaped not only by policy reform, but by the extent to which we invest in the people who enact that policy every day. Stronger evidence leads to stronger practice. Stronger practice creates richer learning experiences. And ultimately, it is children who benefit when educators are trusted, supported and empowered to continue learning throughout their professional lives.
References
Formosinho, J., Pascal, C., Bertram, T., & Oliveira-Formosinho, J. (2024). Professional Development for Ethical Practice Transformation. European Early Childhood Education Research Journal, 32(6).
Machado, I., & Oliveira-Formosinho, J. (2024). Professional development for praxis transformation in early childhood education and care: A systematic review. European Early Childhood Education Research Journal, 32(6).
National Council for Curriculum and Assessment. (2024). Aistear: The Early Childhood Curriculum Framework. Dublin: NCCA.
OECD. (2025). Results from TALIS Starting Strong 2024. Paris: OECD Publishing.
