Relevant bibliographies by topics / Early childhood education – Ireland

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Early childhood education – Ireland'

Author: Grafiati
Published: 27 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Early childhood education – Ireland"

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Hennessy, Eilis, and Nóirín Hayes. "Early Childhood Services in Ireland." International Journal of Early Years Education 5, no. 3 (October 1997): 211–24. http://dx.doi.org/10.1080/0966976970050303.

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O’Farrell, Cora. "Religious Education in the Early Years: An Irish Perspective." Religions 14, no. 4 (March 29, 2023): 459. http://dx.doi.org/10.3390/rel14040459.

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Ireland’s education system at primary level is renowned for its lack of diversity, with most schools falling under the patronage of the Catholic Church. This homogeneity of school type is problematic from a number of perspectives, not least the changed demographics in terms of religious affiliation in Ireland. There is a desire for change by all; however, the pace of change is slow. Whilst the National Council for Curriculum and Assessment (NCCA) determines the curriculum for all subject areas in primary schools, this body has no remit over the subject of religious education (RE). The responsibility for the provision of RE has rested with the patrons of schools since the inception of the national school system. This review focuses on the provision of early years’ Catholic RE in schools and pre-schools in the Republic of Ireland. In recent years, the importance afforded to the subject of RE and its status in schools has been eroded. The impact on early childhood religious education of this diminution is outlined. The review also addresses the training and support of teachers to work in the Catholic school sector and concurs with other writers in the field that current programmes of preparation require reform.
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Crosnoe, Robert L., Carol Anna Johnston, and Shannon E. Cavanagh. "Maternal education and early childhood education across affluent English-speaking countries." International Journal of Behavioral Development 45, no. 3 (February 25, 2021): 226–37. http://dx.doi.org/10.1177/0165025421995915.

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Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families’ societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers’ educational attainment with their young children’s enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women’s educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).
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Kiernan, Gemma, and Thomas Walsh. "The changing nature of early childhood care and education in Ireland." Irish Educational Studies 23, no. 2 (September 2004): 1–18. http://dx.doi.org/10.1080/0332331040230204.

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Hogan, Mary, and Francis Douglas. "The professional development of early years childhood educators in Ireland and Germany." International Journal of Early Childhood 27, no. 1 (March 1995): 19–27. http://dx.doi.org/10.1007/bf03178101.

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Arndt, Sonja, Mathias Urban, Colette Murray, Kylie Smith, Beth Swadener, and Tomas Ellegaard. "Contesting early childhood professional identities: A cross-national discussion." Contemporary Issues in Early Childhood 19, no. 2 (June 2018): 97–116. http://dx.doi.org/10.1177/1463949118768356.

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In this collective article, the authors explore constructions of early childhood practitioners and how they disconnect and reconnect in a global neo-liberal education policy context. The contributions to the conversation provide windows into shifting professional identities across five national contexts: New Zealand, the USA, Ireland, Australia and Denmark. The authors ask who benefits from the notion of distinct professional identities, linked to early childhood education as locally and culturally embedded practice. They conceptualize teachers’ shifting subjectivities, drawing on Kristeva’s philosophical conception of identity as constantly in construction, open and evolving. Arguments for the urgency to counter the global uniformity machine, streamlined curricula, standardized assessment and deprofessionalization are not new. However, the authors wonder whether these arguments are missing something. Does our localized and highly contextualized identity construction enable ‘divide and rule’ politics by global agents such as the Organisation for Economic Co-operation and Development, World Bank and international corporations? The authors’ (preliminary) answer is to build individual and collective professional identities that are grounded in diverse local contexts and in a broader transnational professional (political) consciousness and collective voice.
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Hayes, Nóirín. "Childcare? Early childhood education and care? Towards an integrated early years policy for young children in Ireland." Early Years 30, no. 1 (March 2010): 67–78. http://dx.doi.org/10.1080/09575140903503068.

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Hanafin, Sinéad. "Regulators’ views of quality in early childhood care and education settings in Ireland." Child Care in Practice 22, no. 2 (September 4, 2015): 183–96. http://dx.doi.org/10.1080/13575279.2015.1064359.

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MOLU, Fethiye Esra. "IMPORTANCE OF PLAY IN EARLY CHILDHOOD EDUCATION AND CHILDREN’S RIGHT TO PLAY." Journal Plus Education 33, Special Issue (August 30, 2023): 50–64. http://dx.doi.org/10.24250/jpe/si/2023/fem/.

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Children’s play is first and foremost a matter of human rights. As declared in the United Nations Convention on the Rights of the Child (UNCRC, 1989), all children and young people have the right to play and have an intrinsic need to play. Play provides opportunities for children and young people to be free to choose what they do, and to challenge themselves, take risks and enjoy freedoms. (Playboard Northern Ireland, Young researchers’ team, 2013). General Comment 17 of the UNCRC states that children need to play in order to grow, learn and that play is a way of taking part in everyday life. Play also provides opportunities to promote gender equality and is essential for children’s health and well-being. The importance of play in early childhood education (ECE) will be analyzed with a specific emphasis on the sociological dimension and as a right granted to children by the UNCRC.
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O’Keeffe, Christina, and Sinead McNally. "‘Uncharted territory’: teachers’ perspectives on play in early childhood classrooms in Ireland during the pandemic." European Early Childhood Education Research Journal 29, no. 1 (January 2, 2021): 79–95. http://dx.doi.org/10.1080/1350293x.2021.1872668.

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Dissertations / Theses on the topic "Early childhood education – Ireland"

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McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
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Gulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.
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Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo
s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
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Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and M. Michaels. "Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.

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Keramidas, Cathy Galyon. "Assessment in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.

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Morris, Joanne B. "Reflective thinking in early childhood education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.

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Evans, Katherine Louise. "Deconstructing 'readiness' in early childhood education." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27258.

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In the context of early childhood education, in England and internationally, ideas and practices of ‘readiness’ have been of interest within research, policy and practice for some time. Much critical research, scholarship and activism has focused on exploring developmental aspects of this phenomenon arguing for: more ‘appropriate’ standards of ‘readiness’ against which to judge children’s learning and development; closer relationships between schools, preschools and communities that produce culturally responsive concepts of ‘readiness’; and the critical examination of the relationship between early childhood and compulsory school education. Within this body of work there is significant emphasis on developing and articulating alternative ideas and approaches that can unsettle dominant, normalizing practices of teaching and learning. Within these critical explorations of ‘readiness’ however, there is an avenue of scholarship that, seemingly, is as yet unexplored – one that addresses the concept of ‘readiness’ itself and asks how it may be possible to conceptualize ‘readiness’ in a way that is consistent with, and responsive to, complex processes of teaching and learning. This is not just a shift in practice, or in policy narratives, but is an ontological and epistemological change – a reconceptualization of ‘readiness’ that takes as its starting point a fundamental assumption of the positive and productive force of difference, in learning and in life. This thesis explores the ontological and epistemological shifts required to move away from ideas of ‘readiness’ that attach progression to a mechanistically linear movement. It develops and articulates an approach that embraces the emergent and unpredictable nature of learning, from which a concept of ‘readiness’ emerges which works with open, non-linear and emergent dimensions of education as necessary aspects of the complex systems within which we work. The thesis works with the concept of a ‘diffractive methodology’, exploring the concept of ‘readiness’ through ideas and theories drawn from complexity theory, from the immanent philosophy of Deleuze, and Deleuze and Guattari, and through onto-epistemological ideas of materiality and the entanglement of matter and meaning explored in particular by Barad. Methodologically, this study works within the space opened up by recent developments within ‘post-qualitative’ approaches to research. Working with concepts of ‘sensation’ and ‘affect’ it engages critically with often taken for granted concepts and practices such as: assumptions concerning empirical/theoretical research; ideas of ‘data collection’ and ‘data analysis’; and the production of knowledge in and through experience. Deleuzian philosophy (among other influences) is approached in this methodological context as an open system, as opposed to a totalizing structure. Concepts including ‘sensation’ and ‘affect’ are approached as potentialities, the methodological value of which is affirmed through the ways in which they have been productively put to work in the context of this study in order to produce spaces in which it is possible to think and act in ways that challenge conventional structures. What is developed in this thesis is a concept of ‘readiness’ as an ‘active-affective-ethical-relation’, as opposed to a fixed and normalizing identity. It is argued that, through this reconceptualization of ‘readiness’ as a central concept within early childhood education, other taken for granted concepts are unsettled, in particular ideas and practices of assessment. In exploring these concepts, the original ideas produced within this thesis, in relation to both early childhood education and research methodology, aim to contribute to the creation of more ethical and inclusive spaces of early childhood education and educational research.
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Ryan, Deborah M. "Parent involvement in early childhood education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ryand.pdf.

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Anick, Jill A. "'Education as democracy' in early childhood /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/3728.

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Kull, William Anthony. "Insulating effects of early childhood education." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3064.

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The purpose of this study was to ascertain if formal early childhood education was related to the likelihood of later criminal activity. The secondary data analysis within this study did support inferences for four specific crime factors. This study found that preschool attendance lessened the incurrence of future criminal activity in crime categories of total numbers of damage offenses, total numbers of theft offenses, total numbers of damage alone offenses, and total numbers of injury and theft offenses.
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Books on the topic "Early childhood education – Ireland"

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Gaynor, Frances. Early childhood care and education in Ireland: Whose needs are being met? Dublin: University College Dublin, 1997.

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Organisation for economic co-operation and development. OECD thematic review of early childhood education and care policy in Ireland. Dublin: Stationery Office, 2004.

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Hayes, Nóirín. A window on early education in Ireland: The first national report of the IEA preprimary project. Dublin: Dublin Institute of Technology, 1997.

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Children, Ireland Office of the Minister for. State of the nation's children: Ireland 2006. Dublin: Stationery Office, 2006.

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Children, Ireland Office of the Minister for. State of the nation's children: Ireland 2006. Dublin: Stationery Office, 2006.

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Parents as Teachers All Ireland Conference (1st 1993 Dundalk). Parents as teachers: Parents and children learning together : proceedings of the first Parents as Teachers All Ireland Conference, Carrickdale Hotel, Dundalk, Co. Louth, October 7th 1993. Belfast (28, Bedford Street, BT2 7FE): Parents as Teachers, 1994.

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Parents as Teachers All Ireland Conference (1st 1993 Dundalk). Parents as teachers: Parents and children learning together : proceedings of the first Parents as Teachers All Ireland Conference (held at) Carrickdale Hotel, Dundalk, Co. Louth (on) Thursday, October 7th 1993. (Belfast): Parents as Teachers, 1993.

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Siraj-Blatchford, Iram, and Aziza Mayo. Early Childhood Education. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446261439.

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Barry, Persky, Golubchick Leonard H, Doctorate Association of New York Educators., and American Federation of Teachers, eds. Early childhood education. 2nd ed. Lanham: University Press of America, 1991.

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Charles, Desforges, ed. Early childhood education. Edinburgh: Published for the British journal of educational psychology by Scottish Academic Press, 1989.

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Book chapters on the topic "Early childhood education – Ireland"

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O’Donoghue, Margaret. "The Role Of Context Within Early Childhood Education In Ireland." In Rethinking Play As Pedagogy, 86–100. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429454042-7.

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O’Toole, Leah, Georga Dowling, and Tracy McElheron. "A new publicness for early childhood education and care in Ireland." In The New Publicness of Education, 68–83. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003289067-6.

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Scollan, Angela, and Eileen McNeill. "Discourses/2. Ireland: Listening to Children’s Voices in Irish Social Work through Cultural and Organisational Filters." In International Perspectives on Early Childhood Education and Development, 151–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14556-9_11.

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Moloney, Mary. "Ireland’s Reform Agenda: Transforming the Early Childhood Education and Care Sector into One of the Best in the World." In International Perspectives on Early Childhood Teacher Education in the 21st Century, 93–109. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5739-9_7.

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Willan, Jennifer. "Early education." In Early Childhood Studies, 199–221. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_11.

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Nahmad-Williams, Lindy, and Helen Simmons. "Early Education." In Early Childhood Studies, 308–47. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-10.

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Stover, Sue. "Early Childhood Education." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_88-1.

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Ben-Avie, Michael, Ilene Vogelstein, Roberta Louis Goodman, Eli Schaap, and Pat Bidol-Padva. "Early Childhood Education." In International Handbooks of Religion and Education, 749–65. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_42.

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Chalmel, Loïc. "Early Childhood Education." In Governing Children, Families, and Education, 133–47. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1007/978-1-137-08023-3_6.

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Buehler, Kathleen, Kelsie Corriston, Emily Franz, Meredith Holland, Allison Marchesani, Maggie O’Brien, and Maria K. McKenna. "Early Childhood Education." In College Student Voices on Educational Reform, 53–78. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137351845_4.

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Conference papers on the topic "Early childhood education – Ireland"

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Jatmiko, Cahyo Dwi, Yasir Arafat, and Dessy Wardiah. "Managing Early Childhood Education." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.016.

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Ayuningrum, Desy, and Nopiana Nopiana. "Early Childhood Education Management." In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289375.

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Waluyo, Edi, and Dr Diana. "Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

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Kim, Kyung-chul, Seong-joo Lee, and Jin-young Go. "Recognition for Early Childhood Software Education in Early Childhood Teachers." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.

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chattopadhyay, nandita. "OC38 Impact of malnutrition on early childhood development." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.37.

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Clipa, Otilia. "Early Childhood Education – Parents’ Perceptions." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.210.

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Ismet, Syahrul. "Sex Education for Early Childhood." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.15.

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Nikawanti, Gia. "Multicultural Education for Early Childhood." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.40.

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Ulfah, Fitria, Hani Yulindrasari, and Vina Adriany. "Democracy and Early Childhood Education." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007036500930096.

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Rini, Ratu Yustika, and Sri Margorini. "Jarimatika Implementation in Early Childhood." In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.076.

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Reports on the topic "Early childhood education – Ireland"

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Curristan, Sarah, Frances McGinnity, Helen Russell, and Emer Smyth. Early childhood education and care in Ireland and Northern Ireland. Economic and Social Research Institute, January 2023. http://dx.doi.org/10.26504/rs157.

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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Elango, Sneha, Jorge Luis García, James Heckman, and Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, November 2015. http://dx.doi.org/10.3386/w21766.

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Tofaris, Elizabeth, and Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.

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García, Jorge Luis, and James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, March 2020. http://dx.doi.org/10.3386/w26880.

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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6449.

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García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf, and James Heckman. The Dynastic Benefits of Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, July 2021. http://dx.doi.org/10.3386/w29004.

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Plasencia, Sara, and Hanna Melnick. Strategies to Foster Integration in Early Childhood Education. Learning Policy Institute, February 2024. http://dx.doi.org/10.54300/639.507.

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Emerging evidence indicates that the benefit of school- and classroom-level diversity in early childhood education may be as significant as in K–12. This report explores five policy strategies that foster socioeconomic, racial, and ethnic integration in early learning and five city or district examples of implementation.
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Bassok, Daphna, Thomas Dee, and Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23859.

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