Reflective Pedagogy and Early Childhood Studies (Peer reviewed publications)

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Phenomenological bridge building: between empathy and archetypes in fiction and reality (Pre-published version)
(ILCAM, 2016) Stevenson, Kevin
This paper aims to uncover some of the important contributions the phenomenological method can offer to philosophical issues in literary studies. It leads us to the idea that the archetypes found in fiction are intuited phenomenologically. This idea is then linked to a social constructive attainment of meaning for reality. From the intersubjectivity provided by phenomenology, empathy with characters in fiction is then displayed as more than an intellectual activity, as it becomes known to have practical implications. It is framed as involving the same processes as the empathy we have with people in the real world. This equivalency allows for the plausibility of the notion that fiction-making is a necessary process for our interpretations of reality. It designates our involvement in fiction as beneficial to our experience of the real world and supports the notion it can train us to empathize. Such training is displayed to be posssible from phenomenology’s role in the process of empathy. Phenomenology's method de-centers the Cartesian ego to prevent any impasse between internal consciousness and the external world. Since they are bridged together by intentionality, we learn that phenomenology is a method that can contribute to how we conceive of empathy.
Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of expertise: the case of the end of year three evaluation of the access and inclusion model
(Frontiers Media, 2022-12-23) Sheridan, Denise; Robinson, Deborah; Codina, Geraldene; Gowers, Sofia J; O'Sullivan, Lisha; Ring, Emer
Seventeen Practitioner Researchers (PRs) were engaged as co-researchers in an evaluation commissioned by Ireland’s Department of Childhood, Equality, Disability, Integration, and Youth (DCEDIY), as an innovative aspect in methodological design. The evaluation investigated the implementation and impact of Ireland’s award winning policy for the inclusion of children with disabilities in mainstream pre-schools, the Access and Inclusion Model (AIM). As co-researchers in the project, the PRs constructed case studies of pre-schools, and children who were being supported by AIM. In this context, this paper draws on feminist theory to present the rationale for involving PRs as co-researchers in evaluations of high profile national programs like AIM. It also applies thematic analysis to a critical reflection written by one co-researcher (who is also the lead author), in which she writes about her gendered experience of being a PR. Thematic Analysis (TA) is applied to this critical reflection to explore the way in which the PR role may have impacted on her professional identity and agency. Three themes were constructed from the TA which included expertise as a resource for advocacy, personal and professional development, and continual learning and inclusive practice. The findings were interpreted through a feminist lens, and cast light on the way that the PR frames professional potency within more feminine constructions of power related to care, nurture, collaboration, nurturing and enabling. They also demonstrate how, in this particular case, the PR role had a transformative impact on expert identity, and enriched capitals for empowering others. The paper ends with a call for more participative approaches to the evaluation of national policies through the engagement of practitioners as researchers. It is argued that this would result in evaluations that were more attuned to the vernacular of practice, and hence more impactful. It also offers opportunities for professional development whilst symbolizing the validation of practitioner expertise by policy makers in a feminized sector where, low pay and low status have long been issues of concern.
Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children
(Springer, 2022-02-11) Martin, Rosemarie; Murtagh, Elaine M; Sawalma, Jamil
This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty teachers from eight schools received training in play-based pedagogies and follow-up support visits from programme staff (intervention group); four matched schools served as the control group. Grade-appropriate tests were administered to all students in two consecutive school terms. A total of 859 students (458 females, 401 males) and 832 students (477 females, 355 males) completed maths tests in term 1 and 2, respectively. Results revealed that the intervention group attained higher test scores than the control group in both terms (P < 0.01). Furthermore, in term 2 an interaction effect between group and gender was found (P < 0.05), with girls in the intervention group achieving the highest scores. Our finding suggest that play-based learning approaches may enhance academic achievement.
The clustering of physical activity and screen time behaviours in early childhood and impact on future health-related behaviours: a longitudinal analysis of children aged 3 to 8 years
(BMC, 2022-03-21) Martin, Rosemarie; Murphy, Joey; Molina-Soberanes, Daniel; Murtagh, Elaine M
Meeting physical activity and screen time guidelines has been associated with improved health in children. Research has shown that lifestyle behaviours happen in combination and can be tracked into later life. Thus, a complex approach is needed to identify the effects of physical activity and screen time altogether. This study aims to identify clusters of both behaviours in a cohort of Irish 3-year-old children (n = 8833) and determine the association with sociodemographic characteristics and behaviours at age 5 and 7-8.
The impact of usage-based approaches on second language learning and teaching
(Cambridge University Press, 2020-09) O'Keeffe, Anne; Pérez-Paredes, Pascual; Mark, Geraldine
The application of usage-based models of language learning began to gain ground in the early twenty-first century, particularly in the field of first language acquisition, and, more recently, are gaining traction in second language acquisition studies. Central to a usage-based model is the idea that in order to meet social needs, we agree on and use linguistic conventions to create meanings, and that, subsequently, structural conventions emerge from these meanings. This is at odds with theories of language acquisition which propose an overarching abstract set of principles from which to create structures, and transcend the distinction of competence and performance found in traditional language acquisition studies.
Data-driven learning: a call for a broader research gaze
(Cambridge University Press, 2021-04) O'Keeffe, Anne
Over the last three decades, data-driven learning (DDL) has been widely championed by those of us who see the exciting opportunities that it can bring to the language learner. From the initial days of DDL, there has been a sense of enthusiasm about turning language learners into researchers who will embrace language discovery (Johns, Reference Johns1986; Barlow, Reference Barlow1996; Tribble & Jones, Reference Tribble and Jones1997). We have believed that, as Pérez-Paredes (Reference Pérez-Paredes, Harris and Moreno Jaén2010) puts it, the methods of research in corpus linguistics can be transferred to the language classroom by turning linguists’ analytical procedures into a pedagogically relevant tool to increase both learners’ awareness of and sensitivity to patterns of language while also enhancing language learning strategies. Pedagogically core to DDL is the aim of fostering the independent acquisition of language knowledge (lexis, grammatical constructions, collocations, and so on). Within the ethos of DDL, learners are encouraged, in inductive processes, to discover patterns of language. It is widely claimed that such an endeavour aims to foster more complex cognitive processes such as making inferences and forming hypotheses (O'Sullivan, Reference O'Sullivan2007; Lee, Warschauer, & Lee, Reference Lee, Warschauer and Lee2019). It is fair to say that the early enthusiasm was counter-balanced by some words of caution. Leech (Reference Leech, Wichmann, Fligelstone, McEnery and Knowles1997, p. 5) observed that while research is a natural extension of teaching and enables the learner to explore, investigate, generalize and test hypotheses, ‘it does not itself initiate or direct the path of learning’. Leech saw this as part of the teacher's role. Widdowson (Reference Widdowson and Alatis1991, p. 20ff.), referring to corpus insights, argued that ‘[s]uch analysis provides us with facts, hitherto unknown, or ignored, but they do not themselves carry any guarantee of pedagogic relevance’. Authors such as Römer (Reference Römer2006), Tribble (Reference Tribble2008) and Pérez-Paredes (Reference Pérez-Paredes, Harris and Moreno Jaén2010) have pointed to the need to find a plausible way of moving DDL from a research-oriented process suited to university settings (where learners analyse, hypothesize and discover language) to one with a broader pedagogical application and theoretical underpinning. As Römer (Reference Römer2006, p. 129) noted, a lot still remains to be done before arriving at the point where it can be said that ‘corpora have actually arrived in language pedagogy’. Over a decade ago, while the late Stig Johansson lauded the potential of DDL for enhancing language learning because of the parallels between the natural processes of language acquisition and the processes involved in hypothesizing about language in DDL, he also called for a greater connection between DDL and second language acquisition (SLA) research (Johansson, Reference Johansson and Aijmer2009). Johansson foresaw connections that could be made with ongoing SLA work on attention and awareness as well as concepts such as input enhancement. Unfortunately, few of the many worthwhile DDL studies over the years have engaged with SLA theory and indeed few SLA studies have sought out DDL as a means of exploring their hypotheses. In this plenary paper, I wish to make a case for a broadening in our research gaze. Firstly, I want to look closely at the pedagogical and theoretical underpinnings of DDL. These are often inter-connected with SLA but under-explored by both DDL and SLA researchers. I want to focus on the question of how and where DDL fits within current SLA models and debates. And underlying all of this, I want to address why, as DDL advocates and enthusiasts, we should care about these issues. In summary, I will argue that while there has been a number of helpful meta-analyses, reflections and reviews of ongoing DDL work across many variables, there has been a dearth of focus on the learning theories that underpin DDL and on how this approach might inter-relate with SLA theories and vice versa. I will also argue that DDL is well-placed to be part of experimental research that could lead to cutting-edge insights into the cognitive processes of language learning and enhance ongoing SLA debates, especially in relation to implicit and explicit learning processes. Before we look at these issues, let us briefly summarize where the current meta-studies have brought us to in terms of our aggregated understanding of DDL.
A melange or a mosaic of theories? How theoretical perspectives on children’s learning and development can inform a responsive pedagogy in a redeveloped primary school curriculum
(Mary Immaculate College, University of Limerick, 2018) Ring, Emer; O’Sullivan, Lisha; Ryan, Marie; Burke, Patrick
We are living in a rapidly evolving society, where cultural, ethnic, religious, and linguistic diversity is the norm. Parallel to this changing societal zeitgeist is the development of an increasing awareness and understanding of society’s responsibility to understand and accommodate individuals with diverse abilities. Education systems reflect the societal context in which they operate and consequently our primary schools are microcosms of this kaleidoscopic societal tapestry. Undeniably, we are living in a very different society to that which prevailed at the time when the Primary School Curriculum (1999) was developed (National Council for Curriculum and Assessment (NCCA) 1999). This welcome diversity enriches our classrooms and challenges us to craft a responsive pedagogy underpinned by a robust theoretical framework focused on what we know from research about children’s learning and development. Importantly this diversity has implications for curriculum design, development and implementation.
Proud voices: an exploratory study into the needs of lesbian, gay, bisexual and transgender young people in the counties of Limerick, Clare and Tipperary
(University of Limerick, 2009) O'Grady, Emmanuel; Mannix McNamara, Patricia; Devaney, Eva
Unequal at birth: inequalities in the occurrence of low birthweight babies in Ireland
(Institute of Public Health [Ireland], 2006) Pope, Jennifer; McAvoy, Helen; Burke, Sara; Balanda, Kevin
What’s SWOT in attitudes towards young children in Danish after-school provision: perceptions from an ‘Irish lens’
(OMEP Ireland, 2008) Pope, Jennifer
Based on observations of afterschool provision and interviews with stakeholders in Copenhagen, Denmark, this paper presents a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis of the attitudes of adults towards children. Some key strengths are that children are treated as active citizens in a democratic environment and that autonomy and socialisation are considered essential components of the curriculum. This paper reflects on these observations and proceeds to compare Danish and Irish data on health and well-being of older children and voter participation in young adults. In doing so, possible long-term outcomes are hypothesised in order to stimulate reflection and discussion.
‘An undervalued, under-appreciated profession, long hours, hard work, poor pay’. A study of the professional identity of BA ECCE graduates
(Institute of Technology Sligo, 2012) Moloney, Mary; Pope, Jennifer
Drawing upon a Bachelor of Arts (BA) ECCE graduate occupational profile survey, this paper explores the experiences of graduates with particular reference to the relationship between graduate qualifications and professional identity within the early childhood care and education (ECCE) sector. While findings are positive in terms of the numbers of graduates who successfully gained employment, there is an underlying belief that ECCE is an undervalued profession with low wages. Findings also indicate that graduates tend to diminish their professional role and identity by stating that they have ‘ended up working in a crèche’. Such sentiments are clearly associated with a sectoral perception that graduates are overqualified to work in the ECCE sector.
On your bike: outdoor play in Irish 5 year olds
(Children's Research Network, 2018) Egan, Suzanne M.; Pope, Jennifer
Under the United Nations Convention on the Rights of the Child (UNCRC), children have the right to play (UNCRC, 1989 Article 31) and the importance of outdoor play has been well-documented (Bento and Dias, 2017). From a physical and psychological perspective, playful opportunities are essential for healthy growth, development and overall well-being (Pellegrini and Smith, 1998). Physical play supports the development of muscle tone, gross and fine motor skills and is an important factor in healthy weight maintenance, as play is exercise. Play is also key for aspects of cognitive, socio-emotional development and well-being such as self-regulation, resilience, nurturing friendships and encouraging creativity, problem-solving and communication (Whitebread, 2010; Zigler, Singer and Bishop-Joseph, 2006). Additionally, play has an impact for children in terms of adapting and co-constructing their environments, identity and operating across adaptive systems (Lester and Russell, 2008). If children are viewed as active agents (Prout, 2005), play gives independence, control, opportunities to challenge and take risks (Tovey, 2011).
Where to now for early childhood care and education (ECCE) graduates? A study of the experiences of Irish BA ECCE degree graduates
(Taylor & Francis [Routledge], 2013) Pope, Jennifer; Moloney, Mary
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 requirement for those working within the early childhood care and education (ECCE) sectors in crèches, pre-schools and so on. Consequently, the ECCE sector is characterised by a mix of trained, semi-trained and unqualified teachers. Many third-level Colleges, Universities and Institutes of Technology offer a degree programme in ECCE. One such college is Mary Immaculate College, offering a BA degree in ECCE since 2003. Drawing upon a BA ECCE Graduate Occupational Profile Survey, distributed to all graduates from the programme between 2007 and 2010, this paper explores a graduate’s experiences with regard to their experiences of working within the ECCE sector. Although the majority of respondents were gainfully employed within the sector, the overarching finding across all graduate cohorts from 2007 to 2010 was that in Ireland, ‘ECCE is an undervalued under-appreciated profession’ (2009 graduate).
Beyond basic ‘minding’: adopting an ecological, evidence based approach to promoting children’s well-being and developing child health advocacy with early childhood undergraduate students (Pre-published version)
(Children's Research Network, 2017) Pope, Jennifer
It is now well-acknowledged that the foundations of lifelong health are built in early childhood (Center of the Developing Child at Harvard, 2010). Internationally, there has been a growing body of evidence highlighting the importance of early life experiences for future health and well-being (Barker, 1994; Barker, 2000; Marmot 2010). At a national level, the Growing up in Ireland Study has identified key public health issues that are emerging by age three, including obesity (ERSI, 2011) and significant health inequalities across a range of indicators which persist into later childhood (ERSI, 2013). Early childhood professionals who work directly with young children and their families in early childhood settings on a daily basis have a significant role to play in promoting children’s health and wellbeing. Drawing on current literature and recent policy developments, this paper aims to highlight the importance of early childhood practice in promoting child health and well-being and documents some of the key principles that are stressed when working with Early Childhood Care & Education (ECCE) degree students.
Putting the learner into the curriculum, not the curriculum into the learner: a case for negotiated integrated curriculum
(University of Bahrain, 2014) O'Grady, Emmanuel; O'Reilly, John; Portelli, John P.; Beal, Candy
The question “what is good teaching?” leads to further questions about the nature of curriculum and decision-making. This paper explores the need and feasibility of a Negotiated Integrated Curriculum (NIC) to better empower the voice of teachers and students within their own curriculum. The international neo-liberal agenda that is increasingly encroaching on the nature of curriculum change and development inhibits the voice of learners within their own curriculum. Based on decades of research, and the theoretical foundations of meaningful learning, the NIC progresses the issues of both student and teacher empowerment in the face of this agenda to better allow “good teaching” to happen. Teacher education is significantly placed to enable this process as a review of international educational polices maintain with particular reference to the Irish context.
Research as a respectful practice: an exploration of the practice of respect in qualitative research
(Hipatia Press, 2016) O'Grady, Emmanuel
This article explores the practice of respect within qualitative research methods. As interpersonal respect plays a significant role in the esteem felt within a relationship, it can also serve to cultivate trust between researchers and their participants in a research study. This article details the findings of a research study examining respect between a teacher and her pupils by extending the investigation into their experiences of feeling respected during the research process. The emerging data found that participants believed respect to be linked with an esteem of their contribution as well as the relational capacity of the researcher to fully convey this esteem. The reciprocation of esteem by participants was cited helping them to trust a researcher and to a more honest engagement with the study. However, unintentional collusion through this increased rapport emerged as a salient issue and therefore possibly diminishing the validity of the research findings.
‘Learning to be more human’: perspectives of respect by young Irish people in prison
(Bergen Open Access Publishing, 2017) O'Grady, Emmanuel
Respect is a fundamental aspect of how human beings relate to each other and, arguably, is a significant factor in the relationship between student and teacher. For incarcerated adults, the relationships they foster with their teachers (and by extension the respect or disrespect cultivated within it) often have a considerable impact on their educative development. This research explores how respect, and disrespect, is perceived to be communicated within prison education by 13 students and 13 teachers in an Irish Young Offenders institution. The values at the core of prison educators’ practice and their capacity to promote self-respect within their students emerged as central to this cultivation of respect. The place of socialisation within these educative relationships also emerged as a prominent factor and is discussed in relation to MacMurray’s (2012) assertion that the primary function of education is ‘learning to be human’.
Response to the draft Proffessional Award Criteria and Guidelines for Initial Professional Education (Level 7 and level 8) Degree Programmes in Early Childhood Education and Care (ECEC) in Ireland
(Pedagogy Learning Education, 2018) Moloney, Mary
Time and structure of a revised primary school curriculum
(Pedagogy Learning Education, 2017) Moloney, Mary
PLÉ response to the Organisation for Economic Cooperation and Development (OECD) International Early Learning Study
(Pedagogy Learning Education, 2017) Moloney, Mary

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