Early Years Blog

In early childhood education, there is increasing recognition of the powerful role that relationships and interactions play in supporting holistic learning and development. At the heart of this is slow relational pedagogy. The revised Aistear: The Early Childhood Curriculum Framework pays special reference to this pedagogy and encourages educators to engage in it. In this blog, Dr Gillian Lake elaborates on slow relational pedagogy.

Slow relational pedagogy is a concept that invites educators, to intentionally slow down, listen differently, and be fully present with babies, toddlers and young children.

Clark notes, slow pedagogies involve “lingering, revisiting, rethinking… thinking… listening again or differently.” This is not merely a change in pace but a philosophical shift: we begin to view every moment, not just planned activities but as meaningful, with rich potential for connection and learning (Clark, 2020).

The Literature Review which informed the updated Aistear framework (French & McKenna, 2022; NCCA, 2024a) reinforces this by highlighting the importance of paying sensitive attention to “tempo, pace, place, materials, the adult’s role, and the discomfort of certainty” (p. 44). When we slow down, we make space for attunement and responsiveness; we observe more, rush less, and open ourselves to deeper, more respectful interactions (Guard, 2025). As the Aistear Guidance for Good Practice (NCCA, 2024b) outlines, features of a slow relational pedagogy include emotional and physical presence, attunement to children’s cues, and celebrating progress in a strengths-based, affirming way (p. 12).

The key person approach is crucial in enabling this pedagogy. Assigning a consistent adult to each baby or toddler builds secure attachments and trust. This adult becomes an interesting companion, a responsive guide, and an advocate for the child’s voice and agency (Siraj, 2025). In relation to this, the OECD urges equal attention to teaching and learning and to the daily routines through which relationships and learning naturally flourish (Organisation for Economic Cooperation and Development, 2020).

From nappy changes to feeding times, every routine interaction becomes a chance for connection (Brogaard-Clausen & Robson, 2019; Soliman et al., 2021). These are not interruptions to learning, they are the learning. They are moments for scaffolding, guiding, and affirming identity, intentions and effort. In knowing the uniqueness of each child, the adult also comes to know the unique role they play in enabling that child to flourish.

Slow relational pedagogy also invites us to value community. Aistear 2024 places strong emphasis on building communities of practice. These are inclusive environments where educators reflect with colleagues and partner with families (Lake, & McCarthy, 2025). These partnerships, when rooted in respect and cultural sensitivity, support continuity and a shared vision for each child’s development. Reflective practice, then, becomes a mindset, not a box to tick. Through the updated Aistear Learning Records, educators are prompted to observe deeply, respond meaningfully, and plan intentionally and are always led by the child’s interests, voice and rights (Siraj, 2025). Tools like the Lundy Model of Participation remind us that children are not passive recipients of education but active co-constructors of their learning journey (Hub na nÓg, 2024; Lundy, et al., 2024).

By slowing down, we do not fall behind, we move forward with purpose. In this space, children feel safe, seen and heard. They become confident, agentic learners, surrounded by adults who truly know and believe in them. This is what slow relational pedagogy promises. This is what every child deserves.

References

Brogaard-Clausen, S., & Robson, S. (2019). Friendships for well-being? Parents’ and practitioners’ positioning of young children’s friendships in the evaluation of wellbeing factors. International Journal of Early Years Education, 27(4), 345–359.

Clark, A. (2020). Towards a listening system. In Transforming early childhood in England:

Towards a democratic education (pp. 134–150). UCL Press.

French, G., & McKenna, G. (2022). Literature review to support the updating of Aistear, the Early Childhood Curriculum Framework. Dublin City University.

Guard, C. (2025). Rights and Agency for Babies, toddlers and Young Children. National Council for Curriculum and Assessment.

Hub na nÓg. (2024). Toolkit for including children from birth to 5 years in decision-making. Department of Children, Equality, Disability, Immigration and Youth.

Lake, G., & McCarthy, J. (2025). Child Paths PLC.

Lundy, L., Murray, C., Smith, K., & Ward, C. (2024). Young children’s right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education. British Educational Research Journal.

https://doi.org/10.1002/berj.3968

NCCA. (2024a). Aistear: Early Childhood Curriculum Framework. Government of Ireland.

NCCA. (2024b). Aistear: Early Childhood Curriculum Framework: Guidance for Good Practice. Government of Ireland.

Organisation for Economic Cooperation and Development. (2020). Quality Early Childhood

Education and Care for Children Under Age 3: Results from the Starting Strong

Survey 2018. Organisation for Economic Cooperation and Development.

https://doi.org/10.1787/99f8bc95-en.

Siraj, I. (2025). An Emergent and Inquiry-based Curriculum Approach in Early Childhood.

National Council for Curriculum and Assessment.

Soliman, D., Frydenberg, E., Liang, R., & Deans, J. (2021). Enhancing empathy in preschoolers: A comparison of social and emotional learning approaches. The Educational and Developmental Psychologist, 38(1), 64–76.

https://doi.org/10.1080/20590776.2020.1839883.

Dr Gillian Lake, Chief Education Officer, Child Paths Ltd. As Early Childhood Education and Care (ECEC) continues to embrace rights-based practice, educators are increasingly challenged to ensure that children’s voices are not only heard, but genuinely influence curriculum, documentation, and decision-making. The move towards a rights-based approach within the National Council for Curriculum and Assessment’s updated Aistear 2024 framework reflects this growing commitment to participation, agency, and inclusion. One digital tool that supports this shift in meaningful ways is the Child Paths Learning Record feature. More than simply a documentation platform, the feature offers educators opportunities to slow down, listen carefully, and co-construct learning stories with children at the centre.

Creating Space for Children’s Voices

Drawing on Laura Lundy’s Model of Participation (2007), participation begins with space,
ensuring children have safe, inclusive opportunities to express themselves. The overall structure
of the Learning Record feature supports this through an inclusive and reflective approach to
documentation. Rather than rushed observations, educators can regularly complete Learning
Records for every child, ensuring all children are seen, heard, and valued over time.

The ability to upload photos and files further strengthens this process. Educators can quickly
and authentically capture moments of engagement as they unfold, preserving the child’s
interests, interactions, and experiences in real time. Importantly, this feature also opens
possibilities for children themselves to capture images and contribute directly to the
documentation process.

However, authentic participation requires more than collecting evidence. Following the upload of
photos or observations, conferencing with children creates valuable opportunities for dialogue.
Educators can revisit moments with children, allowing them time and space to explain their
thinking, feelings, and intentions. This aligns closely with Slow Pedagogy and Iram Siraj’s
emphasis on observing, waiting, and listening before acting (Siraj, 2025).

Listening Deeply Through Observation and Connection

The “Noticing” aspect of the feature also reflects rights-based practice. When educators
intentionally let children know they are being observed and that their learning matters, they
begin building trust, security, and connection. Siraj’s second step of Slow Pedagogy highlights
the importance of children knowing the educator is fully present and genuinely interested in
them.

Child Paths also encourages educators to move beyond narrow assessment practices by
selecting dispositions, skills, values, attitudes, and schemas. This holistic lens supports
appraisal of the “whole child,” recognising strengths, interests, and learning processes rather
than focusing solely on outcomes.

Importantly, the reflective questions embedded within the Learning Record support educators in
documenting children’s perspectives:

• How are my views and opinions represented in this record?
• How did I help make decisions during this activity?
• What will we do next to support my learning?
• How will you show me that I have influence on my learning?

These prompts align strongly with Lundy’s concepts of audience and influence (Lundy, 2007;
Lundy et al., 2024). They encourage educators to closely observe children’s decision-making,
interpret their perspectives thoughtfully, and demonstrate how children’s ideas shape future
planning.

From Documentation to Participation

A significant strength of the Child Paths Learning Record is the free-writing space available to
educators. This allows professionals to expand on children’s learning in a holistic way while
making meaningful connections to Aistear. Within this space, educators can explicitly describe
how children’s views informed activities, interactions, and next steps.

In this way, documentation becomes more than record-keeping. It becomes a participatory
process where children influence decisions about their own learning journeys. Parents can also
become part of this dialogue, sharing Learning Records with children and revisiting experiences
together.

As Hub na nÓg highlights, meaningful participation requires children to understand that their
views matter and that they can influence decisions. Child Paths provides practical opportunities
for this to happen every day in ECEC settings.

Conclusion

When used thoughtfully, Child Paths Learning Records can act as a powerful tool for embedding
rights-based practice within ECEC documentation. By creating time and space for observation,
dialogue, reflection, and shared decision-making, educators can move beyond documenting
learning to truly listening to children.

In doing so, Learning Records become not just evidence of learning, but evidence of
participation, belonging, and voice.

References

Hub na nÓg (2024) National Framework for Children and Young People’s Participation in
Decision-Making. Dublin: Department of Children, Equality, Disability, Integration and Youth.

Lundy, L. (2007) ‘“Voice” is not enough: conceptualising Article 12 of the United Nations
Convention on the Rights of the Child’, British Educational Research Journal, 33(6), pp.
927–942.

Lundy, L., Byrne, B. and Templeton, M. (2024) Children’s Participation and the Lundy Model:
Revisiting Space, Voice, Audience and Influence. Belfast: Queen’s University Belfast.

November 2024 saw the relaunch of Aistear: The Early Childhood Curriculum Framework, a pivotal moment for early years education in Ireland (NCCA, 2024a). As someone who contributed to the Literature Review which informed it, specifically the Communicating theme, while at DCU (French & McKenna, 2022), it has been deeply rewarding to watch this vital framework evolve in line with research, practice, and policy.

Our early childhood sector is in a very different place now than it was in 2009 when Aistear was first introduced, and the revised framework acknowledges this. From demographic shifts in the children attending early years settings to regulatory and funding changes, and a more skilled workforce advocating for best practice, early childhood education in Ireland is evolving. A key enhancement in the revised framework is the renewed emphasis on Supporting Learning and Development through a Reflective Cycle of Planning and Assessing (NCCA, 2024b). At Child Paths, we believe digital tools can powerfully support this cycle, enabling educators to work more intentionally and collaboratively, while keeping the child’s experience at the centre.

Why Reflective Practice Matters

Reflective practice is not just a box to tick; it’s a mindset. It’s the daily habit of noticing, pausing, and asking: “What did I see? Why did it matter? And what does it mean for this child’s next step?” The revised Aistear framework encourages educators to move beyond passive documentation towards a dynamic cycle of observation, assessment, reflection, and planning. This is the cornerstone of meaningful learning and development in early childhood.

As educators, we are asked to consider several guiding questions:

• Why are we assessing?
• Is our method fit for purpose?
• Does it reflect the child’s authentic learning?
• Are we, as educators, sufficiently informed and supported?
• How do we respectfully involve children and their families in this process?

These principles, originally adapted from Nutbrown (Nutbrown, 2011), have become even more relevant as our understanding of pedagogy deepens.

Importantly, reflective practice must also include emotional awareness. As Guard (2025, p.14) reminds us, “Regular access to professional reflection opportunities to work through the emotional dimensions associated with professional work with young children is thought to be essential for all, but a missed opportunity for some” (Elfer et al., 2011). Professional reflection, when deeply embedded, supports not only pedagogical quality but also educator wellbeing which is an essential foundation for sustainable practice (Guard, 2025).

Documenting with Purpose: Aistear’s Reflective Cycle

The updated Aistear framework offers a powerful reframing of assessment: not simply as a tool to measure learning, but as an opportunity to nurture it.

As per Aistear (NCCA, 2024:29), “Nurturing is recognising, naming and affirming learning in the moment.” This calls for a slow pedagogy, where educators observe, wait, and listen before acting, prioritising trust, safety, and connection, as outlined by Siraj (Siraj, 2025). This approach not only affirms the child but also makes space for emotional attunement and deeper insight:

1. Observe, wait, and listen.
2. Establish a trusting connection.
3. Join the child in play, gently waiting for an invitation.
4. Extend learning through sensitive questions and support problem-solving.
   

Lawrence (2022, p.86) further argues that “children’s voices and sensibilities can contribute to current challenges if adults understand children in moments of competence and in their moments of vulnerability” (Lawrence, 2022). This highlights the need for reflective practice that embraces both cognitive and emotional dimensions. When educators take time to share and reflect together on their observations, they develop a richer appreciation of children’s diverse participation, which requires deep contemplation and honesty.

How Child Paths Supports the Reflective Cycle

At Child Paths, our commitment is to support educators through this reflective cycle by offering intuitive, responsive digital tools that make the invisible visible, without overwhelming staff with paperwork.

Our new Learning Record/Documentation feature is built directly from the updated Aistear Learning Record sample and aligned with the NCCA’s guidance on best practice in Assessment.

1. Purposeful Noticing: Educators are prompted to record observations using guiding questions that encourage deep, meaningful noticing. Rather than simply describing what happened, they reflect on why it matters, linking to learning outcomes, dispositions, and the child’s unique voice.
   
2. Contextual Understanding: Observations are organised and contextualised, linked back to earlier records, allowing educators to track learning trajectories over time.

3. Collaborative Documentation: Children’s voices are central. Drawing from the Lundy Model of Participation (Lundy, 2007; Lundy, et al., 2024) and the emphasis on co-documentation, our tool prompts educators to explore:

• What the child enjoys
• What they are curious about
• What they can do with support
• What they want to learn next
  

This reinforces the principles of Cassidy et al. (2022), who developed a framework for rights-based practice with young children built around key principles: Definition, Power, Inclusivity, Listening; Time and Space; Approaches; Processes and Purposes (Cassidy etal., 2022). These help educators reflect not just on what they document, but how and why, making children’s voices truly visible.

Inclusive and Respectful Assessment: Inspired by pedagogical documentation (González-Alfaya, et al., 2024), our platform encourages inclusive, respectful, and relational assessment. Observations evolve into narratives, namely living stories of growth, identity, and learning.

Learning Stories: Making Learning Visible

At Child Paths, we are strong advocates of the Learning Story model—a narrative, strengths-based approach that shifts the focus from what a child can’t do to what they can. As Carr & Lee (2012) describe, this is identity-referenced assessment, affirming the child’s development as a learner and as a person (Carr & Lee, 2012).

Sands and Lee (2024) add that the true power of documentation lies in its relationality—its ability to spark conversation, deepen understanding, and strengthen relationships between children, families, and educators (Sands & Lee, 2024).

Building for the Future: Digital Documentation with Intention

Digital tools do not replace pedagogy; they enhance it, when built with educators and children in mind. With Child Paths, educators can:

• Collect and organise observations with ease
• Collaborate with colleagues and families
• Reflect critically and consistently
• Plan intentionally and responsively

Our app does more than store information, it supports professional inquiry, reflective dialogue, and responsive teaching, all while staying aligned with sectoral priorities like Síolta (Standards 7.5 and 7.6) and the UNCRC’s rights-based approach to early learning.

In Summary

The 2024 revision of Aistear marks a critical milestone in Irish early years education. It recognises the complexity, emotional labour, and professional expertise involved in the work educators do each day.

The call for reflective assessment is not just technical. It is deeply philosophical, emotional, and relational. As educators, we are invited to slow down, to connect, and to reflect with integrity and intention. At Child Paths, we’re here to walk that path with you, making reflection visible, possible, and powerful. Because when we reflect, we connect. And when we connect, learning can truly occur.

References

Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early education. Sage Publications.

Cassidy, C., Wall, K., Robinson, C., Arnott, L., Beaton, M., & Hall, E. (2022). Bridging the theory and practice of eliciting the voices of young children: Findings from the Look Who’s Talking project. 30(1), 32–47. https://doi.org/10.1080/1350293X.2022.2026431

Elfer, P., Goldschmied, E., & Selleck, D. (2011). Key Persons in the Early Years: Building relationships for quality provision in early years settings and primary schools (2nd ed.). Routledge.

French, G., & McKenna, G. (2022). Literature review to support the updating of Aistear, the Early Childhood Curriculum Framework. Dublin City University.

González-Alfaya, M. E., Mérida-Serrano, R., Olivares-García, M. D. L. Á., & Rodríguez-Carrillo, J. (2024). Democratic spaces for ECEC teachers’ professional development: The case of the RIECU Network in Spain. European Early Childhood Education Research Journal, 36(6), 1-15.

Guard, C. (2025). Rights and Agency for Babies, toddlers and Young Children. National Council for Curriculum and Assessment.

Lawrence, P. (2022). Hearing and Acting with the Voices of Children in Early Childhood. Journal of the British Academy, 8(4), 77–90. https://doi.org/10.5871/jba/008s4.077

Lundy. (2007). Voice is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal., 33(6), 927–942.

Lundy, L., Murray, C., Smith, K., & Ward, C. (2024). Young children’s right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education. British Educational Research Journal. https://doi.org/10.1002/berj.3968

NCCA. (2024a). Aistear: Early Childhood Curriculum Framework. Government of Ireland.

NCCA. (2024b). Aistear: Early Childhood Curriculum Framework: Guidance for Good Practice. Government of Ireland.

Nutbrown, C. (2011). Threads of Thinking; Schemas and Young Children’s Learning (4thed.). Sage Publications.

Sands, L., & Lee, W. (2024). Teacher inquiry and learning stories: A site for pedagogical change. European Early Childhood Education Research Journal, 32(6), 1029–1045. https://doi.org/10.10801350293X.2024.2381118

Siraj, I. (2025). An Emergent and Inquiry-based Curriculum Approach in Early Childhood. National Council for Curriculum and Assessment.

Educators at Cairdeas Ballyhass recently took part in a reflective and energising CPD session delivered by Dr Gillian Lake, our Chief Education Officer, which focused on Aistear 2024, Children’s Rights, and the power of observation and high quality documentation in everyday practice. The session created space for meaningful discussion, shared reflection, and a renewed confidence in educators’ professional roles. 

From the beginning, the tone of the day encouraged educators to slow down, notice more, and trust what they already know. Through a mix of discussion, practical activities, and real-life scenarios, educators revisited the principles of Aistear 2024 and explored how its themes of Wellbeing, Identity & Belonging, Exploring & Thinking and Communicating come alive in daily interactions with children. 

A strong focus of the session was on child-centred and rights-based practice. Educators explored familiar moments such as tidy-up time, snack choices, group activities, and peer disagreements, reflecting on how adult responses can either limit or strengthen children’s agency. These conversations highlighted the importance of listening, negotiating, and allowing children the space to make decisions about their own learning. 

The second part of the session turned attention to observation and documentation. Educators worked through examples of play, interactions, and learning to move beyond simply recording what happened, towards understanding what children might be communicating and how educators can respond intentionally. The cycle of noticing, nurturing, responding, and reflecting helped link observation directly to planning and learning records in a practical and accessible way. The Child Paths Learning Record was exemplified as an effective way of achieving this. 

Throughout the day, the session remained highly interactive. Group work, shared scenarios, and reflective activities supported peer learning and kept energy levels high. Educators described the experience as engaging, practical, and enjoyable, with many commenting on how accessible and relevant the content felt to their day-to-day practice. 

By the end of the session, a clear theme had emerged: educators recognised themselves as agentic professionals. Participants reflected on feeling more confident using their professional voice, advocating for children, and trusting their judgement when making decisions in practice. 

This positive experience was reflected in the feedback, with the session receiving an overall rating of 4.94 out of 5, and all educators agreeing that the content was relevant to their role. Many highlighted the value of the interactive format and the clarity provided around Aistear 2024 and documentation. 

Feedback also strongly praised Dr Gillian Lake’s facilitation, describing her as knowledgeable, passionate, relatable, and engaging, with an ability to create a supportive learning environment where educators felt comfortable sharing and reflecting together. 

Overall, the session was experienced as high-quality, meaningful CPD — one that not only supported practice, but reinforced educators’ confidence in their professional identity and their role in shaping children’s learning experiences. 

This session reflects the core belief at Child Paths that educators are knowledgeable, capable, and central to quality early childhood education. By creating space for reflection, dialogue, and shared learning, Child Paths is committed to supporting educators to trust their professional judgement, use their voices with confidence, and act as advocates for children’s rights and wellbeing. Experiences like this reinforce our belief that when educators feel valued and empowered, children benefit most.