his paper presents a reflective, critical analysis of the original rollout and implementation of... more his paper presents a reflective, critical analysis of the original rollout and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthcoming update. This article considers the methods engaged to implement a national roll-out of Aistear from 2009 and the subsequent availability of training and supports to facilitate the effective implementation of the framework in the intervening period. Lessons to be learned from the original roll-out and theories of change management are discussed to inform the successful implementation of the forthcoming update. Limitations highlighted within the original implementation of Aistear include a fragmented approach to the initial roll-out and subsequent over-reliance on the benevolence of early childhood educators to actively seek out additional training and supports. The impact of the lack of a regulatory mandate to implement a specified early childhood education curriculum framework, such as Aistear, on curriculum implementation and quality monitoring is also addressed. The example of STEAM, as an area of contemporary pedagogical practice, is employed to highlight the importance of training within a coordinated, systematic implementation plan to underpin the equitable roll-out of the forthcoming Aistear update across the profession to support the provision of quality ECEC experiences for children.
This article discusses the role of STEAM in early childhood education and care (ECEC), and why th... more 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.
his paper presents a reflective, critical analysis of the original rollout and implementation of... more his paper presents a reflective, critical analysis of the original rollout and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthcoming update. This article considers the methods engaged to implement a national roll-out of Aistear from 2009 and the subsequent availability of training and supports to facilitate the effective implementation of the framework in the intervening period. Lessons to be learned from the original roll-out and theories of change management are discussed to inform the successful implementation of the forthcoming update. Limitations highlighted within the original implementation of Aistear include a fragmented approach to the initial roll-out and subsequent over-reliance on the benevolence of early childhood educators to actively seek out additional training and supports. The impact of the lack of a regulatory mandate to implement a specified early childhood education curriculum framework, such as Aistear, on curriculum implementation and quality monitoring is also addressed. The example of STEAM, as an area of contemporary pedagogical practice, is employed to highlight the importance of training within a coordinated, systematic implementation plan to underpin the equitable roll-out of the forthcoming Aistear update across the profession to support the provision of quality ECEC experiences for children.
his paper presents a reflective, critical analysis of the original rollout and implementation of... more his paper presents a reflective, critical analysis of the original rollout and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthcoming update. This article considers the methods engaged to implement a national roll-out of Aistear from 2009 and the subsequent availability of training and supports to facilitate the effective implementation of the framework in the intervening period. Lessons to be learned from the original roll-out and theories of change management are discussed to inform the successful implementation of the forthcoming update. Limitations highlighted within the original implementation of Aistear include a fragmented approach to the initial roll-out and subsequent over-reliance on the benevolence of early childhood educators to actively seek out additional training and supports. The impact of the lack of a regulatory mandate to implement a specified early childhood education curriculum framework, such as Aistear, on curriculum implementation and quality monitoring is also addressed. The example of STEAM, as an area of contemporary pedagogical practice, is employed to highlight the importance of training within a coordinated, systematic implementation plan to underpin the equitable roll-out of the forthcoming Aistear update across the profession to support the provision of quality ECEC experiences for children.
This article discusses the role of STEAM in early childhood education and care (ECEC), and why th... more 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.
his paper presents a reflective, critical analysis of the original rollout and implementation of... more his paper presents a reflective, critical analysis of the original rollout and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthcoming update. This article considers the methods engaged to implement a national roll-out of Aistear from 2009 and the subsequent availability of training and supports to facilitate the effective implementation of the framework in the intervening period. Lessons to be learned from the original roll-out and theories of change management are discussed to inform the successful implementation of the forthcoming update. Limitations highlighted within the original implementation of Aistear include a fragmented approach to the initial roll-out and subsequent over-reliance on the benevolence of early childhood educators to actively seek out additional training and supports. The impact of the lack of a regulatory mandate to implement a specified early childhood education curriculum framework, such as Aistear, on curriculum implementation and quality monitoring is also addressed. The example of STEAM, as an area of contemporary pedagogical practice, is employed to highlight the importance of training within a coordinated, systematic implementation plan to underpin the equitable roll-out of the forthcoming Aistear update across the profession to support the provision of quality ECEC experiences for children.
Uploads
Papers
early childhood education in Ireland, in advance of a forthcoming
update. This article considers the methods engaged to implement
a national roll-out of Aistear from 2009 and the subsequent
availability of training and supports to facilitate the effective
implementation of the framework in the intervening period.
Lessons to be learned from the original roll-out and theories of
change management are discussed to inform the successful
implementation of the forthcoming update. Limitations
highlighted within the original implementation of Aistear include
a fragmented approach to the initial roll-out and subsequent
over-reliance on the benevolence of early childhood educators to
actively seek out additional training and supports. The impact of
the lack of a regulatory mandate to implement a specified early
childhood education curriculum framework, such as Aistear, on
curriculum implementation and quality monitoring is also
addressed. The example of STEAM, as an area of contemporary
pedagogical practice, is employed to highlight the importance of
training within a coordinated, systematic implementation plan to
underpin the equitable roll-out of the forthcoming Aistear update
across the profession to support the provision of quality ECEC
experiences for children.
early childhood education in Ireland, in advance of a forthcoming
update. This article considers the methods engaged to implement
a national roll-out of Aistear from 2009 and the subsequent
availability of training and supports to facilitate the effective
implementation of the framework in the intervening period.
Lessons to be learned from the original roll-out and theories of
change management are discussed to inform the successful
implementation of the forthcoming update. Limitations
highlighted within the original implementation of Aistear include
a fragmented approach to the initial roll-out and subsequent
over-reliance on the benevolence of early childhood educators to
actively seek out additional training and supports. The impact of
the lack of a regulatory mandate to implement a specified early
childhood education curriculum framework, such as Aistear, on
curriculum implementation and quality monitoring is also
addressed. The example of STEAM, as an area of contemporary
pedagogical practice, is employed to highlight the importance of
training within a coordinated, systematic implementation plan to
underpin the equitable roll-out of the forthcoming Aistear update
across the profession to support the provision of quality ECEC
experiences for children.