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dc.contributor.creatorRing, Emer
dc.contributor.creatorO’Sullivan, Lisha
dc.contributor.creatorRyan, Marie
dc.contributor.creatorBurke, Patrick
dc.date.accessioned2019-02-12T15:31:18Z
dc.date.available2019-02-12T15:31:18Z
dc.date.issued2018
dc.identifier.citationRing, E., O' Sullivan, L., Ryan, M., Burke, P. (2018) 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.en_US
dc.identifier.other
dc.identifier.urihttp://hdl.handle.net/10395/2628
dc.descriptionA 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.en_US
dc.description.abstractWe 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.en_US
dc.language.isoengen_US
dc.publisherMary Immaculate College, University of Limericken_US
dc.rightsOpen Access
dc.subjectTheoretical perspectivesen_US
dc.subjectDevelopmenten_US
dc.subjectPedagogyen_US
dc.subjectPrimary schoolen_US
dc.subjectCurriculumen_US
dc.titleA 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 curriculumen_US
dc.typeExternal research reporten_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US


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