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ERIC Number: EJ810430
Record Type: Journal
Publication Date: 2008-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0332-3315
Developing Pedagogy in Infant Classes in Primary Schools in Ireland: Learning from Research
Dunphy, Liz
Irish Educational Studies, v27 n1 p55-70 Mar 2008
The need for change and development in pedagogical approaches in infant classes in Ireland is clearly indicated by a number of recent reports. These reports, reviewed here, present a picture of pedagogy in infant classes as overly formal, insufficiently interactive and incoherent with current knowledge about learning in early childhood. Future developments in early childhood pedagogy will need to be informed by research identifying the most effective and appropriate pedagogical strategies. Such research has been carried out in the United Kingdom and findings are discussed here. Also reviewed are the findings of studies which focus on the challenges experienced by some UK early years practitioners as they sought to develop and change their pedagogy in response to curriculum initiatives in the area of early years education. While the studies reviewed were not carried out in Ireland, findings have implications for directing and supporting pedagogical developments in infant education in primary schools here. Arising from the research reviewed, some indicators of effective pedagogy are outlined, and it is suggested that these can be used to signpost improvements in pedagogy by teachers in infant classes in primary schools. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland; United Kingdom