RSS 1.0Reflective Pedagogy and Early Childhood Studies(Theses)
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The quiddity of inclusion: an interpretative phenomenological study of early childhood teachers experiences of the LINC (Leadership for Inclusion in the early years) programme on perceptions and practice of inclusion.
(2023-10-02)This interpretative hermeneutic phenomenological (IHP) study focuses on the lived experiences of early years educators engaged in the Leadership for Inclusion (LINC) programme, a continuing professional development (CPD) ... -
"Sowing the seed" : a bio-ecological exploratory case study of the forest school approach to learning and teaching in the Irish primary school curriculum
(2023-09-26)While emergent research notes an increasing awareness regarding the importance of time spent in nature for personal well-being during the Covid-19 pandemic, recent literature describes children's disconnection from the ... -
Stories from school! A narrative inquiry exploring primary teachers' experiences of school-based teacher education
(2021-04-07)‘Stories from School!’ is a personal, philosophical, and educational endeavour which applies narrative (Clandinin and Connelly,1990,1994,1995,1996, 2000; Clandinin 2006, 2013, 2020, Speedy, 2001, 2008; Kim 2016; Craig 2011, ... -
Ideology vs. reality – an exploration of the relationship between governance and management, and quality early childhood care and education provision
(2021-04-07)This research study explores the relationship between governance and management and, quality provision within the early childhood care and education system. This unique study comes at a time of unprecedented change within ... -
‘One Gives You Roots, the Other...Wings’: Understanding the experiences of children on the autism spectrum and their parents as they co-navigate the Irish early years education system together
(2021-02-19)This study explores the experiences of parents and their young children before, during and after accessing preschool and primary school education, placing particular emphasis on the factors that enabled or hindered their ... -
‘One gives you roots, the other...wings’: understanding the experiences of children on the autism spectrum and their parents as they co-navigate the Irish early years education system together
(2021-02-19)This study explores the experiences of parents and their young children before, during and after accessing preschool and primary school education, placing particular emphasis on the factors that enabled or hindered their ... -
Get up! Stand up! (version 2) : an evaluation of a school-based social skills programme
(2020-01-07)Background: Social and emotional (SE) skills play an important role in a person’s development, while a range of negative outcomes are associated with poor SE skills (Collaborative for Academic, Social, and Emotional Learning ... -
Locating quality in early childhood care and education discourse in Ireland: pre-school and infant classrooms as a crucible for learning and development
(Mary Immaculate College, University of Limerick, 2011)This study examines the extent to which national and international early childhood policy becomes embedded as an everyday phenomenon in pre-school and primary contexts. Located within an ecological contextual framework ... -
An investigation of pupils and teachers at the point of transition from primary to post primary school: issues in the teaching and learning of science.
(Mary Immaculate College, University of Limerick, 2012)This research was undertaken to investigate the issues arising among pupils and teachers in the transition from primary to post-primary science education. The study involved an investigation of pupils‟ attitudes to and ... -
For love or money: exploring the professional identity of the Early Childhood Care and Education sector in Ireland today.
(Mary Immaculate College, University of Limerick, 2012)This, study: For love or money: exploring the professional identity of the Early Childhood Care and Education sector in Ireland today examines a broad range of ECCE policies and initiatives throughout the last twenty years ...