Glenda Walsh

An appropriate curriculum for 4–5‐year‐old children in Northern Ireland: comparing play‐based and formal approaches

This paper reports on an investigation into the quality of the learning experiences for 4–5‐year‐old children in Northern Ireland schools in the context of the debate about play‐based and formal approaches to learning and teaching. Detailed observations were carried out in 70 Year 1 classes: 38 in traditional Year 1 classes where the Northern Ireland National Curriculum is being delivered, and 32 in Enriched Curriculum classes, where a more developmentally appropriate, play‐based and child‐centred curriculum is being piloted. The quality of the learning experience in each class was assessed using a structured observation schedule, i.e. Walsh and Gardners Quality learning instrument. Overall the Enriched Curriculum appears to be providing 4–5‐year‐old children in Northern Ireland with a higher‐quality learning experience. The children are given more opportunities to act independently, are engaged in more challenging activities and are more learning disposed, and they show higher levels of emotional, social and physical well‐being. The findings are discussed in terms of what constitutes an appropriate curriculum for this age group.

Implementing a play‐based and developmentally appropriate curriculum in Northern Ireland primary schools: what lessons have we learned?

In the United Kingdom tensions have existed for many years between the pedagogical traditions of pre‐school, which tend to adopt developmentally oriented practices, and the more formal or subject‐oriented curriculum framework of primary school. These tensions have been particularly acute in the context of Northern Ireland, which has the earliest school starting age throughout Europe. In response to international research evidence and practice, a play‐based and developmentally appropriate curriculum, known as the Enriched Curriculum (EC), was introduced as a pilot in Year 1 and 2 classes in over 100 primary schools in Northern Ireland between 2000 and 2002 and continued until the Foundation Stage became statutory for all primary schools in 2007. This paper outlines four key lessons that have been learned from the first four years of the evaluation of this experience. These include the value and the meaning of a play‐based curriculum; the importance of teachers’ confidence and knowledge; teaching reading in a play‐based curriculum; and easing transitions in a play‐based curriculum.

Playful structure: a novel image of early years pedagogy for primary school classrooms

Playful structure is a new pedagogic image representing a more balanced and integrated perspective on early years pedagogy, aiming to blend apparent dichotomies and contradictions and to sustain and evolve play-based practice beyond Year 1. Playful structure invites teachers and children to initiate and maintain a degree of playfulness in the child’s whole learning experience, even when the learning intentions demand a supportive structure. Thus, playfulness becomes characteristic of the interaction between adult and the child and not just characteristic of child-initiated versus adult-initiated activities, or of play-time versus task-time. The paper is based on intensive observations and interviews with teachers in Northern Ireland who participated in a play-based and informal curriculum. This paper explains how playful structure rests on complementary processes of infusion of structure into play-based activities and infusion of playfulness into more structured activities, illustrated by cameos. ‘Infusion’ suggests the subtle blending process that allows apparent dichotomies and contradictions to be resolved in practice.

Changing mindsets: the benefits of implementing a professional development model in early childhood settings in Ireland

This paper examines the effectiveness of a professional development model (PDM) devised as part of a research project carried out to support early childhood professionals in Ireland in enhancing their pedagogy. The PDM was constructed on a socio-cultural theoretical framework whereby Vygotsky’s zone of proximal development was applied in the context of early years professional development. The study was qualitative in design and involved case-study interviews, use of reflective diaries and observations of the settings using the quality learning instrument to evaluate the quality of the learning experience before and after using the PDM. Overall the findings would suggest that implementation of the PDM had benefits at personal and professional development levels and also at early years setting level. However, benefits to the early years professional community were limited and the paper makes recommendations regarding the potential role of the PDM in the construction of a strong early years professional community of practice in Ireland.

‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

ABSTRACT Against a backdrop of ‘play’ as the established notion of best practice in early childhood education, this paper sets out to trouble the discourse by exposing for critique the place of teaching within a play-based curriculum. The paper reports on lessons gleaned from a longitudinal play-based intervention in over 100 primary schools in Northern Ireland. Participatory learning theories (PLTs) [Hedges, H., & Cullen, J. (2012). Participatory learning theories: a framework for early childhood pedagogy. Early Child Development and Care, 182(7), 921–940] are used as the theoretical lens through which the views and practices of teachers have been mapped. The findings highlight how participatory models of learning can illuminate differences between early years practitioners, with many teachers tending to adopt either an overly passive or directed stance in the play experience. In light of the collated evidence, the authors propose an innovative pedagogical framework of what teaching might look like in play-based practice.

book review: Informing Transitions in the Early Years: Research, Policy and Practice: Dunlop, A.-J. and Fabian, H. (eds). Open University Press, Maidenhead, 2007, xvii + 172 pp. ISBN 0335—22014—2, £60 (hbk); ISBN 0—335—22013—4, £19.99 (pbk)

Transitions that children meet in the early years of their lives have aroused little interest in researchers, politicians and practitioners, despite the fact that now, more than ever, young children are exposed to a number of transitions in any given day, let alone week, month or year. Many major educational and societal changes in the past decade such as the Pre-school Expansion Programme, the increase in the number of mothers returning to work and the emphasis placed on accountability and attainment targets have impacted greatly on young children, not only in terms of the number of transitions they are expected to make, but also the need for positive transitions to take place to ensure effective outcomes in the longer term. For these reasons, there is currently a need for high quality literature in the fi eld of early childhood education to explore the process, nature and effects of transitions on all the stakeholders involved. This gap has certainly been fi lled to some extent by the book Informing Transitions in the Early Years edited by Dunlop and Fabian, an essential read for early years practitioners, policy-makers, academics, and perhaps undergraduate students in their fi nal year of study and postgraduate students. The mix of rich empirical illustrations, international policy references and theoretical insights referred to within the book will provide readers with confi dence, knowledge and understanding to enable them to ensure greater continuity in young children’s lives. Transitions, if handled correctly, may be learning opportunities rather than negative experiences. The variety offered allows the book to be read from cover to cover or dipped in and out of as the reader wishes. The international perspective makes this book particularly appealing. Not only are the editors internationally renowned in this fi eld, but also the contributors represent a range of different cultures, allowing for a more comprehensive understanding of the issues involved. In the introductory chapter by one of the editors a number of issues around the topic of transitions are raised, dealt with later in the book, without disclosing any of the answers. The main core of the book is underpinned by three main themes: