Reflective 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) Skehill, Sharon
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) programme aimed at developing knowledge, practices and values relating to inclusive practice. The primary aim of this study was to examine educators’ perceptions of inclusion of children and consider the influence of the LINC programme on their pedagogical practice. The research strategy involved initial interviews with fourteen early years educators identifying experiences and understanding of inclusion prior to commencement of the LINC programme. On completion, participants hosted a field visit to their individual preschools and engaged in a second follow-up interview. In addition, conversations with children and observation of pedagogical practice was conducted during these visits to understand the life-world of the educators in practice. Using the philosophical principles of IHP, this study illustrates the value of practitioner research in coming to understand and interpret educators’ experiences through an empathic lens. Research findings validate the quality of content of the LINC programme and the positive influence of this learning on educators’ perceptions and practices of inclusion in the early years setting. Engagement with the LINC programme resulted in reported confidence in their work with children and families through development of new strategies in practice to support participation in the early years’ environment. There is an evidenced shift in perspective and awareness of children’s rights by those who engaged with the module content. However, consideration of the contextual reality of participants illustrates a confluence of factors which mitigate against the learning outcomes of the LINC programme. A salient finding from this study indicates how professional identity and the perception of the role of the educator influences engagement with learning. Furthermore, concern is expressed by learners on the programme about how they will be facilitated and supported to take on additional responsibilities of leading inclusion as the Inclusion Coordinator (INCO) in their setting. A key recommendation is to expand access to the LINC programme for all early years educators so there is a shared understanding of inclusion to support children’s participation as well as supporting the leadership role of the INCO in practice. A framework for learning and development for educators has been designed to support reflection and action within settings to guide inclusive practice. This study also proposes that relational pedagogy, guided by the national quality (Siolta, CECDE, 2006) and curricular frameworks (Aistear, NCCA, 2009), should be embedded in initial professional education programmes as underpinning the implementation of quality and inclusive early childhood education. In telling the stories of educators on the LINC programme using phenomenology, an approach underused in early years scholarship, this study offers insights on how inclusion can be embedded in practice by acknowledgement of different perspectives and providing practical recommendations for creating a shared understanding of quality and inclusive early years education and care.
"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) Murphy, Marie Claire
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 natural environment. Education is a determining factor in shaping a child’s perception of nature, however, research highlights that Irish primary school teachers lack knowledge and confidence in bringing children outdoors to learn. Forest School, a semi-structured approach to learning and teaching outdoors, guided by six underpinning principles, can provide pedagogical guidance for educators. Previous studies outline social, emotional, and academic learning outcomes during Forest School, however, research in the context of the Irish Primary School Curriculum is limited. Therefore, the aim of this research was to critically examine if this approach to learning and teaching outdoors is appropriate to deliver the vision, aims, principles, broad objectives, subject content objectives, concepts and skill development, and assessment of the Irish Primary School Curriculum. An exploration of educational theory and pedagogical processes underpinning both the Irish Primary School Curriculum and Forest School approach promote developmental approaches to learning which occur in stimulating environments that correspond with the child’s learning needs. In addition to this, both approaches highlight the need for a balance of child and adult-led assessment methods, high standards of qualification, participation in continuing professional development, acknowledgement of school policy and procedures, careful planning and preparation, and emergent, experiential problem-, and inquiry-based learning opportunities that allow for child-led discoveries and questions. However, the Irish primary school curriculum provides mixed messages regarding its child-centredness, while the unstructured, play-based, and child-led nature of Forest School results in mixed opinions regarding how this approach should be delivered. Thus, this research sought to capture the lived experience of participants and uncover their reality of learning and teaching outdoors during Forest School within the vision, aims, principles, broad objectives, subject content objectives, concepts and skill development, and assessment of the Irish Primary School Curriculum. Semi-structured, non-participant observations of sixty-eight children and semi-structured journey interviews were conducted with fifty-five children in four primary school class levels over the course of an academic year. These in-depth semi-structured interviews incorporated children’s pedagogical documentation to promote stimulated recall with five class teachers. Themes of Learning with, in and through the Environment during Forest School, Challenges of Learning and Teaching Outdoors in the Context of the Irish Primary School Curriculum, and Inclusion for Children with Special Educational Needs during Forest School emerged through deductive thematic analysis. Although the findings commend child-led choice through adult-facilitated teaching in emergent, play-based learning during Forest School, challenges in achieving the many curricular subject content objectives within the Irish Primary School Curriculum were apparent. While the forthcoming restructured curriculum, currently in draft format, aims to address this through the provision of broad learning outcomes, professional collaboration between class teachers and forest school leaders and the incorporation of child-led assessment methods to create inclusive approaches to learning and teaching is required to ensure rich learning experiences for children. Moreover, a need to overcome financial and access issues must also be addressed to successfully incorporate Forest School into the Irish Primary School Curriculum.
Stories from school! A narrative inquiry exploring primary teachers' experiences of school-based teacher education
(2021-04-07) DePaor, Derbhile
‘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, 2017) and Arts-based inquiry methods (de Mello 2006; Leitch, 2003 2006; Estrella and Forinash 2007; Barone and Eisner 2012; Kim 2016; Leavy 2013, 2015, 2018,;McGarrigle 2018) to explore teachers’ ways of knowing, doing and being (Craig 2018) as they navigate the shifting educational policy landscape in Ireland.(Conway and Murphy 2013, Mooney Simmie et al. 2016, Coolahan 2017; O’Donohue, Hartford and O’Doherty 2017). The core theme is teacher education (TE) and the school as a site for teacher education in an era of globalised educational policy and change which is heavily influenced by neoliberal elitist discourse (Sant 2019) is the setting. Neoliberal ideals and values now underpin the education policy field and teachers are negotiating increased levels of accountability and a culture of performativity (Allias 2012; Ball 2013, 2016; Apple 2013; Mooney Simmie, 2012; Conway and Murphy 2013; Connell 2013). This narrative inquiry interrogates practising teachers’ experiences of the policy shift which took place within the 2008-2018 timeframe. Heavily influenced by the Global Education Reform Movement (GERM) (Sahlberg 2007) the Organisation for Economic Co-operation and Development (OECD), and the European Commission, (Grek 2009; O’ Doherty 2014; Coolahan 2017, 2013, 2007; Sellar|and Lingard; 2013; O’Donoghue, Hartford and O’Doherty 2017; Mooney Simmie and Moles 2020) this policy shift has been largely driven by the Department of Education and Skills through the agency of the Teaching Council of Ireland. My extensive professional experience leads me to conclude that neither the voices and/or experience of teachers have been considered in this regard. (Ball 2003, 2013; Biesta 2012, 2013; Biesta et al 2015; Santoro 2017). My story, the narrative of teacher, school leader, policy maker, teacher educator and researcher are the multiple ‘I’s which provide the autobiographical lens through which we discover and know teachers’ stories. This experience and thinking with theory provide the interpretative bricolage (Kim 2016; Denzin and Lincoln 2011) through which the stories have been retold. Asking, “Who is the self that teaches?” (Palmer 2007), I understand that teachers lead “storied lives on storied landscapes” (Clandinin and Connelly 2000). On these landscapes teachers encounter sacred stories and create secret and cover stories which are seated in their ‘Professional knowledge landscapes’ (Clandinin and Connelly 1995). Attempting to “escape the tentacles of the grand narrative of formalistic research” (Clandinin and Connelly 2000), I explore ways of ‘speaking personally, academically’, using creative approaches to compile this final research text. Thinking with theory and using writing as a method of inquiry I engage in ‘a dynamic creative process’ where writing is a method of discovery (Richardson 1994, 2018). Believing that ‘writing is validated as a method of knowing’ (Richardson 1994) and “a well written “story” has the potential to be long remembered” (Leavy 2013), I present the narrative in both poetic form as performance scripts (Pelias 2005; Denzin 2018) and as prose, using creative non-fiction (Leavy 2010; Sinner 2010; Sinner et al., 2018).
Ideology vs. reality – an exploration of the relationship between governance and management, and quality early childhood care and education provision
(2021-04-07) Knox, Rebecca
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 the ECCE sector in Ireland, where managers are subjected to inordinate governance and management responsibilities from a multitude of State bodies. Although the past 25 years have seen significant developments in relation to national quality standards, qualifications, regulations and an early childhood curriculum, it is notable that there is still no statutory requirement for ECCE managers to hold any formal qualification to support them in providing quality ECCE provision. Given the shortcomings in management practices highlighted by two RTÉ investigations, Breach of Trust (2013) and Crèches Behind Closed Doors (2019), this study questions why ECCE policy has consistently ignored the need for competent managers who hold the essential skills or knowledge to effectively manage an ECCE service at micro-setting level. The p-resent study uses an ecological lens to examine ECCE governance across three domains: macro-governance; government departments that hold responsibility for the ECCE sector, meso-governance; POBAL, TUSLA, and the Dept. of Education and Skills (agents of the State) and micro-governance; ECCE managers within services. This qualitative research study involved 15 interviews with key stakeholders in the ECCE sector including ECCE service managers at micro-setting level and County Childcare Committee and Membership Organisation representatives at meso-support level. These participants highlight the multiple, onerous management and governance responsibilities, as well as providing insight into the challenges of being an ECCE manager working within a complex policy landscape. Overall, the findings highlight how the macro-governance of the ECCE sector, split between the DCYA and the DES, dictates the roles and responsibilities of micro-level ECCE managers thus, significantly impacting their role and their ability to provide a quality ECCE service. Likewise, at micro-level practice, the managers knowledge and skillset too, determines their capacity to carry out these core roles and responsibilities that are essential to the development of a quality ECCE service. In light of these findings, the researcher recommends various measures for the provision of competent managers, competent management structures and a competent system of ECCE governance.
‘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) O'Leary, Sarah
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 inclusion. The conceptual framework employed throughout the study is informed by relevant research and policy and incorporates five fundamental areas: (1) The Narrative of Autism (2) Families’ Experiences (3) Inclusion in Education (4) Reconceptualising Quality and (5) Conflict in Practice. The importance of Bronfenbrenner’s (1979) Ecological Theory of Human Development in understanding and evaluating the lived experiences of these young children on the autism spectrum and their parents cannot be overstated. This ecological stance facilitated the exploration and interpretation of the action inherent within the interconnected social systems of these young children’s homes, educational settings, communities and wider society. The research throughout was underpinned by critical narrative inquiry, whereby, the importance of narrative (families’ experiences) and grand narratives (wider social issues) permeate the methodology and associated methodological tools. Six parents shared stories of navigating the Irish early years education system with their young child on the autism spectrum. Their children’s voices were incorporated into these narratives using visual storytelling methods. Through an analysis of narratives, parents’ experiences revealed the presence of conflicting and contradictory perspectives and action at macro-level that, in some instances, resulted in the exclusion of their children from education and support settings. A child-centred narrative analysis offered further insight into these young children’s experiences of inclusion, and indeed exclusion, and highlighted how their voices and self-identity are co-constructed ecologically. This premise constitutes the central theme of the reconstructed narratives (folktales) and informs the conclusions and recommendations, where empowering partnerships among all stakeholders in inclusive education are urged.
‘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) O'Leary, Sarah
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 inclusion. The conceptual framework employed throughout the study is informed by relevant research and policy and incorporates five fundamental areas: (1) The Narrative of Autism (2) Families’ Experiences (3) Inclusion in Education (4) Reconceptualising Quality and (5) Conflict in Practice. The importance of Bronfenbrenner’s (1979) Ecological Theory of Human Development in understanding and evaluating the lived experiences of these young children on the autism spectrum and their parents cannot be overstated. This ecological stance facilitated the exploration and interpretation of the action inherent within the interconnected social systems of these young children’s homes, educational settings, communities and wider society. The research throughout was underpinned by critical narrative inquiry, whereby, the importance of narrative (families’ experiences) and grand narratives (wider social issues) permeate the methodology and associated methodological tools. Six parents shared stories of navigating the Irish early years education system with their young child on the autism spectrum. Their children’s voices were incorporated into these narratives using visual storytelling methods. Through an analysis of narratives, parents’ experiences revealed the presence of conflicting and contradictory perspectives and action at macro-level that, in some instances, resulted in the exclusion of their children from education and support settings. A child-centred narrative analysis offered further insight into these young children’s experiences of inclusion, and indeed exclusion, and highlighted how their voices and self-identity are co-constructed ecologically. This premise constitutes the central theme of the reconstructed narratives (folktales) and informs the conclusions and recommendations, where empowering partnerships among all stakeholders in inclusive education are urged.
Get up! Stand up! (version 2) : an evaluation of a school-based social skills programme
(2020-01-07) O'Meara, Billy
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 [CASEL], 2013; 2015; Gresham & Elliott, 2008). The targeting of these skills in school-based programmes can produce positive outcomes (Durlak, Dymnicki, Taylor, Weissberg, & Schellinger, 2011). Get Up! Stand Up! (Version 2) (GUSU2) (National Educational Psychological Service, 2017) is a SE skills programme currently in use in Irish schools. However, to date, no substantial evaluation of GUSU2 has been conducted. CASEL outline a framework for such school-based programmes which identifies several essential elements, including being well-designed, addressing five SE competencies, offering support and training to facilitators and being offered over multiple years. Programmes which meet these standards are noted to be associated with a range of positive outcomes for participants. Aim: This study aims to evaluate GUSU2 as a SE skills programme in the context of the CASEL framework. This study will consider the impact of GUSU2 on participants’ SE skills, whilst also considering the perspectives of the relevant stakeholders on GUSU2 and the training and support provided. Methodology: A mixed-method, partially mixed sequential equal status design was used to evaluate GUSU2. Documentary analysis was conducted on the GUSU2 manual. Thematic analysis, using a combination of deductive and inductive analysis (Braun, Clarke, Hayfield, & Terry, 2018; Tashakkori & Teddlie, 2010) was conducted on data from four pupil focus groups involving 27 pupils and from seven semi-structured teacher interviews. Data collected by the school psychology service, using the Social Skills Improvement System-Rating Scales (SSIS-RS) (Gresham & Elliott, 2008), was analysed using a mixed between-within subjects’ analysis of variance and post-hoc t-tests to determine the impact of participating in GUSU2 compared to participants in a business-as-usual control group. Data included pre- and post-intervention measures of SE skills from 225 pupils in 14 schools, including three control schools consisting of 68 pupils. In addition to the full study sample, a lower ability sample (n = 37) were identified based on their pre-intervention scores and analysed accordingly. Findings: There was a statistically significant increase in participants’ total standard scores in both the GUSU2 and business-as-usual groups in both the full study and lower ability samples. There was no significant interaction effect identified, suggesting that GUSU2 is as effective as the business-as-usual approach. However, qualitative analysis suggests that pupils engaged with the programme and demonstrated learning in several competencies. Analysis of the qualitative data indicates that several aspects of GUSU2 require further development to align with the CASEL framework. Several potential barriers to implementation and learning were identified, including a lack of ongoing external support, brief training, concerns over resources, pupil over-familiarity, and small school size. Conclusions: Several implications from this evaluation are discussed, including areas for development within GUSU2 in relation to the CASEL framework, issues regarding programme fidelity and the collection of appropriate data. Suggestions for further research and policy are also made.
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) Moloney, Mary
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 (Bronfenbrenner, 1979), it fuses understandings of policy and practice from various perspectives into policy discourse and debate. It helps to highlight and prioritise issues for children and teachers with regard to quality in ECCE. The study uses a combination of qualitative and quantitative methodologies. A total of 80 interviews and 6 focus group discussions were completed with early childhood students and teachers, infant teachers in primary schools, policy makers, and regulatory and support agencies. 150 hours of child observations were conducted in fifteen settings, 10 pre- school and 5 infant classes. Research instruments developed by the International Association for the Evaluation of Educational Achievement specifically for the Pre-primary Project ((IEA/PPP, 1987-1997) were used for the quantitative component. These instruments were used to analyse the number and types of actions and interventions observed. Data was analysed using grounded theory methodology. The study yielded compelling evidence that children‟s agency, a core tenet of early childhood policy, is bounded by legislative and structural deficiencies in everyday practice. Notwithstanding widespread agreement on the complexity of working with young children, the absence of a mandatory training requirement for the pre-school sector is particularly problematic. There is compelling evidence that the sector perpetuates a strong focus on school readiness. This is directly linked to misunderstandings about the purpose of ECCE as well as a deep rooted desire to redress issues associated with large class sizes and the rigid structure of primary school. Evidence demonstrates that preoccupation with complying with the minimum statutory requirements set out in the Childcare (pre-school services) Regulations, 2006 renders the National Quality Framework; Síolta and the Early Childhood Curriculum Framework; Aistear primarily inconsequential. This study contributes new epistemological insights to the area of inspectorate qualifications. Lack of pedagogical knowledge coupled with the top down approach of the pre- school inspectorate has created an adversarial relationship between the HSE and the sector. This study finds that the sector is characterised by sectoral fear and institutional power which does little to further the quest for quality. Regardless of their levels of professional development, infant teachers are also restricted in their capacity to translate policy into practice. A key issue emerging from this study relates to the appropriateness of infant pedagogy as practiced in infant classrooms. Everyday practice is bounded by pressure to implement the primary school curriculum on the one hand and large class sizes on the other. The process of learning, a key aspect of the primary school curriculum is compromised by expediency. All of these factors preclude both pre-school and infant teachers from facilitating children‟s agency within individual setting contexts.
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) Blackwell, Sarah
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 experiences of learning science before and after transition to post-primary school. The study was also concerned with an enquiry into primary and post-primary teachers‟ attitudes to the teaching of science across the transition. A multi-method approach was adopted wherein pupil and teacher questionnaires and pupil interviews formed the construct of this research. The research was conducted over a one-year period, between June 2010 and May 2011, with a group of twenty three pupils and their respective teachers. Data was collected from the twenty three pupils first in their sixth class of primary school and subsequently at the end of their first year post-primary school. Thus, the collection and analysis of data from the pupils‟ perspective was grounded in these two strands of investigation. Results from both pupils and teachers produced data based on the attitudes to and experiences of science in the transition from primary to post-primary school. The evidence from the data indicated that primary pupils hold extremely high expectations of post-primary science and these expectations are often not realised following transition. Pupils at both levels are generally enthusiastic about science education but interest and pupil enjoyment in certain aspects of learning science can decrease following transition to post-primary school. Findings also indicate that pupils experience discontinuity in science curricula and in learning experiences of science across the transition. A crucial sub-theme that pervaded the data was that, by not having a science degree, primary teachers unsurprisingly feel significantly less confident in their teaching of science than their post-primary counterparts. This can lead to issues for pupil learning in particular areas of science prior to and upon transition to post-primary school. Inconsistencies however did emerge where despite high levels of confidence by post-primary teachers, the number of pupils at post-primary level who are stated as enjoying science, who look forward to studying science and who stated that science is their favourite subject decreased. Data also showed there to be no significant communication between junior cycle post-primary teachers and their primary teacher counterparts regarding pupils‟ previous experiences of learning science. In essence, the findings of this research reinforce the view that there are numerous issues and concerns arising among pupils and teachers within the transition from primary to post-primary science. These issues, in turn, may lead to a lack of interest and engagement in a continued study of science by pupils once at post-primary school.
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) Madden, Ruth
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 that have influenced professionalism within the ECCE sector. Such policies include; the Childcare Act, 1991 (Department of Health and Children (DHC)), the Childcare (Pre-school Services) Regulations (DHC, 1996, 2006), Síolta: the National Quality Framework (Centre for Early Childhood Development and Education (CECDE), 2006) and the Free pre-school year in ECCE scheme (Department of Children and Youth Affairs (DCYA), 2010). These various policies and initiatives highlight not only the importance of quality ECCE but the complexity of working with young children. However, notwithstanding recognition for training and development within national policy documents, it is as yet, a relatively new concept in Ireland (Moloney, 2010, 2011, Moloney and Pope, 2012). Using qualitative methodology, i.e., interviews and focus group discussions, this study explores the views of twenty four research participants; ECCE practitioners, City and County Childcare Committees (CCC) and National Voluntary Childcare Collaborative (NVCC)) representatives as well as B.A ECCE graduates and 3rdlevel training and education providers in relation to their perceptions of the professional identity of the ECCE sector in Ireland today. The overarching finding indicates that while ECCE policy has positively influenced societal perceptions and attitudes towards ECCE there is still a long way to go before the sector in Ireland is recognised and valued as a profession. Ultimately, ECCE and those working within the sector remain undervalued and underappreciated.

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