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Showing 1 to 15 of 20 results Save | Export
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Aoife Roche; Clare Carroll; Mary-Pat O'Malley – Child Language Teaching and Therapy, 2024
In the Republic of Ireland, the Department of Children and Youth Affairs recommends implementing play-based learning in early education curricula. This research study set out to explore the following research question: What are pre-school teachers' beliefs, understandings and uses of play-based approaches to develop language and literacy skills in…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Teacher Attitudes
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Roberts, Jessica; Callaghan, Patsy – European Early Childhood Education Research Journal, 2021
The establishment of educational policies both nationally and internationally has led to an increased awareness of inclusion for children with special educational needs. In Ireland, the development of the Access and Inclusion Model (AIM) in 2016 is a government initiative to introduce a comprehensive support system for the early years sector. This…
Descriptors: Inclusion, Teacher Attitudes, Preschool Teachers, Preschool Children
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Taylor, Mark – Irish Educational Studies, 2018
Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. "Narrative Inquiry: Multiple Lenses, Approaches, Voices." In "The Sage Handbook of Qualitative Research", edited by N. Denzin and Y. Lincoln, 651-679. London: Sage). To…
Descriptors: Early Childhood Education, Inquiry, Story Telling, Interviews
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Arndt, Sonja; Smith, Kylie; Urban, Mathias; Ellegaard, Thomas; Blue Swadener, Beth; Murray, Colette – Policy Futures in Education, 2021
Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial…
Descriptors: Early Childhood Education, Professional Identity, Preschool Teachers, Work Environment
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Sims, Margaret; Calder, Pamela; Moloney, Mary; Rothe, Antje; Rogers, Marg; Doan, Laura; Kakana, Domna; Georgiadou, Sofia – Issues in Educational Research, 2022
The COVID-19 pandemic has created an opportunity to examine the initial policies developed by Australian, Canadian, English, German, Greek and Irish governments to limit the spread of the virus. This has revealed governments' conceptualisation of the early childhood sector and its workforce. This paper argues that neoliberal ideology and…
Descriptors: Neoliberalism, COVID-19, Pandemics, Disease Control
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Ring, Emer; O'Sullivan, Lisha – Childhood Education, 2019
Transforming schools to ensure every student has the opportunity to learn requires innovation at the teacher education level. The goal of inclusion is complex, and so it is critically important to prepare teachers to lead organizational change that will increase engagement and achievement of children with diverse learning abilities.
Descriptors: Student Diversity, Teacher Competencies, Learner Engagement, Educational Opportunities
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Arndt, Sonja; Urban, Mathias; Murray, Colette; Smith, Kylie; Swadener, Beth; Ellegaard, Tomas – Contemporary Issues in Early Childhood, 2018
In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia…
Descriptors: Foreign Countries, Early Childhood Education, Professional Identity, Comparative Education
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Buckley, Lynn; Martin, Shirley; Curtin, Margaret – Journal of Early Childhood Research, 2020
This paper explores the processes involved in developing, embedding and sustaining an ECCE practitioner capacity building programme in the community through an interagency approach, which utilises mentoring and coaching strategies for increased knowledge and skills uptake. There is now conclusive international evidence that early childhood care…
Descriptors: Early Childhood Education, Educational Improvement, Capacity Building, Child Development
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Murphy, Rosaleen – International Electronic Journal of Elementary Education, 2015
Early childhood care and education in Ireland has come under increasing scrutiny in recent years, as a result of public concern about standards in some early years services. Services for children before they enter primary school are largely the responsibility of the department of health, while children in the formal school system are the…
Descriptors: Foreign Countries, Early Childhood Education, Educational Quality, Child Care
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Bleach, Josephine – Educational Action Research, 2015
Virtue, according to Aristotle, is doing the right things at the right time with the right people for the right end and in the right way. This concept is central to the work of the Early Learning Initiative, an Irish community-based educational initiative. This paper describes how a community of parents, early childhood care and education…
Descriptors: Foreign Countries, Numeracy, Parents, Preschool Teachers
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Ring, Emer; O'Sullivan, Lisha – Education 3-13, 2018
High quality early years' education is associated with providing a child-centred curriculum based on a knowledge of how young children learn. The global 'schoolification epidemic' has led to an increasing focus on prescribed curricula and presents as a serious threat to the quality of children's early years' experiences. Findings from research in…
Descriptors: School Readiness, Early Childhood Education, Young Children, Foreign Countries
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Moloney, Mary; Pope, Jennifer – Education 3-13, 2015
International definitions of early childhood locate the field with the care and education of children between birth and six years. In Ireland, this definition applies to both pre-school and the infant classes of primary school. While primary school teachers in Ireland must hold a Bachelor of Education degree, there is no minimum training…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Teacher Qualifications
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McKeown, Kieran; Haase, Trutz; Pratschke, Jonathan – Irish Educational Studies, 2015
The study analyses determinants of child outcomes in a cohort of children who participated in the Free Pre-School Year. Child outcomes are measured through a before-and-after assessment of children using the Early Development Instrument. The sample comprises 448 children in 70 early years centres. There are three main findings. First, children…
Descriptors: Foreign Countries, Outcomes of Education, Measures (Individuals), Preschool Children
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Moloney, Mary – Irish Educational Studies, 2015
Caring for and educating young children is highly skilled and complex, and is dependent upon the educator's education and training, work environment, salary and work benefits. This paper which draws upon two annual BA ECEC Graduate Occupational Profile Surveys undertaken in 2013 and 2014, explores the perceptions of graduates about seeking…
Descriptors: Foreign Countries, College Graduates, Early Childhood Education, Student Attitudes
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Peeters, Jan; Sharmahd, Nima – European Early Childhood Education Research Journal, 2014
There is growing evidence among researchers and international organisations that quality of Early Childhood Education and Care (ECEC), and ultimately the outcomes for children and families--especially disadvantaged ones--is dependent on well-educated and competent staff, and that a lack of higher pre-service training can be partly compensated by…
Descriptors: Preschool Teachers, Faculty Development, Early Childhood Education, Disadvantaged Youth
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