Learning networks – enabling change through community action research

Bleach, Josephine

doi:10.1080/09650792.2015.1135069

Cited by 7 publications

(1 citation statement)

References 27 publications

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“…Achieving positive outcomes for children in the early years classroom is dependent on the skills and competences of teachers, on them having an informed understanding of how children learn through play, and on them being clear on the adult's role, including paying attention to the processes of play and learning as well as their outcomes (Hurst & Joseph, 1998;Siraj-Blatchford, 2005;Bleach, 2016).…”

Section: Teachers' Understandings Of Aistear and The Role Of Playmentioning

confidence: 99%

Understanding the Link between Context and Curriculum Change in Early Years Education

Donoghue¹

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The role of context in relation to curriculum enactment in early childhood education is generally under-researched and under-theorised. This thesis explores the pedagogical approaches of early childhood education teachers in Ireland. It examines the implications of two policy documents: Aistear (NCCA, 2009), the early childhood curriculum framework, and the new primary language curriculum (DES, 2016). The new curriculum has both implicit and explicit links with Aistear. Aistear advocates a pedagogy that involves learning through play and allows the child some autonomy in the learning process. Given the policy recommendation that the principles of Aistear be integrated into enactment of the primary curriculum, this study formulated two research questions: How do primary school teachers understand and implement Aistear? How can primary school teachers be supported to enact the new primary language curriculum in relation to Aistear within their contextual settings? The study is situated within a social constructivist paradigm and takes an interpretivist approach to the research endeavour. Purposive sampling was employed to identify and select two primary schools as case studies. The research participants were two teachers and the principal from each school. Data was generated primarily through in depth interviewing and classroom observations, although documentary, school website, and photographic data was also considered. Data analysis identified three key contextual dimensions to be considered in the enactment of policy: teachers' understanding of Aistear and play; pedagogical approach; and, leadership; and these form the structure of the discussion chapter. The study found that the teachers and the principals understood Aistear to be something separate from the curriculum which they described and enacted as "Aistear Hour" or "Aistear Time". A gap was identified between the teachers' descriptions of their pedagogical approaches and the practices observed in their classrooms. While the study participants in both schools acknowledged the importance of play in enhancing children's learning experiences, they doubted that the children were 'really' learning through play and tended to direct the play towards activities that would meet the curriculum objectives.

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Section: Teachers' Understandings Of Aistear and The Role Of Playmentioning

confidence: 99%