Thomas Walsh

Constructions of Childhood in Ireland in the Twentieth Century: A View from the Primary School Curriculum 1900–1999

Our concept of childhood is context-linked and time-specific. This paper traces the evolution of our conceptualisation of childhood in Ireland, focusing particularly on children aged four to six years of age, from 1900 to the present day. In the course of the past century, this perception has altered greatly in light of advancements in societys understanding of children. There has been a gradual transformation in the position of children in society, and the rights and interests of children now receive unprecedented attention in the public domain. These changes have been influenced, and indeed catalysed, by dramatic social, economic, familial, democratic, religious, cultural and political changes throughout the twentieth century. While there are a number of sources outlining the position of children in society, this paper focuses on documentation from the education system, particularly the content of successive primary school curricula in Ireland. Analysis of documentation provides an insight into societys view and value of children in Ireland in the twentieth century. This is traced in three distinct phases; the curriculum in the period pre-independence (1900–1922); the programme adopted upon independence and implemented for close to 50 years (1922–1971); and the revisions that took place and were adopted in the curriculum (1971–1999).

The Revised Programme of Instruction, 1900–1922

The focus of this article is the Revised Programme of Instruction (1900), which was devised in the final years of the nineteenth century and implemented in Irish national schools between 1900 and 1922. It begins by analysing the societal and educational context for the Revised Programme. Second, the work of the Commission on Manual and Practical Instruction, which provided the research evidence base for the introduction of the Revised Programme, is documented. This is followed by a delineation of the content of the programme, focusing in particular on the subject areas and methodologies. The impact of wider educational developments on the programme in this period is then reviewed, such as the reform of the inspectorate and teacher training. The implementation of the programme between 1900 and 1922 is then examined, highlighting successes and shortcomings in this regard. The article concludes by drawing implications for the contemporary context regarding curriculum planning and implementation.

Challenging the Homogeneity of the Elementary School Teaching Force in Ireland

This chapter situates an examination of the contemporary experiences of Immigrant Internationally Educated Teachers (IIET) seeking to work in elementary schools in Ireland within a broader history of teacher selection and authorisation for that system. Empirical data generated through semi-structured interviews with IIETs reveal significant systemic barriers to their full recognition as elementary school teachers, with assessment of competency in the Irish language being a particularly acute obstacle.

Changing identities and practices: transitioning from the role of supervisor to placement tutor in initial teacher education in Ireland

Abstract Recent structural and conceptual changes to initial teacher education (ITE) in Ireland have impacted on the professional roles of many teacher educators. This study explores the perspectives and identity of seven placement tutors on the Professional Master of Education (PME) course in Maynooth University in relation to their role, past and present. The research explores the impact of the change in role title and specification from ‘supervisor’ to ‘placement tutor’ and the impact of this change on the professional role and identity of those undertaking this work. Situated within an interpretive paradigm, the research is exploratory in nature and captures the perspectives of placement tutors as they transition between roles. While the findings indicate much continuity in the role and identity of placement tutors, six distinct tensions emerged from the data. The change in role title and specification impacted on placement tutors in different ways, often depending on their career stage within the role. The community of practice, where shared understandings were nurtured and negotiated, proved instrumental in the shaping of role identity. This group discourse resulted in a situation where their practice had evolved ahead of policy and indeed, informed policy development in the area.

The changing nature of early childhood care and education in Ireland

Abstract This paper traces the evolution of early childhood care and education (ECCE) in Ireland over the course of the last century. Changing conceptualisations of the nature of childhood provide the context for understanding historical and contemporary approaches to ECCE. Historically, young childrens care and education were treated as separate entities, with ‘care’ provided within the home and ‘education’ outside the home. However, the contemporary perspective recognises that young childrens learning occurs on a continuum from birth, with care and education being interdependent. Although a distinct ECCE sector is beginning to emerge, prompted by developments at policy, practice and research level, there is considerable scope for further progress. Given ‘where we have come from’ and ‘where we are currently at’, future directions and recommendations for ECCE are elucidated.

Concepts of Children and Childhood from an Educational Perspective 1900–1940: Context, Curriculum and Experiences

This chapter traces the evolution of the concept of children and childhood in Ireland within the primary school curriculum in the opening decades of the twentieth century. The chapter begins by examining the concept of children inherent in the Revised Programme of Instruction (1900), devised during the period of British rule, which resonated strongly with international developments and was progressive and child-centred in character. The chapter then moves to explore the curricula introduced in Ireland following political independence within which the concept of children was underpinned by the twin pillars of nationalism and Catholicism. For each of the curricula examined, the background and context for their development are explored, their content and philosophy are interrogated and key messages around the concept of children are distilled. The chapter concludes by briefly examining subsequent curriculum developments following the 1940s.

The National System of Education, 1831–2000

This chapter critically examines the establishment and development of the national system of education in Ireland between 1831 and 2000. The rationale for the establishment of the system is delineated at the outset. This is followed by an overview of the impact of wider contextual developments, including political, socio-economic, cultural and religious factors. The curricula developed and implemented in national schools during five distinct eras throughout the period are used as the armature around which the wider educational developments at primary level are structured. By focusing on what was taught, why it was taught and how it was taught, the chapter provides an insight into the evolving educational experiences of children in national schools in Ireland during the period. These curriculum eras are largely distinct by virtue of their context, the philosophy underpinning the curriculum, the content and methodologies advocated, the approach to teacher education and the concept of the child inherent in the curriculum. The five distinct periods are: note: the five periods are:• The establishment of the national system [1831–1872]• The era of Payment by Results [1872–1900]• The Revised Programme of Instruction (1900) [1900–1922]• The curricula developed following Independence [1922–1971]• The Primary School Curriculum (1971) [1971–1999]The chapter concludes by focusing on the key ideological changes underpinning the national system from its establishment in 1831.

100 years of primary curriculum development and implementation in Ireland: a tale of a swinging pendulum

There are ongoing initiatives in curriculum development and implementation in Ireland and internationally in order to enhance the educational experiences and outcomes of learners. This article is the first historical longitudinal analysis of primary school curriculum development and implementation in Ireland from the 1890s to the 1990s. The purpose of the paper is to distil key lessons from the history of curriculum development and implementation to inform contemporary policy and practice. The paper begins by situating current curriculum discourse and developments in both a national and international context. It then delineates the three main curriculum reforms undertaken in Ireland in the period under review. The section relating to each period includes an overview of the societal context in which the curriculum was developed, the process of development, the content of each curriculum and its implementation. Three key themes emerge from the analysis – the impact of wider societal factors on curriculum, the impact of the radical nature of curriculum change attempted and a lack of focus on planning for implementation.