Minister Foley welcomes the significant increase in the number of children benefitting from the National Childcare Scheme

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Minister for Children, Disability and Equality, Norma Foley today welcomed the significant increase in the number of children benefitting from the National Childcare Scheme.

The scheme provides subsidies that substantially reduce the cost of early learning and childcare for tens of thousands of families across the country.

New data shows that a total of around 245,000 children benefitted from the scheme in 2025 – a 12% increase on around 218,000 children who benefited from the scheme in 2024.

There were significant increases in the number of children benefitting from NCS subsidies in Clare (18% increase), Offaly (18% increase) and Roscommon (16% increase). Meanwhile, the number of subsidised children has increased by 9% in Dublin city and an average of 13% in other areas of County Dublin.

The increase in uptake reflects the continued Government investment in the early learning and childcare sector, including a 53% increase in the minimum hourly National Childcare Scheme subsidy from September 2024.

Minister Foley said:

“This increase in the number of children benefitting from the National Childcare Scheme is a positive development. The National Childcare Scheme has undergone a significant number of enhancements in recent years and we will continue to build on that progress. New, lower maximum fee changes for families paying the highest prices and higher subsidies for lower income families are on the way in September. I am committed to ensuring families across the country have access to more affordable early learning and childcare.”

The recently published Shaping the Future: The Early Years Action Plan contains details of changes to the income-assessed National Childcare Scheme subsidies which will improve affordability for up to 47,000 children from low-income families.

These changes, which will be introduced in September 2026, will increase the lower income threshold from €26,000 to €34,000 and the upper threshold from €60,000 to €68,000. The multiple child discount will also be increased, which reduces parents’ reckonable income for the Income Assessed subsidy.

There will also be reductions in the highest fees charged to parents across the country from September 2026, with the lowering of the maximum fees that Core Funding Partner Services can charge. These new, lower maximum fee levels will be announced in the coming months when full financial returns from providers have been analysed.

Notes

The data referred to in this press release is provisional and represents the number of unique children availing of the National Childcare Scheme (NCS). These figures are provisional and may increase over the coming weeks. A county level breakdown of the number of children benefitting from National Childcare Scheme subsidies is as follows:

County Division

2024-number of children with NCS subsidies

2025 – number of children with NCS subsidies

% Increase

Cork City

8011

9202

15%

County Carlow

2557

2869

12%

County Cavan

4417

5081

15%

County Clare

4790

5639

18%

County Cork

14176

16331

15%

County Donegal

8894

9866

11%

County Galway

15528

17150

10%

County Kerry

7804

8573

10%

County Kildare

9268

10648

15%

County Kilkenny

4468

4855

9%

County Laois

4365

4587

5%

County Leitrim

1961

2235

14%

County Limerick

9644

11014

14%

County Longford

1941

2141

10%

County Louth

5287

5820

10%

County Mayo

5152

5944

15%

County Meath

7715

8899

15%

County Monaghan

5093

5479

8%

County Offaly

2423

2853

18%

County Roscommon

3090

3586

16%

County Sligo

4241

4721

11%

County Tipperary

9703

11205

15%

County Waterford

5024

5706

14%

County Westmeath

4211

4639

10%

County Wexford

7431

8397

13%

County Wicklow

5920

6430

9%

Dublin City

22156

24242

9%

Dun Laoghaire-Rathdown

10691

12046

13%

Fingal

13525

15476

14%

South Dublin

12380

13979

13%

*Total Unique Children

218529

245731

12%

Please note: Final ‘total unique children’ may differ from the total sum of county level data. This is because a child may have multiple claims within a given year i.e. claims with more than one service provider or across two counties etc. However, for the purposes of the final total, such children are only counted once.

The National Childcare Scheme

The National Childcare Scheme provides financial support to help families with their early learning and childcare costs. The Scheme, which was introduced in November 2019, has been designed on the principle of progressive universalism ensuring that families on the lowest incomes receive the greatest level of support.

There are two types of subsidies available to families:

  • Universal subsidies are available to all families with children between 24 weeks and 15 years of age. This subsidy is not means tested and provides €2.14 per hour for a maximum of 45 weekly hours.
  • Income Assessed Subsidies are available to families with children aged between 24 weeks and 15 years. This subsidy is means tested and will be calculated based on the applicant’s individual circumstances. The rate will vary depending on the level of family income, the child’s age and educational stage, and the number of children in a family.

Parent and Toddler Funding 2026

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This year the focus for the 2026 Parent and Toddler grants is to support groups in providing assistance to young parents and children in establishing connections and to promote the inclusion of families from all backgrounds, abilities and cultures.

 

The Parent and Toddler Group Grants Initiative 2026, will have only two streams of funding:

 

  1. Funding of up to €800 will be available for new and existing Parent and Toddler groups that are part of a larger organisation and,
  2. Funding of up to €1,000 will be available for new and standalone Parent and Toddler groups that are not part of a larger organisation. 

 

Conditions apply and the CCCs are available to discuss requirements with new and existing groups

Minister Foley appoints new Chairperson to the Tusla Board

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Minister Foley appoints new Chairperson to the Tusla Board

The Minister for Children, Disability and Equality, Norma Foley, has today announced the appointment of Ms. Madeleine Clarke as the Chairperson of the Board of Tusla, the Child and Family Agency.

Ms. Clarke is being appointed by the Minister following a selection process managed by the Public Appointments Service and in accordance with the government’s Guidelines on Appointments to State Bodies.

Ms. Clarke brings substantial expertise to the Board of Tusla. She is a professional psychologist and previously served as Deputy Chief Executive of Barnardos, where she was responsible for the development and management of services for children and families, as well as for human resources, administration, and corporate planning.

Her career includes extensive work as an independent consultant with both statutory and non‑statutory bodies, including the HSE, the Department of Health and Children, and numerous other organisations. Much of this work has focused on the needs of children and young people. Ms Clarke is the founder of Genio, a non-profit organisation that manages public and philanthropic innovation funds and provides capacity‑building to support public service reform.

A vacancy for the role of Chairperson on the Board of Tusla arose on 31 December 2025 when the term of office of Mr. Pat Rabbitte, Chairperson, expired.

Speaking on the appointment, Minister Foley said:

“I am very pleased to appoint Ms. Madeleine Clarke to be the next Chairperson of Tusla. I am in no doubt that Ms. Clarke has all the qualities necessary to lead Tusla to the next stage of its development.”

“Her career reflects a deep commitment to social innovation, system reform, and improving the lives of vulnerable people, most especially children. Ms Clarke’s skillset will help her lead Tusla into the future and addressing the many challenges it faces as an organisation.”

“I am grateful to the outgoing Chairperson, Mr. Pat Rabbitte, on completing his two terms as Chairperson of the Board of Tusla. Pat has shown steadfast leadership, sincere commitment, and absolute dedication in his role as Tusla Chairperson since 2018. I thank him and wish him every success for the future.”

ENDS

Notes to the Editor:

Biographical info on Ms Madeleine Clarke

  • Ms. Clarke is a professional psychologist and founder of Genio – a nonprofit organisation managing innovation funds (public and philanthropic) and providing capacity-building to support public service reform.
  • Ms Clarke has been an independent consultant working with statutory and non-statutory organisations, including the HSE, Department of Health and Children, and many other organisations. The majority of that work undertaken focused on children and young people.
  • Ms Clarke was a Deputy Chief Executive in Barnardos with responsibility for the development and management of services for children and families, human resources, administration and corporate planning.
  • The Board of Tusla and its Chair play a vital role in ensuring that Tusla fulfils its mandate, is accountable to the Minister, Government, Oireachtas and acts in the public interest.
  • The Board is responsible for overseeing the development of corporate strategy in relation to major plans of action, risk policy, annual budgets and business plans. The Child and Family Agency Act, 2013 provides that the Chief Executive Officer is responsible to the Board for the performance of their functions and the implementation of Tusla’s Corporate Plan and Business Plan.

Tusla, the Child and Family Agency, was established with effect from 1 January, 2014 following the enactment of the Child and Family Agency Act, 2013.

The Agency has responsibility for a range of services, including:

  • Child Welfare and Protection Services, including family support services which were delivered by the Health Service Executive’s (HSE’s) Children and Family Services
  • Family Support Agency responsibilities
  • National Educational Welfare Board responsibilities
  • pre-school Inspection services
  • community-based services related to the psychological welfare of children and families

The Child and Family Agency Act, 2013, provides for the appointment of a nine person Board, consisting of a Chairperson, a Deputy Chairperson and seven ordinary members all appointed by the Minister for Children, Disability, and Equality.

 

The National Conversation on Education – the First Five Years and School-Age Childcare

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The National Conversation on Education – the First Five Years and School-Age Childcare

As part of the National Conversation on Education, the Department of Children, Disability, and Equality (DCDE) is undertaking a broad public consultation process on the future of early learning and care and school-age childcare which includes childminders.

What is Early Learning and Care and School-Age Childcare?

Early Learning and Care means any regulated arrangement that provides education and care from birth up to compulsory primary school age – regardless of the setting, funding, opening hours or programme content.

School-age childcare means any regulated service for school going children aged 4-14 years (inclusive), which operates during one or more of the following periods: – Before school – After school – During school holidays.

A childminder is a self-employed person who single-handedly cares for an individual or small group of children in the childminders own home. As a result of the commencement of the relevant parts of the Child Care (Amendment) Act 2024 and the Childminding Services Regulations, which came into effect on 30 September 2024, childminders are now able to apply to register with Tusla. The 2024 Act provides for a transition period of three years before registration becomes mandatory.

Who do we want to hear from?

Whether you’re a parent, an early years educator, a school-age childcare practitioner, a childminder, a provider or someone who has an interest in the future of early learning and care and school-age childcare, we want to hear from you

Why do we want to hear from you?

Your views will help inform issues for discussion as part of the National Conversation on Education. This might include what about early learning and care and school-age childcare should change or stay the same, what should be prioritised, and how to make early learning and care and school-age children better for children and their families.

Your views will inform the development of Shaping the Future, which will set out Government’s approach to build an affordable, high-quality, accessible early learning and care and school-age childcare system.

Your views will also inform the successor to First 5, the Whole of Government Strategy for Babies, Young Children and their Families.

Further information on First 5 is available here.

Further information on Shaping the Future is available here.

What does the National Conversation involve?

Stage 1: an online survey

A national survey will be launched in which participants will be asked to think about the role of early learning and care and school-age childcare within Ireland’s education system.

Stage 2: Local consultation events

Local consultation events will provide stakeholders (parents, early years educators, school-age childcare practitioners, childminders and providers) with another opportunity to be actively involved in shaping the strategy for the sector for the coming years. Input from these events and the online survey will help set the agenda for a national consultation event.

Stage 3: a national consultation event

During this event stakeholders will be asked to reflect on the National Conversation thus far as well as potential steps needed to build an affordable, high-quality, accessible early learning and care and school-age childcare system.

The National Conversation on Education

 

Christmas and New Year’s EYPC operating hours

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The Early Years Provider Centre (EYPC) is the designated point of contact for service providers to direct queries regarding existing Department of Children, Disability and Equality funded childcare programmes.

The EYPC is open Monday to Friday 9am to 5pm (10am to 5pm on Wednesday).

The quickest way of contacting the EYPC is by submitting a Request on the Early Years Hive. To do so, log into the Hive and go to the Requests page.

You can also contact the EYPC by calling 01 511 7222 or by email at EYPC@pobal.ie.

 

EYPC Christmas Opening Hours 2025

Minister Foley publishes two new action plans for the early learning and care and school-age childcare sector

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Minister for Children, Disability and Equality, Norma Foley, today published two new action plans for the early learning and care and school-age childcare sector.

The ‘Shaping the Future: Early Years Action Plan’ commits to actions in 2026 to make services more affordable, accessible and improve quality.

The ‘Simplify and Support: Action Plan for Simplification’ will streamline administration and regulation, helping providers, educators, practitioners and parents navigate the system more easily.

Shaping the Future: Early Years Action Plan

‘Shaping the Future’ delivers on the Programme for Government commitment to publish a detailed Action Plan to build an affordable, high-quality, accessible early learning and care and school-age childcare system.

The plan adopts a phased approach. Phase 1 actions in 2026 allow for rapid improvements, and there will be a broad public consultation process to guide Phase 2 actions for 2027 – 2029.

Key Phase 1 actions for 2026 include:

Affordability

  • Reducing highest fees charged to parents across the country by lowering the maximum fees that Core Funding Partner Services can charge from September 2026. These new, lower maximum fee levels will be announced in 2026 when full financial returns from providers have been analysed.
  • Reducing costs for lower-income families by lowering the income thresholds for the National Childcare Scheme. The lower income threshold will be increased from €26,000 to €34,000 and the upper income threshold will be increased from €60,000 to €68,000. The multiple child discount reduces parents’ reckonable income for the Income Assessed subsidy, so for example, the parents of 3 children with income of €78,000 would have the multiple child discount of €11,000 applied, thereby bringing their reckonable income down to €67,000 which is within the new thresholds.
  • These changes will benefit almost 47,000 families by providing them with additional subsidies. It will ensure that families with incomes below the relative income poverty line receive the maximum subsidies from September 2026.

Access

  • Increase supply through investment in State-led provision as well as co-funding the expansion of existing providers.
  • Introduce a regulatory requirement for services to publish their admissions policies.

Achievement of Quality

  • Provide ring-fenced funding of up to €15 million from September 2026 (or up to €45 million over a full programme year) to help providers improve staff wages, supporting staff recruitment and retention.
  • Introduce comprehensive regulations for School-Age Childcare services as part of a wider revision of regulations.
  • Open applications for the Nurturing Skills Learner Fund 2026 to support upskilling of early years educators to achieve degree-level qualifications.

Regulatory reforms, including review of Childminding Regulations; introduction of comprehensive School-Age Childcare regulations; and simplification of regulatory requirements while supporting the quality of provision.

Welcoming the publication, Minister for Children, Disability and Equality, Norma Foley, said:

“I’m pleased to launch phase one of the ‘Shaping the Future’ Action Plan for Early Years, which sets out an ambitious process of reform to benefit children, families, and those working in the early learning and care and school-age childcare sector.

In recent years, we have made substantial progress with public funding increasing from €638 million in 2020 to more than €1.5 billion next year. The number of children benefiting from early learning and care and school-age childcare has increased substantially and is up this year by a further 5%, rising from around 234,000 children in 2024 to 245,000 now.

I am pleased to say that there are 4,559 services signed up to Core Funding, a 5 per cent increase on this time last year. This is the highest number of Partner Services in Core Funding at any point since the scheme was launched in 2022 and the number continues to grow.

But we need to continue to do more in terms of affordability, accessibility and achievement of quality across early learning and care and school-age childcare. Families need affordable and accessible early learning and care and school-age childcare services. Early years educators and school-age childcare practitioners need wages and working conditions that match the professional nature of the work they do. Children need services that are high quality.

I am committed to working closely with everyone in early learning and care and school-age childcare to address these important objectives. Phase one of the action plan will have an immediate impact on affordability with new, lower maximum fee changes for families paying the highest prices and higher subsidies for lower income families.

There will be an intensive public consultation next year for phase two of the Action Plan before embarking on a series of major reforms – designed to achieve the commitment to reduce parental fees to a maximum of €200 per month over the lifetime of the Government, using a combination of National Childcare Scheme subsidies and fee-control measures.”

Phase 2 actions will be informed by broad public consultation undertaken in the first half of 2026, as well as additional data-gathering and analysis. Phase 2 actions will be published later in 2026.

Minister Foley also published Simplify and Support – the Action Plan for Simplification to deliver on the Programme for Government commitment to reduce administration and simplify regulation in the sector. She said:

“I’m also pleased to publish Simplify and Support, Action Plan for Simplification, which sets out the steps we will take – in the short, medium and long term – to reduce administration and simplify regulatory requirements in this sector.

I am aware providers, early years educators and school-age childcare practitioners currently spend a considerable amount of time on administrative tasks and regulatory requirements, which is leading to stress and diverting resources from the provision of high-quality early learning and care and school-age childcare. I am aware also that some parents report issues accessing State supports.

We are going to ensure administrative and regulatory requirements in the sector are simple, transparent and proportionate while also delivering the highest standards of child safety, high-quality services and accountability for taxpayers’ money.”

Key measures which will be delivered under the Action Plan for Simplification include:

  • a single application process for supports under the Access and Inclusion Model (AIM) replacing separate application processes – for AIM, AIM Plus and AIM non-term
  • a single, long-term CHICK – the unique code used to claim reduced early learning and childcare costs from an approved provider under the National Childcare Scheme – to replace the existing annual CHICK
  • a commitment to upgrade the digital system to improve efficiency and access for all stakeholders.

Notes to Editor

The ‘Shaping the Future: Early Years Action Plan’ can be accessed here.

The ‘Simplify and Support: Action Plan for Simplification’ can be accessed here.

Case Examples:

Case study 1:

Family based in Cork County and have one 2-year-old child attending creche for 45 hours a week, and one school-age child attending for 20 hours per week.

Their gross fees are €320 per week and their current out of pocket costs are €107.10 with NCS subsidies.

Their gross household income is €45,500, their reckonable income for the NCS Income Assessment process is now €40,000, as it is reduced by the increased 2-child multiple child discount of €5,500.

With the updated NCS thresholds, their new out of pocket cost per week is €72.40.

Their current copayment will be reduced by €34.70 per week or €1,804 per year.

Case Study 2

Family 2 are based in Co Laois and have 3 children. They have a 1-year-old and 2-year-old child attending creche for 45 hours a week, and one school-age child attending for 20 hours per week. Their gross fees are €450 per week and their current out of pocket costs are €193.80 with NCS subsidies.

Their gross household income is €66,000, their reckonable income for the NCS Income Assessment process is now €55,000, as it is reduced by the increased 3+ child multiple child discount of €11,000.

With the updated NCS thresholds, their new out of pocket cost per week is €125.70. Their current copayment will be reduced by €68.10 per week or €3,541 per year.

Minister Foley allocates over €320,000 to strengthen prevention and early intervention services for children and young people

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€329,625 in Dormant Accounts funding awarded to 13 community and voluntary projects under the 2025 What Works Enhancing Quality Fund

The Minister for Children, Disability and Equality, Norma Foley T.D., has announced €329,625 in Dormant Accounts funding for 13 community and voluntary organisations across Ireland. The funding, allocated under the 2025 What Works Enhancing Quality Fund, will support organisations to strengthen prevention and early intervention services for children, young people and families.

The investment supports initiatives in areas such as mental health, parenting support, bereavement services, social inclusion, domestic violence prevention, early childhood development and trauma-informed practice. The 13 successful projects were selected from 119 eligible applications following an independent assessment process.

Announcing the allocations, Minister Foley said:

“This funding is a direct investment in Ireland’s children and young people. Through the What Works initiative, we are targeting Dormant Account funding towards the services that can have the greatest impact, ensuring organisations delivering high-quality, evidence-informed supports have what they need to make a real and lasting difference for children, young people and families across the country.”

The Minister of State, Jerry Buttimer T.D, for the Department of Rural and Community Development and the Gaeltacht, the department that oversees the Dormant Account Fund, noted:

“The Dormant Accounts Fund has continually aided the most vulnerable in society. I am particularly pleased to see funding for this measure that will benefit young people across the country”

The 13 successful projects are:

  • Barnardos – Children’s Bereavement Service Evaluation (Nationwide)
  • Childhood Matters – Advancing Professional Development in Infant Mental Health (Nationwide)
  • Children in Hospital Ireland – Quality Framework for Supporting Children in Hospital and their Families (Nationwide)
  • Early Learning Initiative, National College of Ireland – Enhancing Quality in Home Visiting Services (Nationwide)
  • Foróige – Evaluation of Creative Community Alternatives on Children and Young People at risk of entering care or those in foster care (Nationwide)
  • Irish Foster Care Association – Meeting the Sensorimotor Supports for At-Risk Babies and Toddlers (Nationwide)
  • South Presentation Centre CLG – Disrupting Immigrant Children’s Trajectory to Child Protection (Cork)
  • Rotunda Hospital – Developmental Follow-Up Programme for High-Risk Infants (Dublin)
  • Emotion Skills Ireland – Emotion Focused Skills Training Pilot in Schools (Dublin)
  • School Completion Programme – Roma Cultural Mediation Project (Dublin)
  • Saoirse Domestic Violence Services – Enhancing Healthy Relationships (Dublin)
  • Daughters of Charity Child and Family Service – Circle of Security Training (Dublin)
  • Children’s Grief Centre – Staff Training in Bereavement Support (Limerick)

Full project descriptions are set out in the Notes to Editors section below.

ENDS

Notes to Editors:

– What Works Initiative: Launched in 2019, the What Works initiative is funded by the Dormant Accounts Fund to strengthen evidence-based prevention and early intervention services for children and young people. It focuses on data, research, professional development, and quality improvement across community and voluntary services.

– Enhancing Quality Fund 2025: Supports continuous improvement and innovation in prevention and early intervention, helping organisations embed evidence-based practice and improve outcomes for children, young people, and families nationwide.

Further information can be found: https://whatworks.gov.ie/

Project Descriptions

Organisation Project Title

Theme

Description

 Funding Allocated Location
       
Barnardos Ireland Barnardos Children’s Bereavement Service (BCBS) – A theory-based and feasibility evaluation

 

Prevention and Early Intervention, Mental health Bereavement / Loss, Parenting Co-production, Trauma-informed practice, Capacity development Evaluation

 

This project will

(1)     develop a theory-based understanding of BCBS and

(2)     conduct a feasibility study of outcomes measures and evaluation processes.

 

The first goal of this project is to develop a systematic model of therapeutic bereavement support which can be offered within a family support context. Over the longer run, this will contribute to ongoing programme planning and evidence-based implementation, as well as enabling clear communication to external partners and stakeholders, including service users, professionals/partner organisations, researchers and policy makers.

 

 €18,515 Nationwide
Childhood Matters Advancing Professional Development in Infant Mental Health (IMH)

 

Children in Care, Infant Mental Health (IMH)

 

Build on established infrastructure and expertise within Childhood Matters and expand the IMH Masterclass training for routine delivery by the service.  Support updating training materials and facilitate training events for professionals and researchers working in IMH.

 €27,950 Nationwide
Children in Hospital Ireland Creating a Quality Framework for Supporting Children in Hospital (CIH) and their Families

 

Children’s Health, Family Support, Volunteer Support in Health Services

 

Develop national data on the experience of children in hospital and embed a culture of quality and improvement in CIH and provide solid evidence on how volunteer services impact children and families in hospital by

 

1.         Carrying out a needs analysis to review the data current data, standards and regulations

 

2.         design and test new approaches, such as improved feedback systems and a ’champions model’ where families and volunteers help lead change.

 

3.         Staff and volunteers will be trained to use new systems for collecting and analysing information.

 €30,000 Nationwide
Early Learning Initiative (ELI)

National College of Ireland

 Empowering Excellence: Adapting to National Initiatives for High-Quality Home Visiting Services for Vulnerable Communities in Ireland

 

Early Childhood Home Visiting, Data Frameworks, Parenting, Early Learning, Quality Practice, Action Learning

 

To enhance the health and well-being of children, parents and families through effective home visiting,

 

1.         Review and update existing data protocols, frameworks, training, and manuals to incorporate emerging practices at national and local level into our home visiting programmes

 

2.         Continue to liaise with key stakeholders, particularly National Home Visiting Programme, HVA and ABC to ensure alignment of data definitions, frameworks and practices with emerging national models

 

3.         Address training and support requirements to increase home visiting teams’ use of data to inform practice, engagement with children, families and other stakeholders and alignment with national models.

 

 €30,000 Nationwide
Foróige Evaluating the Impact of Creative Community Alternatives (CCA) on Children and Young People who are at risk of entering care or those in foster care.

 

Research for future intervention planning

 

The research will inform future planning of interventions and programmes that will continue to make a meaningful difference in the lives of children and young people in the care system.

 

The project works with those at level 3 and 4 of the Hardiker model, who are experiencing complex problems. The projects aim to assist the young person develop appropriate resilience and social skills so that they can achieve their full potential and participate positively in society

 

The project also provides support to parents/foster parents and siblings of the young people involved.  Interventions are designed to promote positive coping capacities and self-care, and include experiential, developmental, and resilience-building programmes.

 

 

 €30,000 Nationwide
Irish Foster

Care Association

 Meeting the Sensorimotor Needs of At-Risk Babies and Toddlers

 

Parenting and Care of Babies and Toddlers in the Care System

 

Training front-line practitioners working with at-risk babies and toddlers and the Foster Carers who look after them and to run early intervention groupwork with babies and toddlers their care and their foster carers.  Deliver group work to promote sensorimotor development, enhance infant-carer relationships and promote bodily and emotional regulation.

 €30,000 Nationwide
South Presentation Centre CLG Disrupting Immigrant Children’s Trajectory to Child Protection (DICT-CP)

 

Parent-Child mental health, Social Inclusion, Parenting

 

A pilot study to gather data on the acceptability and effectiveness of prescribed play intervention, dialogue workshops and qualitative data to

 

1.         Enhance relationships between professionals and the immigrant families that they work with.

 

2.         strengthen the parent-child relationship by providing intervention supports for parents to tolerate their child’s stress.

 

The overall project objective is to disrupt the trajectory of children from an immigrant background to child welfare and protection and thus discontinue the trauma that child removal causes, through an early intervention that focuses on both the parent and child’s mental health and wellbeing, and offers a community-based, relational approach that enhances parent-child connectedness.

 

 €29,560 Cork
Rotunda

Hospital

 Expanding developmental follow-up to high-risk infants: an Occupational Therapy led, web-based surveillance programme

 

Early intervention, Child Development, Innovation

 

To expand service delivery to provide web-based developmental surveillance and screening (fine-motor, cognition, social-emotional and sensory processing) to new-borns and high-risk infants to enable prevention and early intervention as well as providing anticipatory guidance.

The purpose of the project is to optimise survival, physical health and safety for new-borns and high-risk infants.

 €25,000 Dublin
Emotion Skills Ireland Adapting Emotion Focused Skills Training to the Irish Schools Context: A Pilot Study of a Trauma informed Whole School Approach to Mental Health Promotion

 

Mental Health, Early Intervention, Education, Parenting

 

Piloting Emotions Focused Skills Training (EFST) to teachers and parents -that will give them with evidence based emotional support skills and create sustainable mental health infrastructure within schools to promote, prevent and provide early intervention for children and youth with psychological distress.

 €30,000 Dublin
School Completion Programme Roma Cultural Mediation project

 

Education and Social Marginalisation

 

The SCP will make Cultural Mediation available to three schools in the Dublin 1&7 areas.

 

The goal of the project is to promote inclusivity, cultural understanding, and equal access to education. It supports positive relationships between Roma families, students, and school staff, leading to improved attendance, engagement, and learning outcomes.

 

 

 €28,600 Dublin
Saoirse Domestic Violence Services Enhancing Healthy Relationships Workshops through Youth Participation, Media Creation and Independent Evaluation

 

Domestic Violence Prevention, Child and Youth Participation, Early Intervention, Mental Health, Healthy Relationship Development

 

Enhancing existing services provided by Saoirse Domestic Violence Services, this project will design new media content to make relationship education more relatable and impactful, rooted in prevention and early intervention.   This will be informed by involving young people directly in focus groups and pilot workshops from various cohorts i.e. migrant groups/LGBTQi+ etc. to ensure language and content is inclusive and relevant while also withstanding future trends.

 

 

 €15,000 Dublin
Daughters of Charity

Child and Family Service

 Circle of Security Training

 

Parenting Support, Psychoeducational Support for Parents, Early Intervention, Emotional Support, Therapeutic Individual and Group Interventions, Child and Parent Attachment.

 

To alter the family system, so certain cycles of behaviours such as domestic violence, addiction and anti-social behaviours can be broken or reduced, this project will train 25 staff to deliver a Circle of Security Parenting Programme to parents and caregivers while they are on a waiting list for individual supports.

 

This provides an early intervention, needs based support in a peer led environment. The Circle of Security programme supports secure child-caregiver attachment which in return can improve quality of life and reduce traumatic experiences that children and young people can be exposed to or experience.

 

 

 €30,000 Dublin
The Children’s Grief Centre Staff training and development for Support Workers working directly with bereaved child and their families.

 

Early Intervention, Mental Health, Bereavement Support

 

To support children and young people between the ages of 4-18 years who have been affected by loss as a result of death, parental separation or divorce by training staff in Trauma-Informed Care and Response, Therapeutic and Creative Play techniques for anxious children, sensory play to aid emotional regulation, strategies for engaging with teenagers and training for managing complicated and traumatic grief.

 €5,000  

 

 

 

Limerick

Minister Foley announces that 40,000 young children in Ireland have benefited from 2025 Little Library Initiative

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Minister for Children, Disability and Equality, Norma Foley has released new figures today revealing that almost 40,000 young children have benefited from the Little Library initiative this year.

Each year, every one of the 50,000 children leaving pre-school and starting primary school are invited to visit their local library to pick up a free book bag and take the opportunity to join the library as part of the My Little Library Initiative.

So far almost 40,000 young children have collected their bag and taken the opportunity to join the library if they weren’t already a member. While many of them are already members of their local library, nearly 20,000 children across Ireland will join the library this year because of the My Little Library funded by the Department of Children, Disability and Equality.

The books and resources in the book bag, which is available in both English and ‘as Gaeilge’, support parents and their children in the transition to primary school.

Minister Foley said:

“I am really proud to support the My Little Library initiative for children and their families and welcome the high levels of participation all around the country.

“The gift of reading to and with children on a regular basis cannot be overestimated. It not only supports connection between parents and their children but also promotes early language and literacy development which is crucial for children’s success in their education journey.

“There is still a small number of Little Library book bags in libraires around the country for any five- and six-year-olds who have still to collect their bag. I encourage all remaining families to avail of this initiative and to join the library in the process.”

Ireland has 330 public libraries, which are managed by the local authority in the area in which they are located. The focus of the My Little Library Initiative is to build strong links between young children, their families and their local library.

Books in the My Little Library Initiative are available in Irish and English. A glossary of the language in the Irish books is included.

A collection of resources and information is also provided in each bag. This includes a library social story card, First 5 Guidance for Parents of Children Moving from Pre-School to Primary School, Dyslexia and the Younger Child by Dyslexia Ireland and Bookshare Ireland by Vision Ireland.

ENDS

Notes to editors

This initiative is an action of the Literacy, Numeracy and Digital Literacy Strategy 2024-2033 https://www.gov.ie/en/publication/3f341-towards-a-new-literacy-numeracy-and-digital-literacy/

And

The Library is the Place: Information, Recreation, Inspiration – National Public Library Strategy 2023-2027. https://www.gov.ie/en/news/e6d8e-the-library-is-the-place-new-five-year-strategy-for-public-libraries-unveiled/

The initiation is also part of First 5, which is a ten-year Whole-of-Government Strategy for Babies, Young Children and their Families published in 2018. This Strategy works to enhance early childhood and make a significant contribution to the lives of young children, their families and society over the short, medium and longer term. More information can be found on the First 5 website at: www.first5.gov.ie/

National Síolta Aistear Initiative (NSAI): Continuing Aistear’s Journey

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A day of professional conversation and reflection.

Monday 1st December 2025 (9.00-16:00pm)

Dublin City University (DCU)

Introduction

Welcome to the National Síolta Aistear Initiative (NSAI): Continuing Aistear’s Journey conference. This event is being hosted by the Department of Children, Disability and Equality (DCDE), in partnership with the Department of Education and Youth (DEY), and the National Council for Curriculum and Assessment (NCCA).

Conference Overview

As part of the dissemination activities for the updated Aistear: The Early Childhood Curriculum Framework, a national conference was held on May 24th, 2025, in the Dublin Royal Convention Centre. This conference was oversubscribed, and the attendance of educators was prioritised.

This dedicated conference has been organised to present the same content that was covered at the national conference, specifically for support organisations, both inspectorates and academics who were unable to attend. While the keynote address will not be repeated the remainder of the programme will be shared. It will provide a forum for participants to collaboratively explore the updates, new concepts and key messages within the updated Aistear, while also supporting professional development and promoting consistency of messaging in the implementation of the updated Framework.

Conference Agenda

9 -10:00am Registration

Tea, Coffee and Networking
10-10:15am

 

 Welcome & Introduction (DCDE)

(Groups 1 & 2 – T1)
10.15 – 10.50am

 

 (Groups 1 & 2 – T1)

Dr. Geraldine French

Building Relationships: The Power of Slow Relational Pedagogy with Babies and Toddlers: The workshop addresses what is slow relational pedagogy in the context of building relationships and enhancing the learning and development of babies and toddlers responsively, respectfully and sensitively. There is a focus on why slow relational pedagogy is important. Finally, we examine the specific features of engaging in a slow relational pedagogy in professional practice in ECEC settings for working with this age range. These understandings are required for very young children’s flourishing.

 
   

Group 1 moves to T2, and Group 2 moves to T3  

Each group stays in the same room from 10.50 to 12.40 and returns to the same room after lunch.

 
10.55-11.30am Group 1 (T2)

Dr Mary Daly (T2)

Listening to and: Listening for the Voices of Babies, Toddlers and Young Children in the Transitions Process.

This presentation will focus on the importance of supporting positive transitions in the everyday lives of babies, toddlers and young children. It will highlight the importance of supporting and enriching all transitions for babies, toddlers and young children and show how the updated framework, together with the Guidance for Good Practice, supports these. The presentation will provide information on how to listen to the voices of babies, toddlers and young children in the transition process to support and enrich these experiences. The role of the key person and of slow relational pedagogy will also be looked at. The presentation will also highlight that supporting transitions is a shared responsibility between families, childminders, early years educators, settings and schools.

 

 Group 2 (T3)

Shirley Heaney (T3)

Fostering Learning Environments that promote Diversity, Equity and Inclusion for all Babies, Toddlers and Young Children:

This session will explore how the Principles and Themes of Aistear, the Early Childhood Curriculum Framework embed a strengths-based approach to creating inclusive learning environments that promote well-being and empower babies, toddlers and young children to develop a strong sense of identity and belonging.

Stretch and movement break (stay in the same room)

11.35-12.10pm Group 1 (T2)

Máire Uí Mhurchú (T2)

Acquiring Gaeilge through Movement, Song and Dance: This workshop will demonstrate how Gaeilge can be naturally and playfully incorporated into a setting’s daily or weekly routine —especially through activities that children love, such as singing and movement. You do not need to be proficient in Gaeilge to engage with these activities. There will be an interactive element to this presentation with practical guidance on how to access and use a range of online resources to support your practice.

 Group 2 (T3)

Grainne McKenna (T3)

The Inherent Influence of the Agentic Educator- the Role, Reach and Rewards: This session will focus on ‘Agentic Educators’ as an early learning and development principle in Aistear, exploring what this means for professional identity and what it might look like in practice. We will consider the significant influence of the agentic educator on children’s learning and development, as well as the important contributions and connections we make to children’s families and communities.

 

 

 

Stretch and movement break (guests stay in the same room but speakers move)

 

 

12.15-12.50pm Grainne McKenna (T2)

The Inherent Influence of the Agentic Educator- the Role, Reach and Rewards: This session will focus on ‘Agentic Educators’ as an early learning and development principle in Aistear, exploring what this means for professional identity and what it might look like in practice. We will consider the significant influence of the agentic educator on children’s learning and development, as well as the important contributions and connections we make to children’s families and communities.

 Dr Mary Daly (T3)

Listening to and: Listening for the Voices of Babies, Toddlers and Young Children in the Transitions Process. This presentation will focus on the importance of supporting positive transitions in the everyday lives of babies, toddlers and young children. It will highlight the importance of supporting and enriching all transitions for babies, toddlers and young children and show how the updated framework, together with the Guidance for Good Practice, supports these. The presentation will provide information on how to listen to the voices of babies, toddlers and young children in the transition process to support and enrich these experiences. The role of the key person and of slow relational pedagogy will also be looked at. The presentation will also highlight that supporting transitions is a shared responsibility between families, childminders, early years educators, settings and schools.
12.50-14.00pm Lunch – move to canteen

 

  

 

 

 

 

14.00-14.35pm Shirley Heaney (T2)

Fostering Learning Environments that promote Diversity, Equity and Inclusion for all Babies, Toddlers and Young Children: This session will explore how the Principles and Themes of Aistear, the Early Childhood Curriculum Framework embed a strengths-based approach to creating inclusive learning environments that promote well-being and empower babies, toddlers and young children to develop a strong sense of identity and belonging.

 Máire Uí Mhurchú (T3)

Acquiring Gaeilge through Movement, Song and Dance: This workshop will demonstrate how Gaeilge can be naturally and playfully incorporated into a setting’s daily or weekly routine—especially through activities that children love, such as singing and movement. You do not need to be proficient in Gaeilge to engage with these activities. There will be an interactive element to this presentation with practical guidance on how to access and use a range of online resources to support your practice.

 

Group 1 and 2 return to T1

 

14.40-15.20pm (Groups 1 & 2)

Dr. Sharon Skehill

Ómós Áite: Noticing the Learning in Outdoor Spaces and Places: This presentation brings the updated Aistear to life through practical examples of free play, guided play and educator-led playful experiences in the outdoors. It illustrates how the Principles and Themes of Aistear are realised in daily routines, in different learning environments, and the role of the educator in creating spaces and provocations that nurture learning and wellbeing for babies, toddlers and young children – as well as for those who work in practice.
15.20-16.00 pm Close- Lorraine Farrell

Concluding Remarks & Event Close

Speaker Biographies

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Dr. Geraldine French

Geraldine French is an Associate Professor, Head of School of Language, Literacy and Early Childhood Education, Programme Chair of the Master of Education in Early Childhood Education and Senior Fellow of Advance HE (SFHEA) in the Institute of Education, Dublin City University. In the context of early childhood education and care Geraldine has published on quality professional practice, supporting early language, literacy and numeracy and nurturing babies’ learning and development. Her most recent research included leading the literature reviews to update Aistear and the development of the revised national literacy, numeracy and digital literacy strategy (from an early childhood perspective).

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Shirley Heaney

Shirley Heaney is Assistant Professor of Early Childhood Care and Education in the Department of Reflective Pedagogy and Early Childhood Studies at Mary Immaculate College, Limerick (MIC), where she lectures in a wide range of topics including inclusive practice, curriculum and pedagogy and professional development. Previously, Shirley worked with the Leadership for Inclusion in the Early Years (LINC) Programme since its inception in 2016 in a variety of roles, including programme development, delivery, quality review and evaluation, and was the National Coordinator of the LINC Programme from 2021 to 2024. She is a dedicated advocate for supporting the rights of children, families and educators to access and participate in inclusive early years environments. She has extensive experience in the area of inclusive practice in early childhood and has published in this area. Shirley’s research interests include inclusive practice, child well-being, universal design and professional development.

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Grainne McKenna

Grainne McKenna is an Assistant Professor of Early Childhood Education and Care at Dublin City University (DCU) Institute of Education. Her current research focuses on equity and social justice in education, particularly the significant impact of nurture and teacher-child relationships on children’s educational access, participation, and learning experiences. Grainne was the Co-Principal Investigator of the literature review to update and enhance Aistear, Ireland’s Early Childhood Curriculum Framework (NCCA, 2022).

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Dr. Sharon Skehill

Dr. Sharon Skehill has worked with NCCA for the past 3 years as an Education Officer updating Aistear. She is also an Early Years Educator and Researcher at her full daycare outdoor service in Galway. She has been working with babies, toddlers and young children for over 20 years and is a passionate advocate for early childhood education and care. She has a PhD in Education from University of Limerick / Mary Immaculate College and is currently studying a MSc in Children’s Rights in Queens University Belfast. Sharon has published on many topics relating to early childhood including leadership, curriculum, nature pedagogy, inclusion, and children’s rights.

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Dr. Mary Daly

Dr. Mary Daly has worked in the area of early childhood care and education in Ireland for the past 25 years. In 1999 Mary completed a BA in Early Childhood Studies from University College Cork followed by PhD in 2002. She worked in a number of different capacities before joining the NCCA in 2006. In her role as Education Officer she has been involved in a number of different projects including the development of Aistear, the Early Childhood Curriculum Framework (2009), the Aistear Toolkit, the Aistear Síolta Practice Guide, and the Mo Scéal Reporting templates which support children’s transition from preschool to primary school. Mary was part of the early childhood team who worked on the updated Aistear (GoI, 2024). Mary is also currently Vice-President of OMEP Ireland which is dedicated to promoting the well-being of all children from birth – eight years and advocating for their right to high quality early childhood education and care.

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Máire Uí Mhurchú

Máire UÍ Mhurchú was príomh stiúrthóir (owner/principal) of Naíonra Neasáin, Harmonstown, for 28 years, where she oversaw a total immersion preschool service with 44 ECCE places across two daily sessions. She served as vice-chair of Na Naíonraí Gaelacha and on the board of Forbairt Naíonraí Teo, contributing to seminars, conferences, teacher training workshops, and publications. Máire also delivered workshops for the NCCA as Gaeilge. Since 2017, she has lectured on the “Luath-Oideachas trí Ghaeilge” module, ECE degree, at Marino Institute of Education and was part of the NCCA working group for the updated Aistear (in both English and Irish). She scripted and presented 23 educational videos for TG4 Foghlaim, inspired by the TG4 documentary Naíonra. A qualified dance teacher, Máire has performed internationally and recently led workshops in dance and singing as Gaeilge, in France. She currently serves on the board of Oireachtas na Gaeilge.

Minister Foley launches a new eLearning Course for involving young people in decision making

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Minister for Children, Disability and Equality Norma Foley TD has launched a new, free online eLearning course for involving young people in decision making.

The self-paced course provides checklists, videos and quizzes to ensure that the voices of children and young people are meaningfully included in decisions that affect their lives.

Anyone who works directly for or with children, or who frequently interacts with children as part of their daily role, is encouraged to take the course to build their knowledge and confidence on the topic of child and youth participation in decision-making.

The eLearning Course has been developed by Hub na nÓg, the national centre of excellence and coordination in children and young people’s participation in decision making, which is funded by the Department of Children, Disability and Equality.

Minister Foley said: “I am a firm believer in giving children the opportunity to have a say in decisions that will impact their lives. It always leads to better decision making and better outcomes. For example, it was a condition of funding that teenagers had to be consulted for the Department of Children’s initiative to provide new recreational hang-out spaces for them. This new e-learning course provides professionals with the practical expertise needed to ensure that all decisions locally, regionally and nationally are informed by those they impact most.”

Hub na nÓg developed the course to support anyone whose role involves working for or interacting with children and young people. The eLearning course is relevant for a diverse range of professionals, including:

● Public Service: Government departments, State agencies, and Local Authority staff.

● Education: Teachers, principals, and administrative staff in primary and secondary schools.

● Health and Social Care: Healthcare workers, social workers, and allied health professionals.

● Early Years: Early childcare workers and pre-school practitioners.

● Law Enforcement: Members of An Garda Síochána and those in the youth justice setting.

● Non-Governmental and Private Sector: Organisations and businesses that provide services, sports, or activities to children and young people.

The eLearning course was developed as a key action under the Participation of Children and Young People in Decision-making ACTION PLAN 2024-2028. It is designed to build the capacity of adults across all sectors to meet their obligations under the UN Convention on the Rights of the Child.

Article 12 of the UN Convention on the Rights of the Child grants children the right to express their views freely and have those views given due weight in all matters affecting them. This right is central to child participation in decision-making, ensuring children are heard in decisions ranging from family life to government policies, with their input acted upon appropriately.

The e-Learning module is available now at: https://learning.hubnanog.ie

Notes

Course content and features: The four-module course offers an interactive learning experience with videos, good practice examples, and quizzes. Participants will be guided through an understanding of:

  1. The benefits and definitions of child and youth participation.
  2. The application of the UNCRC and Irish policies in practice.
  3. How to apply the National Framework to involve young people in decision-making.
  4. Practical use of the Framework’s checklists to assess and improve participation practices.