Relevant bibliographies by topics / Irish pre-school

Academic literature on the topic 'Irish pre-school'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Irish pre-school"

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Johnston Molloy, Charlotte, John Kearney, Nóirín Hayes, Corina Glennon Slattery, and Clare Corish. "Pre-school manager training: a cost-effective tool to promote nutrition- and health-related practice improvements in the Irish full-day-care pre-school setting." Public Health Nutrition 18, no. 9 (October 18, 2013): 1554–64. http://dx.doi.org/10.1017/s1368980013002760.

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AbstractObjectiveTo evaluate the impact on nutrition- and health-related practice of two methods of delivery of a nutrition and health intervention in Irish full-day-care pre-schools: training of pre-school managers only or training of managers and their staff.DesignA simple randomised study with pre-schools divided into two training groups: ‘manager trained’ and ‘manager and staff trained’. Direct observational data – food and fluid provision, physical activity, outdoor time, staff practices and availability of nutrition and health resources – were recorded during one full day spent in each pre-school both pre- and post-intervention, using a specifically developed and validated Pre-school Health Promotion Activity Scored Evaluation Form. Post-intervention, self-assessment data were also collected using the same evaluation tool.SettingPre-schools, Midlands of Ireland.SubjectsA convenience sample of forty-two pre-schools registered with the Irish Health Service Executive.ResultsFrom pre- to post-intervention, significant improvement (P < 0·05) in nutrition- and health-related practice was observed within both intervention delivery groups in all areas evaluated: environment, food service, meals and snacks. No additional effect attributable to staff training was observed. Scores assigned by direct independent observation were lower than pre-school self-assessment scores.ConclusionsThe implementation of a training intervention in pre-schools significantly improved practice with no significant benefit of additional staff training. Direct independent observation is required to quantify practice accurately.
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Johnston Molloy, C., C. Corish, J. Kearney, N. Hayes, and C. Glennon Slattery. "Fluid provision in the Irish full day care pre-school setting." Journal of Human Nutrition and Dietetics 24, no. 3 (May 6, 2011): 290–91. http://dx.doi.org/10.1111/j.1365-277x.2011.01175_18.x.

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Walton, Janette, Breige A. McNulty, Anne P. Nugent, Michael J. Gibney, and Albert Flynn. "Diet, lifestyle and body weight in Irish children: findings from Irish Universities Nutrition Alliance national surveys." Proceedings of the Nutrition Society 73, no. 2 (March 5, 2014): 190–200. http://dx.doi.org/10.1017/s0029665114000056.

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Childhood obesity is an issue of public health concern globally. This review reports on levels of overweight and obesity in Irish children and examines some aspects of their diet and lifestyle proposed to promote or protect against increasing body fatness in children. While there is still some debate with regard to the most appropriate cut-off points to use when assessing body fatness in children, approximately one in five Irish children (aged 2–17 years) have been classified as overweight (including obese) according to two generally accepted approaches. Furthermore, comparison with previous data has shown an increase in mean body weight and BMI over time. On examining dietary patterns for Irish children, there was a noticeable transition from a less energy dense diet in pre-school children to a more energy dense diet in older children and teenagers, associated with a change to less favourable dietary intakes for fibre, fat, fruit and vegetables, confectionery and snacks and sugar-sweetened beverages as children got older. A significant proportion of school-aged children and teenagers reported watching more than 2 h television per day (35 % on school-days and 65 % on week-ends) compared with 13 % of pre-school children. For children aged 5–12 years, eating out of the home contributed just 9 % of energy intake but food eaten from outside the home was shown to contribute a higher proportion of energy from fat and to be less fibre-dense than food prepared at home. Improvements in dietary lifestyle are needed to control increasing levels of overweight and obesity in children in Ireland.
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Molloy, Charlotte Johnston, John Kearney, Nóirín Hayes, Corina Glennon Slattery, and Clare Corish. "Healthy incentive scheme in the Irish full-day-care pre-school setting." Proceedings of the Nutrition Society 73, no. 1 (December 16, 2013): 147–58. http://dx.doi.org/10.1017/s0029665113003807.

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A pre-school offering a full-day-care service provides for children aged 0–5 years for more than 4 h/d. Researchers have called for studies that will provide an understanding of nutrition and physical activity practices in this setting. Obesity prevention in pre-schools, through the development of healthy associations with food and health-related practices, has been advocated. While guidelines for the promotion of best nutrition and health-related practice in the early years’ setting exist in a number of jurisdictions, associated regulations have been noted to be poor, with the environment of the child-care facility mainly evaluated for safety. Much cross-sectional research outlines poor nutrition and physical activity practice in this setting. However, there are few published environmental and policy-level interventions targeting the child-care provider with, to our knowledge, no evidence of such interventions in Ireland. The aim of the present paper is to review international guidelines and recommendations relating to health promotion best practice in the pre-school setting: service and resource provision; food service and food availability; and the role and involvement of parents in pre-schools. Intervention programmes and assessment tools available to measure such practice are outlined; and insight is provided into an intervention scheme, formulated from available best practice, that was introduced into the Irish full-day-care pre-school setting.
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Murphy, C., and S. Nic Gabhainn. "Crossing the Boundaries? Implementing Relationships and Sexuality Education in Irish Schools." Klinička psihologija 9, no. 1 (June 13, 2016): 8. http://dx.doi.org/10.21465/2016-kp-op-0001.

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Objective: Using a conceptual model of school-based implementation, this study aimed to explore teachers’ implementation of Relationships and Sexuality Education (RSE) in a school context. Design and Method: A model of school-based implementation was derived from a review of the literature and a mixed methods approach was employed to examine components of the model. The components included: program model; quality of delivery; target audience; participant responsiveness; pre-planning; quality of materials; technical support model; quality of technical support; implementer readiness and factors relating to the context (classroom, district, school and community). Data were drawn from lesson plans, questionnaires, self-report forms, nonparticipant observation, and semi-structured interviews. Results: Students rated lesson resources highly (quality of materials) and more than three-quarters of students found RSE classes interesting (participant responsiveness). All teachers valued the importance of RSE (implementer readiness) but overcomplicated lessons prevented teachers from achieving lesson aims (pre-planning). Didactic, as opposed to facilitative approaches, were employed to implement RSE which opposes the core principle of the program (quality of delivery). The study also found that school leadership and management have a major role to play in the implementation of RSE through, for example, the appointment of teachers to the delivery of RSE and controlling access to RSE training (contextual level factors). Conclusions: The implementation of RSE is more contentious than other school-based health education programs. Stringent pre-planning and whole-school support is essential for successful implementation.
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Mhic Aoidh, Eibhlín. "Factors which impact on transitions from Irish-medium Naíscoil to Bunscoil." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 207–27. http://dx.doi.org/10.35903/teanga.v10i0.79.

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The Irish-medium naíscoil (pre-primary) sector is considered the foundation stone on which further sectoral developments at primary and post-primary level are initiated. This paper reports on research commissioned by the Department of Education in Northern Ireland on the educational outcomes of Irish-medium [IM] pre-school settings. The research was undertaken by RSM Mc ClureWatters (Consulting) and the author of this paper was project manager and lead author. The research explored which core components lead to optimum readiness for transition to IM primary school and the extent to which these components are present in IM naíscoileanna in the statutory and voluntary sector in the north of Ireland. The research methods were qualitative including a desk based legislative and policy analysis, a literature review and semi-structured interviews with school staff. Findings indicate that IM naíscoil practice is different from monolingual English-medium practice in a number of ways including transition practices. There are also differences between statutory and voluntary naíscoileanna. A number of recommendations are made in order to ameliorate differences in provision and associated inconsistencies in order to ensure equality in provision and the best outcomes and transition experiences possible for young Irish-medium learners.
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Murphy, Christina, Margaret M. Barry, and Saoirse Nic Gabhainn. "Programme implementation in schools: conceptualisations from Irish teachers." Health Education 118, no. 6 (October 1, 2018): 483–98. http://dx.doi.org/10.1108/he-11-2017-0062.

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Purpose School-based programmes face a variety of personal, environmental and organisational challenges to implementation. Stakeholders can provide crucial contextual information to improve implementation. The purpose of this paper is to explore teachers’ perspectives on implementation through a bottom-up participatory process. Design/methodology/approach A qualitative participatory approach was employed. This comprised groups of teachers theorising and creating schemas of school-based implementation. Findings Two schemas were developed. Support, time, training and resources emerged as common components. Students and other educational stakeholders did not feature in either schema. Research limitations/implications The schemas were developed by teachers in Ireland. The findings are relevant to that local context and generalisability beyond this may be limited. The developed schemas contain structural and content components that appear in published conceptual frameworks of programme implementation. Thus, there is some correspondence between the views of published theorists and the current sample of teachers, particularly with regard to leadership and teacher motivation. There are also disjunctures that deserve exploration, such as the lack of reference to students. Practical implications Participatory schema development could be of particular value to trainers working with educators. The generated schemas provide useful detail on current perspectives, which could be valuable as part of any training process or the pre-planning stages of implementation. Originality/value This study describes a straightforward approach to revealing the perspectives of stakeholders that could help school-based implementation processes.
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Smith, Simeon. "The COVID carnival: Coping and recovering from the chaos of the coronavirus pandemic." International Journal of Community Music 15, no. 2 (July 1, 2022): 231–44. http://dx.doi.org/10.1386/ijcm_00061_1.

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Masamba Samba School is an Irish community music collective, working with disadvantaged communities through percussion and dance. This report looks at how an Irish community music project, Masamba Samba School, reacted to the demands of COVID-19 across a number of arenas ‐ rehearsal, performance, teaching and research. By casting the virus as an uninvited stakeholder in our projects, we began to investigate what the ‘needs’ of the virus were, and whether we could accommodate them and still deliver meaningful work with our clients. Masamba Samba School’s story is somewhat unique in that it continued to operate throughout the lockdowns, first by concentrating on online and offline activities, and then by slowly moving back into the ‘in-person’ teaching space. This article begins with a brief description of how our projects operated pre-COVID-19 and then describes the immediate response to the pandemic (largely a shut-down), recounting how COVID-19 affected school operations in different ways, detailing the practical steps Masamba Samba School took to resume the teaching and research arms of its work and discussing the advantages and disadvantages of these strategies. The final section speculates about the future for the organization and whether Masamba Samba School can return to the way it was.
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Neylon, Gerardine. "An analysis of Irish pre-school practice and pedagogy using the early childhood environmental four curricular subscales." Irish Educational Studies 33, no. 1 (January 2, 2014): 99–116. http://dx.doi.org/10.1080/03323315.2014.888237.

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Young, Ann-Marie, and Ann MacPhail. "Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’." Open Sports Sciences Journal 7, no. 1 (November 28, 2014): 98–105. http://dx.doi.org/10.2174/1875399x01407010098.

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This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.
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Dissertations / Theses on the topic "Irish pre-school"

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Douglas, Francis. "A study of pre-school education in the Republic of Ireland with particular reference to those pre-schools which are listed by the Irish Pre-School Playgroups Association in Cork city and county1993-06." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:4621.

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This study was undertaken in order to investigate the activities which took place in Irish pre-schools other than those within the formal school system. The principle focus of the research concerned the degree to which the pre-school children were being 'cognitively stretched' by the curriculum in which they were engaged. The social, linguistic, physical and creative development of these children was also considered.An historical review of the theory of play and recent research in this area was undertaken.Twenty-three pre-schools were taken at random from the membership list in Cork city and county of the Irish Pre- School Playgroups Association. One pre-school which was not a member was added. Prior to embarking upon the study, a history of the I.P.P.A. was given.The ethnographic research strategy was found to be the most suitable method of assessing empirically the nature and frequency of play in the pre-school. This study, which took place between 1986 and 1990, was therefore eclectic in nature, employing a multi-faceted approach encompassing a target child observational schedule, interviews, a study of classrooms, a questionnaire and an interaction analysis system.Briefly, the results showed that the 157 children engaged in this study were being cognitively stretched for approximately one quarter of the time if they were in a playgroup and approximately one half of the time if they were in a Montessori setting. Social and linguistic behaviour was limited by the actions of the pre-school leaders and physically or creatively challenging behaviour was rarely observed. The fact that the children played alone for half of the total time spent in the pre-school was most striking.The most important finding to emerge from the study of language in the twenty-four pre-schools was the fact that the children rarely communicated verbally. Dialogue was almost non-existent and children's questions were very sparse. In order to place the above in a National context, a questionnaire was sent in 1990 to a random sample of one hundred I.P.P.A. members in the 26 counties of the Republic of Ireland. Unfortunately, only 39 responded. However, of note was that approximately 25% of playgroup leaders had degrees and four-fifths of them were mothers in their mid-thirties. They strongly disagreed with the teaching of the 3Rs and felt that much more government money should be devoted to playgroups and in-service training for their personnel.
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Book chapters on the topic "Irish pre-school"

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Cosemans, Annalene. "Satellite Technology in Schools." In Information Communication Technologies, 1611–15. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch112.

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SchoolSat1 was an initiative to utilise advances in satellite technology to improve access to the Internet for Irish schools. It was partially funded by the European Space Agency under the ARTES 3 Multimedia Programme and ran from December 2001 until January 2003.The purpose of SchoolSat was to set up, manage and evaluate a pre-operational, satellite-based service for compulsory schools in Ireland. It had as a clear objective and expected outcome: the establishment of a business and deployment plan for a fully operational and sustainable service for the Irish compulsory school sector based on a strategic mix of uni-cast and multi-cast services.
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Cosemans, Anneleen. "Satellite Technology in Schools." In Encyclopedia of Developing Regional Communities with Information and Communication Technology, 624–27. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-575-7.ch111.

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SchoolSat1 was an initiative to utilise advances in satellite technology to improve access to the Internet for Irish schools. It was partially funded by the European Space Agency under the ARTES 3 Multimedia Programme and ran from December 2001 until January 2003.The purpose of SchoolSat was to set up, manage and evaluate a pre-operational, satellite-based service for compulsory schools in Ireland. It had as a clear objective and expected outcome: the establishment of a business and deployment plan for a fully operational and sustainable service for the Irish compulsory school sector based on a strategic mix of uni-cast and multi-cast services.
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Conference papers on the topic "Irish pre-school"

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Egan, Alison, Ann FitzGibbon, Keith Johnston, and Elizabeth Oldham. "USE OF TECHNOLOGY BY PRE-SERVICE TEACHERS ON SCHOOL PLACEMENT - AN IRISH PERSPECTIVE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0456.

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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
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