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:
- Observe, wait, and listen.
- Establish a trusting connection.
- Join the child in play, gently waiting for an invitation.
- 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.
- 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.
- Contextual Understanding: Observations are organised and contextualised, linked back to earlier records, allowing educators to track learning trajectories over time.
- 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.
