Early Years and Early Childhood
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McClelland, D. and Purdy, N. (2021) Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s
Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and […]
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Walsh, G. (2017) Why Playful Teaching and Learning?
This chapter will take you on an evidence-based journey to show you why play in practice needs to be reconceptualised. […]
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Walsh, G. (2019) Towards Playful Teaching and Learning in Practice
Although play receives recognition across the globe in the pre-school context, its position within primary schooling is much more precarious […]
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Walsh, G. (2006) 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 […]
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Walsh, G. (2011) 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 […]
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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 […]
Purdy, N., Ballentine, M., Lyle, H., Orr, K., Symington, E., Webster, D., York, L., (2023) Growing Up Online: Children’s online activities, harm and safety in Northern Ireland – an Evidence Report.
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Jones, Sharon (2023) The Shortest Way Home? A Geo-critical return to CS Lewis’s Prince Caspian
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