Aistear Blogs: #7: Emergent numeracy and Aistear

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This blog looks at emergent numeracy in the updated Aistear curriculum framework. The Framework aligns with the recently published Literacy, Numeracy and Digital Literacy Strategy 2024-¬2033: Every Learner from Birth to Young Adulthood and shares the understanding that numeracy in early childhood involves the exploration and development of mathematical skills, concepts, knowledge and understanding. Through play and meaningful hands-on experiences, babies, toddlers and young children’s lives are enriched by numeracy experiences in their everyday lives.

Central to supporting babies, toddlers and young children’s knowledge and understanding of numeracy are relationships and interactions. Educators, embracing a slow relational pedagogy, can support and extend opportunities for babies, toddlers and young children to build awareness of the variety of numeracy symbols and concepts in the world around them. The daily routine flowing between free-play, guided play and educator-led playful experiences provides opportunities for educators to notice when number, shape and space, size or volume intrigues babies, toddlers and young children. Together, educators with the baby, toddler or young child can build an awareness of the important functions these have in everyday experiences. For example, five strawberries is more than two, the longer piece of timber makes the bridge or, that the metal ball is heavier than the cork bottle top in the treasure basket.

All four aims of Aistear’s Exploring and Thinking Theme support emergent numeracy. Through enjoyable and meaningful play and playful experiences, babies, toddlers and young children come to understand concepts such as matching, comparing, ordering, sorting, estimating, counting, spatial awareness, size, weight, height, length, capacity and money.

To realise these aims in practice requires the creation of an inclusive, numeracy- and maths-rich environment. This means educators provide a range of provocations and age- and stage- appropriate resources for babies, toddlers and young children to safely explore and learn about the role of numeracy in their world. Having items in the learning environment to feel, count, sort, classify and weigh is essential. Some of these items include: interlocking toys, large and small blocks, inset boards, measuring tapes,  jigsaws, sorting sets, art materials, old clocks, money, balls, stacking toys, threading beads, buckets, spades, spoons, ladles, cups, bottle caps, saucepans, sieves, spoons, jugs, kettles, cardboard tubes, pine cones, seashells, scraps of material, hoops, bean bags, balls, balancing beams, blocks, boxes, wheeled toys, tractors, trailers, trikes, balance bicycles, slides, climbing frames, ride-on toys, pull and push toys, climbing frames, slides and ramps. The list is endless!

Educators should ensure that a variety of books, focusing on numeracy related concepts and maths language, are in the learning environment, indoors and outdoors. For example, exploring the concept of small, medium-sized and big through the story of Goldilocks and the Three Bears. Using songs and nursery rhymes that incorporate maths concepts and maths language throughout the day can be very effective in developing babies, toddlers and young children’s mathematical understanding. Educators can also draw attention to numbers in the environment – notices, signs, food containers, shop windows, house numbers and car registrations. Activities like baking, shopping, cooking and gardening are also very useful in developing a positive dispositions towards numeracy and for using maths language in meaningful ways, for example big/bigger/biggest, tall/taller/tallest, wide/wider/widest. These activities can support babies, toddlers and young children’s understanding that mathematics is important and useful.

The updated Aistear positions emergent numeracy as an important part of early childhood education and care, empowering babies, toddlers, and young children to explore, think, and communicate in ways that are meaningful and developmentally appropriate. The Framework highlights the role of the agentic educator and how they use their knowledge and skills to interpret the Principles and Themes of Aistear in their individual context. Educators know the babies, toddlers and young children they work with and adapt the Framework to suit their needs and interests. By seeing the endless possibilities in the learning environment and in local communities, educators can nurture and support emergent numeracy, fostering babies, toddlers and young children’s holistic development.

 

Aistear Blog 7 | NCCA

Nurturing Skills Learner Fund (NSLF) reminder for the academic year 2025/2026

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​Dear Service Provider,

Please note the following regarding the Nurturing Skills Learner Fund (NSLF).
NSLF applications for the academic year 2025/2026
NSLF applications for the academic year 2025/2026 are now open and will close on 1 May 2025 at 5pm.
Please advise your staff to contact NSLF@pobal.ie to request a link to the NSLF Student Portal to register on the NSLF Student Portal, upload employment details and complete the new application process.
There are two steps in the application process and, in some instances, the employment record step could take several working days to complete. The numbers applying may also impact.
All applications must be submitted prior to the deadline of 1 May 2025. Late and incomplete applications will not be accepted after the deadline.
NSLF students continuing from the academic year 2024/2025
Pobal will contact continuing students directly in early summer asking individuals to verify their continuing eligibility for NSLF.  Once eligibility is confirmed, a new letter of Conditional Funding will issue to the student for the academic year 2025/2026.
Training for continuing students will happen at a later stage and you will be notified.
Note: Continuing Students are existing students who successfully received NSLF funding for the academic year 2024/2025 and wish to continue to receive funding for NSLF for Academic Year 2025/2026.
Kind Regards,
The Early Years Team 

NCS: Service calendar and returns Easter break, dates during 14-18 and/or 21-25 April

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Dear Service Provider,

As some services may close for the Easter break, dates during 14-18 and/or 21-25 April, it may be necessary to make the following changes on your Early Years Hive.

Please note Good Friday, 18 April 2025, is not a public holiday.

We advise making any necessary changes as soon as possible to ensure there are no issues when returns are submitted and payments processed.

NCS: Service calendar and returns

If your service is closed for part or all of the week, you must mark the closures on your NCS service calendar accordingly. You must also note whether it is a subsidised (paid) closure or not.

For more information, please see ‘How to add a closure’ on the NCS Service Calendar section of Help & Support.

For school-aged/ECCE children, if you are increasing their hours during mid-term, please ensure you do not forget to amend the hours for children whose hours reduce after mid-term. As you know NCS subsidy hours cannot be claimed for hours that a child is in school or ECCE, or hours that your service is closed, and any over-claims are liable to be recouped.

NCS returns must be submitted on the Early Years Hive each week. Returns become available from the last day (Sunday) of the reporting week and must be completed by the following Tuesday and are based on the previous week’s attendance. If a return is not submitted within the required timeframe, all subsidy payments will be suspended until it is submitted.

Changes cannot be made to service calendar opening hours or claim hours once a return for that week has been submitted on the Early Years Hive.

If you require further assistance, please raise a Service Request using the following categories ensuring that you include the CHICK number in the request:

  • Programme: NCS
  • Request Type: NCS Calendar
  • Request Type Details: General

NCS: Updated bridging payments  

A ‘bridging payment’ is available to service providers during periods of subsidised closure, if they are unavailable to submit their weekly NCS return, for example, mid-term breaks, Easter, Christmas etc.

Important: Please keep claims active at all stages. Please do not amend calendars in regard to bridging payments unless the hours of the service have changed for that period. Example: Normal opening hours 9am to 5pm however over the mid-term opening hours 2pm to 6pm.

Update

For guidance on returns, as well as updated guidance on bridging payments, please see the NCS Attendance Returns Guide.

ECCE: Service calendar

Providers in contract for the ECCE programme are reminded that changes to service calendars must be first approved by County Childcare Committees (CCCs) and parents must be given 20 working days’ notice in writing of any change to the service’s calendar.

Copies of such notices must be kept on file for compliance purposes.

Approved providers in contract for the ECCE programme must be open for a minimum of 38 weeks (or 182 days) over the programme year.

For further information on service calendars, please contact your local CCC or refer to the ECCE Service Calendar section of Help & Support.

If you require further assistance, please raise a Service Request using the following categories:

  • Programme: ECCE
  • Request Type: ECCE Calendar
  • Request Type Details: General

CCSP Saver Programme: Amending sessions (e.g. a child is moving from part-time to full-time)

If a registration is changing and needs to be updated from part-time to full-time, please input a CCSP Leaver with the date the child is changing service level. A new registration should then be created with the updated level of service for the appropriate period, within 6 weeks of the start date of the new registration.

Please see ‘How to end/add a CCSP Saver Programme child registration’ on the CCSP child registration section of Help & Support for guidance:

If you require further assistance, please raise a Service Request using the following categories:

  • Programme: CCSP
  • Request Type: Registrations
  • Request Type Details: Leaver

Regards,
The Early Years Team

Updated Aistear for the Early Learning and Care Sector – March 2025

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Updated Aistear for the Early Learning and Care Sector – March 2025

We are currently in a period of dissemination and developing familiarity and understanding of the  updated Aistear curriculum framework. A series of information briefings and professional
development activities will be held during 2025, including a national conference on 24th May, 2025. In addition, the Aistear Síolta Practice Guide and other relevant resources will be updated over the coming months to reflect the updates in Aistear. It is important to stress that all you know about the original Framework remains relevant in the update. Resources and supports will be provided in the lead-up to September 2025 and beyond, ensuring that early years educators have the resources they need for sustained professional development to implement the updated Framework.

 

Key dates and resources for early years educators:

• Updated Framework and further information

You can access the updated Framework and further information here.
o Aistear: the Early Childhood Curriculum Framework
o Aistear – Guidance for Good Practice
o Frequently asked questions about Aistear: the Early Childhood Curriculum Framework

• NCCA Resources and Supports

o Videos: There are two introductory videos available on the NCCA website. One provides a walkthrough of the Aistear curriculum framework, and the other offers an overview of the Principles of Aistear. These videos serve as key starting point for early years educators looking to familiarise themselves with the updated Framework. These can be accessed here

o Bi-weekly Blogs: NCCA are currently publishing a series of bi-weekly blogs on their website. These blogs delve into the new concepts and updates in the updated Aistear curriculum framework, providing valuable insights for educators. These blogs are shared widely on social media to ensure broad access and can be found here.

o Research Papers: NCCA recently published a paper on ‘Aistear as a Rights-based Early Childhood Curriculum Framework’ and a series of research papers will be published in May 2025 exploring concepts including rights and agency for babies, toddlers and young children, an emergent and inquiry-based curriculum, and sustainability in early childhood education.

• Family and Child Guides
o Family Guide to Aistear: An easy-to-read guide to understanding Aistear for families will be available online in March. This guide will offer families insight into how their baby, toddler or young child’s learning and development is supported by Aistear.
o Child’s Guide: Child-friendly versions exploring important concepts of the Aistear curriculum framework will be released online later in the year, designed to help babies, toddlers and young children understand the Framework in an engaging, child centred way.

• Hard copy dissemination of Aistear
Beginning in March, DCEDIY, in partnership with CCCs, will distribute hard copies of the updated Aistear to early learning and care settings across the country. This ensures that all
early years educators will have the updated curriculum framework in their hands for practical reference and implementation.

• Information sessions for early years educators
o NCCA in partnership with CCCs will deliver an online nationwide webinar on the updates to Aistear on March 18th at 7pm. You can register here.
o CCCs (City/County Childcare Committees) will offer online and in-person information sessions from the beginning of May to share the updates to the Aistear curriculum
framework. Early years educators are encouraged to get in touch with their local CCC for information on session schedules and registration details.
o Local Communities of Professional Practice will also play a key role in supporting early years educators’ engagement with the updated Aistear curriculum framework. For more details, educators should reach out to their local CCC.
o Support Organisations (Barnardos, Better Start, Blathú, Childminding Ireland, Early Childhood Ireland, Gaeloideachas, National Childhood Network and St. Nicholas Montessori Society) will offer a variety of thematic webinars, blogs etc.

• Updated Aistear Síolta Practice Guide
The Aistear Síolta Practice Guide is being updated to reflect the latest updates to the Aistear curriculum framework. This updated version will be available to early years educators in May.

• NSAI eLearning
The NSAI eLearning module, An introduction to Aistear, Síolta and the Aistear Síolta Practice Guide will be updated to align with the revised Aistear curriculum framework. These updated
modules will be available for educators to access in May, providing an excellent opportunity for ongoing professional development.

• National Conference – May 24th 2025
A national conference will take place on Saturday, May 24th in Dublin. The conference will focus on bringing together early years educators, academics, students, and support organisations to explore the updates, new concepts, and key messages within the updated Aistear. The aim of the conference is to inform and inspire educators to consider how the updated Framework can be reflected in daily practice. Registration information will be circulated shortly.

• Updated support documents from key stakeholders
As part of the dissemination Better Start, the Department of Education Inspectorate, and Tusla’s Early Years Inspectorate are updating their support documents to align with the updated Aistear curriculum framework.

• Engagement with higher and further education institutions
NCCA are hosting a series of nationwide information sessions for higher and further education institutions on the updated Framework to support their integration into level 5-8 initial professional education programmes.

• Ongoing supports
The activities being undertaken in 2025 to disseminate the Aistear curriculum framework are part of a long-term process supporting services to use Aistear. Further resources and
supports will be provided to the sector in the lead-up to September 2025 and beyond, ensuring that early years educators have the resources they need for sustained professional
development to support their practice.

If you have any questions about the updated curriculum framework, please contact your local City and County Childcare Committee. Contact details are available here.
Over the coming months we hope you enjoy becoming familiar with and using the updated Aistear framework.

Arts in Early Learning and Childcare Scheme

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Arts in Early Learning and Childcare Scheme

Closing date 17:30, Thursday 03 April 2025
Maximum awarded €40,000
Artform and practice(s) Children and Young People’s Arts
Applicant type Individual Artist, Organisation
Contact Eimear Harte
Email childrenandyoungpeople@artscouncil.ie

The purpose of the Arts in Early Learning and Childcare Scheme 2025 is to provide opportunities for babies and young children to explore and enjoy the arts with the support of artists, early-years educators, school-age practitioners, families and carers. Priority will be given to proposals that provide meaningful opportunities for babies and young children to explore and engage with the arts; while supporting artists, early-years educators, school-age practitioners, families and carers to collaborate, share learning, and develop their capacity in this area. Proposals should include a considered approach to documentation, evaluation and reflection, and should have the capacity to inform wider practice.

The Arts in Early Learning and Childcare Scheme 2025 has three strands.

Strand 1: Early Learning and Childcare

This strand supports partnerships between artists/arts organisations and Tusla-registered early learning and care (ELC) and/or school-age childcare (SAC) services. Eligible services include community and private services, ELC services, ELC and SAC combined services, and stand-alone SAC services.

Strand 2: International Protection (birth–6-year-olds)

This strand supports partnerships between artists/arts organisations and those working with children from Ukraine and others who have been impacted by war, displacement and loss. Proposals should be centred in trauma-informed practice. Projects can be facilitated within local Stay and Play sessions, parent-and-toddler groups or other locations that support Ukrainian and other children seeking international protection from birth to 6 years of age.

Strand 3: Combined Contexts 

You should apply for this strand if your proposal includes services that meet the requirements of Strand 1 and other services that meet the requirements of Strand 2.

Access Supports

If you have a disability and would like help applying, contact our Access Officer as early as possible before the deadline.

Phone:

  • 01 618 0200
  • 01 618 0243

Email: disabilityaccess@artscouncil.ie

You will be able to apply for additional costs if you have access needs relating to your application.

Note: applications will only be accepted through the Arts Council’s Online Services site. If you have not used Online Services before you must register for a login to be able to apply for funding.  It is important that you register as early as possible as it may take up to five working days for your registration to be processed.

How do I apply for this?

  1. Download and read the guidelines available at the top right-hand corner of this page.
  2. Check if there is any mandatory supporting material that must accompany your application. We may provide a template for the supporting material. If so, you can download it from the supporting materials section at the top right-hand corner of this page.
  3. All applications must be made through the online services website. You will be able to upload a wide range of support materials in electronic format along with your application form.
  4. You must be registered with the online services website to make an application. If you are not already registered, we recommend you register for online services as far in advance of the deadline as possible, as it may take five days for your online services registration to be processed.

2025 Arts in Early Learning and Childcare Scheme Guidelines

Arts in Early Learning and Childcare Scheme_ MOU Template

Insightful webinar on the updated Aistear framework

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Join NCCA for an insightful webinar on the updated Aistear framework. This session will explore the updated Framework by examining its Vision, Principles and Themes. It will also present the Guidance for Good Practice and highlight additional supports available. Early years educators will gain valuable insights to enhance their understanding of these updates before official implementation of the updated Aistear in September 2025.

Speakers will include:

Donna Carolan, Acting Director, Curriculum and Assessment, NCCA

Dr Sharon Skehill, Education Officer, NCCA

Dr Mary Daly, Education Officer, NCCA

Lorraine Farrell, National Aistear Development Officer, NCCA

https://events.teams.microsoft.com/event/4977bc01-f076-46ff-a0fd-8053cc8049f7@351a14f3-f094-4745-861a-a035d4cdb2e5

The Department of Children, Equality, Disability, Integration and Youth invites applications to an Asylum, Migration and Integration Fund call for proposals

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PRESS RELEASE

The Department of Children, Equality, Disability, Integration and Youth invites applications to an Asylum, Migration and Integration Fund call for proposals

  • A maximum of €1.5m will be made available to one or more organisations to provide rehabilitative services and other supports for survivors of torture residing in Ireland.
  • Minimum grant amount of €495,000, over 1-2 years, under Ireland’s national programme for the EU Asylum, Migration and Integration Fund (AMIF).

 

28 February 2025

The Department of Children, Equality, Disability, Integration and Youth today launched a Call for Proposals from organisations capable of providing rehabilitative services and other supports for survivors of torture and victims of cruel and inhuman or degrading treatment. This follows funding provided to 18 organisations in 2023 following a broader Call for Proposals, which was supported by the 2021-2027 AMIF Programme. As a result of these initiatives, the path towards integration of migrants, many of whom have fled very challenging circumstances in other countries, has been made significantly easier.

The Asylum, Migration and Integration Fund (AMIF) is an EU fund that aims to boost national capacities and improve procedures for migration management, as well as to enhance solidarity and responsibility sharing between Member States.

How to apply:

Applicants can access a detailed guidance document and complete an online application form here.

The closing date for receipt of applications is 12 pm on 28 March 2025.

 

ENDS

Note for Editors:

This call is part of the AMIF 2021-2027 National Programme and open to public, private and voluntary bodies.

·    Under both the previous (2014-2020) and current AMIF national programme, the Government has supported a wide range of NGO-led migrant integration and support programmes; aspects of the Irish Refugee Protection Programme (IRPP); the HSE SafetyNet mobile health screening unit; and the Returns Programme operated by the Department of Justice for asylum seekers whose claims have not been successful, or who choose to voluntarily return to their home country.

·    The AMIF 2021-2027 Programme, at both EU and national levels, is comprised of four Specific Objectives:

(1) strengthening and developing all aspects of the Common European Asylum System, including its external dimension;

(2) strengthening and developing legal migration to the Member States in accordance with their economic and social needs, and promoting and contributing to the effective integration and social inclusion of third-country nationals;

(3) contributing to countering irregular migration, enhancing effective, safe and dignified return and readmission, and promoting and contributing to effective initial reintegration in third countries;

(4) enhancing solidarity and fair sharing of responsibility between the Member States,

Beneficiaries of temporary protection fleeing the conflict in Ukraine are eligible to participate on AMIF-funded projects.

Further information can be obtained from the AMIF Managing Authority, Funds Administration Unit of the Department of Children, Equality, Disability, Integration and Youth, at amif@equality.gov.ie

 

Issued by the Press and Communications Office at the Department of Children, Equality, Disability, Integration and Youth.
Tel: 01 539 3801
Email: press.office@equality.gov.ie