Early Years and Early Childhood

  • Doherty, A. (2016) “It is through others that we become ourselves.” A study of Vygotskian play in Russian and Irish schools.

    50 years after publishing his seminal work on play and its role in child development, Vygotskian theory is still highly […]

  • McConnell (2015) Strategies, systems and services: a Northern Ireland early years policy perspective

    Following a lengthy consultation process across Northern Ireland (NI), 2013 saw the publication of Learning to Learn: A Framework for Early […]

  • McConnell (2018) Empirical studies on early intervention services for toddlers aged 24–36 months: A systematic review

    This systematic review aimed to examine empirical evidence relating to the level and developmental appropriateness of service provision for two-year-olds. […]

  • Dunn, J., Gray, C., Moffett, P., and Mitchell, D. (2018) ‘It’s more funner than doing work’: children’s perspectives on using tablet computers in the early years of school

    There is a clamour of voices around the contemporary issue of tablet computers in early years education. A growing body […]

  • Greenwood, R. (2017) Playful Learning in Natural Outdoor Environments

     

  • Walsh, G. (2013) From policy to practice?: the reality of play in primary school classes in Northern Ireland

    As more countries align their curricular frameworks with play-based and experiential pedagogies, this paper provides a critical insight into the […]

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

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Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

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Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

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