Northern Ireland’s Curricular Guidance for Pre-School Education

The Northern Ireland nursery curriculum is called the Curricular Guidance for Pre-School Education. The guidance was first introduced in 1997 and revised in 2006. It is regulated by the Council for the Curriculum, Examinations and Assessment (CCEA).

Education is compulsory in Northern Ireland once a child reaches the age of 4. If their birthday is between 1 September and 1 July, they will begin education the following September. For children born between 2 July and 31 August, they usually start education the next year.

Each child must begin their education in Foundation Stage, or Year 1. However, many parents choose to have their child start earlier, under the Pre-School curriculum. This year-long stage is not compulsory and can be taught in schools or nurseries. It is regulated by the HSC Trust.

What are the principles of the Curricular Guidance for Pre-School Education?

The guidance for the Northern Ireland nursery curriculum is designed with the following values in mind:

• Preparing children for adult life
• Children are individuals with valid thoughts, feelings and ideas
• A holistic approach to learning
• Children must be allowed to have responsibility, choice and learn from their own mistakes
• Self-discipline
• Learning certain things at certain times
• Focus on what children can do, rather than what they can’t, as a foundation of their education
• The best conditions for learning and development
• Good relationships
• The child, the context in which they learn and what they learn are the most important factors for a good education

The guidance emphasises the importance of progression. In this context, ‘progression’ means progression in play, activities that support children to continually learn and build skills and that are planned with a real understanding of each child’s interests, needs and experiences, with plenty of interaction and support from adults.

Assessments are based on day-to-day observations by staff, who record and track their developmental progress. They can discuss these observations with parents and use them to evaluate and plan what to do next to further each child’s progress.

What activities will my child take part in at pre-school level?

The guidance for the Northern Ireland nursery curriculum recommends several activities that are chosen because they support each child’s development by:

• Broadening vocabulary and building confidence in using language to express themselves
• Giving opportunities for problem solving and critical thinking
• Teaching children social skills such as sharing, taking turns and working together
• Expanding imagination
• Building knowledge and understanding of the world around them
• Showing by example how some scientific concepts work, such as gravity, sinking and floating, texture
• Introducing early maths including weight, money, counting, putting things in an order, adding and taking away
• Improving physical skills such as running, jumping, balance, coordination and controlling strength
• Building confidence and independence
• Creating enthusiastic learners

Dramatic play

Dramatic play, such as role play, dressing up and performing plays, is particularly effective for building children’s imagination, understanding of the world and confidence. Pre-schools are advised to have an area for this, that might include a Wendy house, pretend kitchen or pretend shop, for example. Dramatic play enables children to practise scenarios that may be useful in the future, such as using a telephone, paying at a till, posting letters, making appointments and taking care of others.

Sand play

Sand play can be indoors or outdoors. Children might explore drawing in coloured dry sand, building in wet sand and how the quantity of water they use affects its texture. The guidelines advise supplying tools such as sieves, watering cans, toy cars, rakes, buckets and spades to enable children to be creative while learning about mark-making, 3D shapes, weight and motion. They will also be building their motor skills as they practise scooping, pouring, squeezing, lifting and patting.

Water play

Water play usually involves a raised water tray that might also have water wheels, funnels, bridges and tunnels. Other water play might come in the form of a baby bath to wash dolls, a tea set or even a secure paddling pool where children can use nets to catch toy fish or rubber ducks. Children can practise pouring with accuracy, discover what shapes and materials sink or float, as well as learning about wet and dry with sponges or cloths. Some nurseries even have outdoor water play areas with hoses, pumps, pipes and buckets.

Dough and clay play

Dough and clay allow children to use their imaginations and build on their motor, scientific and mathematical skills. Activities might include making animals, thumb pots, letters and numbers. They can use a variety of tools such as rolling pins, sponges, plastic modelling tools and cutters to change the shape and texture of their dough or clay. Nurseries may also use dough play to teach children about cooking and how heat changes food, such as by having children make their own gingerbread men.

Tabletop play

Tabletop activities can include a wide variety of puzzles that help build white matter in the brain, just as adults do through activities like crosswords or sudoku. This builds on children’s ability to analyse and solve problems, as well as concentration and logic. The guidance suggests tabletops include resources like jigsaw puzzles, activities where children order objects by size, shape or colour, magnets, fuzzy felt and threading beads. Seasonal activities are also part of Northern Ireland’s nursery curriculum. These might be nature boards that can also build knowledge about seasons, weather and textures.

Small world play

Similar to dramatic play, in small world play children are guided to express themselves through role play, as well as with stories, music and toys. Small world play activities could include playing with a dolls’ house or puppets, learning about facial expressions through imitation, painting or group discussion. It’s a great opportunity for children to gain understanding of things they see in everyday life, and play might include focus on vehicles, animals, families or buildings.

Construction play

Children can learn design, mechanics and even engineering through construction play. They build with blocks, wooden bricks and soft Lego. They can also explore more complex construction, like building a toy farm or putting together tracks for toy trains. Construction play can be highly effective in teaching children about early maths and science.

Creative play

Creative play focuses on the skills developed through the process of being creative, rather than the end product. Children use all their senses in creative play and get to explore their individuality, interests and develop their imaginations, social and communication skills. Creative play includes activities like painting, crafts, singing, playing instruments, dance, drama and storytelling.

Read more about Northern Ireland’s Curricular Guidance on the CCEA website.