Language: English

ISSN: 1470-8647

Language: English

ISSN: 1354-1498

Language: English

Language: English

ISSN: 0028-5048

Abstract/Notes: Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.

Language: English

DOI: 10.1002/berj.3708

ISSN: 0141-1926, 1469-3518

Abstract/Notes: There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing ‘good teaching’.

Language: English

DOI: 10.1007/s11092-012-9154-6

ISSN: 1874-8600, 1874-8597

Abstract/Notes: This work deals with the professional development of “Preschool Educators” (concerned with the education of children between the ages of 3 and 6 in Ireland and Germany. It describes the training that is given in both countries and gives all kinds of details about the courses that In Germany the majority of 3 or 6-year-olds are educated by "auxiliaries" while in Ireland the majority of children between the ages of 4 and 6 are educated by perfectly qualified primary school teachers with a Bacharell degree. Irish children 3 0 4 years old (technical word I understand) thirty “Preschool Playgroups, Naonraí (Irish language) and Montessori Schools. This article analyzes the training of all the above mentioned personal types and concludes with a“ critical ”discussion on the training systems of the children. preschool teachers from each country. [Cet article explique le développement professionnel des Educateurs de la Petite Enfance (concernés par l’éducation des enfants de 3 à 6 ans en Irlande et en Allemagne. Il décrit la formation donnée dans les 2 pays et donne des détails sur les cours qu’ils entreprennent. En Allemagne, la majorité des 3 à 6 ans sont pris en charge par des ‘Educatrices’ (éducateurs/puèricultrices) tandis qu’en Irlande la majorité des 4 à 6 ans reçoivent un enseignement par des professeurs qualifiés avec un B.Ed. degré. Les 3 à 4 ans irlandais fréquentent les groupes de jeux préscolaires, les groupes de jeux parlant l’Irlandais—les Naonraí—et les écoles Montessori. Cet article considére la formation de tous les types de personnels cités plus haut et il se conclut par une discussion critique sur le système de formation préscolaire dans chaque pays. / Este trabajo trata el desarrollo profesional de los “Educadores de Preescolar” (preocupados con la educación de niños entre los 3 y 6 años en Irlanda y Alemania. Describe el entrenamiento que se da en ambos países y da todo tipo de detalles sobre los cursos que frecuentan. El alemania la mayoria de niños de 3 0 6 años que son educados por “auxiliares” mientras que en Irlande la mayoria de niños entre los 4 y 6 años son educados por profesores de primaria perfectamente cualificados con un grado Bacharell. Los niños Irlandeses de 3 0 4 años (palabra tecnica ne entiendo) trecuentan “Preschool Playgroups, Naonraí (lingua Irlandesa) y Escolas Montessori. Este articulo analiza el entrenamiento detodos tipos personal encima indicados y concluye con una discusión “critica” sobre los sistemas de entrenamiento de los profesores de preescolar de cada país.]

Language: English

DOI: 10.1007/BF03178101

ISSN: 0020-7187, 1878-4658

Abstract/Notes: Despite great changes in the level and type of early childhood services in Ireland over the last decade, relatively little research has been carried out on this topic. We know little about the types of services used, the reason for particular choices, the numbers of children attending different settings and the experiences such children are having. In an effort to broaden the research base and learn more about the lives of our young children the authors undertook to take part in an international comparative study investigating the early experiences of children—the IEA Preprimary Project. This article provides an account of the recent developments in early education in Ireland, addresses the question of quality in service provision and describes Ireland's participation in the research project. [En dépit des grands changements qui ont eu lieu depuis une dizaine d'années le niveau et type d'assistance offerte a la petite enfance, tres peu de recherche a été faite dans ce domaine. Nous savons très peu de choses sur les types de services utilisés, les raisons pour les choix qui sont faits, le nombre d'enfants répartis par groupes de niveaux ainsi que les experiences vécues par ces enfants. Dans le but d'élargir la base de la recherche et aussi d'étudier la vie de nos jeunes enfants, les auteurs se sont engages a participer a une etude comparative Internationale qui examine les premieres experiences de jeunes enfants dans le cadre du ‘IEA Preprimary Project’. Cet article expose les récents développements dans l'enseignement des jeunes enfants en Irlande. Il addresse aussi la question de la qualité des services fournis et décrit la participation de l'Irlande dans ce projet de recherche. / A pesar de grandes cambios en la calidad y tipo de servicios de primera infancia acontecidos en Irlanda en la ultima década, relativamente escasa investigation ha sido desarrollada en este tema. Sabemos poco de los tipos de servicios empleados, el motivo de determinadas elecciones, el número de ninos que acudieron a los diferentes entornos y las experiencias que tales ninos han tenido. En un esfuerzo por ampliar la base investigadora y aprender más sobre las vidas de nuestros pequeños, los autores decidieron indagar en las primeras experiencias de los niños, tomando parte en un estudio comparativo international — IEA Preprimary Project. Este artículo ofrece un informe sobre los útimos progresos en la cuestión de primera education en Irlanda se pronuncia on el tema de la calidad en las prestaciones de cara al futuro y describe la participación de Irlanda en el proyecto de investigación.]

Language: English

DOI: 10.1080/0966976970050105

ISSN: 0966-9760

Abstract/Notes: This study was undertaken in order to investigate the activities which took place in Irish pre-schools other than those within the formal school system. The principle focus of the research concerned the degree to which the pre-school children were being 'cognitively stretched' by the curriculum in which they were engaged. The social, linguistic, physical and creative development of these children was also considered.An historical review of the theory of play and recent research in this area was undertaken.Twenty-three pre-schools were taken at random from the membership list in Cork city and county of the Irish Pre- School Playgroups Association. One pre-school which was not a member was added. Prior to embarking upon the study, a history of the I.P.P.A. was given.The ethnographic research strategy was found to be the most suitable method of assessing empirically the nature and frequency of play in the pre-school. This study, which took place between 1986 and 1990, was therefore eclectic in nature, employing a multi-faceted approach encompassing a target child observational schedule, interviews, a study of classrooms, a questionnaire and an interaction analysis system.Briefly, the results showed that the 157 children engaged in this study were being cognitively stretched for approximately one quarter of the time if they were in a playgroup and approximately one half of the time if they were in a Montessori setting. Social and linguistic behaviour was limited by the actions of the pre-school leaders and physically or creatively challenging behaviour was rarely observed. The fact that the children played alone for half of the total time spent in the pre-school was most striking.The most important finding to emerge from the study of language in the twenty-four pre-schools was the fact that the children rarely communicated verbally. Dialogue was almost non-existent and children's questions were very sparse. In order to place the above in a National context, a questionnaire was sent in 1990 to a random sample of one hundred I.P.P.A. members in the 26 counties of the Republic of Ireland. Unfortunately, only 39 responded. However, of note was that approximately 25% of playgroup leaders had degrees and four-fifths of them were mothers in their mid-thirties. They strongly disagreed with the teaching of the 3Rs and felt that much more government money should be devoted to playgroups and in-service training for their personnel.

Language: English

Published: Hull, England, 1993