ecalignment

PLAY IS ALL VERY WELL BUT....

Recec/NCCA symposium | February 24th, 2018
10am-4pm | Room 3077, Arts Building, Trinity College Dublin

Places are free but limited. Please email your interest to valerie.kelly@tcd.ie. Lunch will be included.

Guest speakers include Dr. Justine Howard, Dr. Sue Robson, Prof. Colette Murphy and Prof. Nóirín Hayes (convener).


There will be three presentations, each linked to an academic paper (to follow). The symposium will challenge those present to consider and discuss the complexities, possibilities and challenges of play and what that means for early education pedagogy across settings (in primary and pre-primary education) for children from 3 – 6 years.

2017 SYMPOSIUM

Symposium for Early Learning Experiences:

Children, Creativity and Contexts - February 2017

Purpose:

There are significant policy developments reshaping the landscape of Irish early childhood and early primary education. Drawing together contemporary research and evidence from practice on early learning, keynote and practitioner speakers will address the topic from different perspectives, identifying some of the critical issues for consideration in informing the policy debate.


Under the broad theme of early childhood education alignment this symposium, organised by the Researching Early Childhood Education Collaborative [RECEC] in partnership with the National Council for Curriculum and Assessment [NCCA] and Early Childhood Ireland [ECI], offers participants time to reflect on the challenges and opportunities to contribute to the further development of this foundational period of education.

Welcome
Dr Carmel O’Sullivan, Trinity College

Setting the Context
Arlene Forster | National Council for Curriculum and Assessment

Overview
Dr Carmel Brennan, Early Childhood Ireland

A Vision for Early Years Education in the 21st Century: What the Research is Telling Us  | Dr David Whitebread,  University of Cambridge | POWERPOINT

Reflecting on C3i in Early Education Practice: Curriculum Integration, Imagination and Innovation| Dr Michael Flannery | Institute of Education, Marino | POWERPOINT

Seen And Heard: New identities in early childhood education
Anne Looney, Executive Dean, DCU Instiute of Education  POWERPOINT

2015 SYMPOSIUM

Symposium for early years researchers

and research students - October 2015

 

Purpose:

In partnership with the NCCA, the Researching Early Childhood Education Collaborative (RECEC) at the School of Education in Trinity College is hosting a symposium entitled ‘Early Educational Alignment: Reflecting on Context, Curriculum and Pedagogy’.

 

Early Educational Alignment: Reflecting on Context, Curriculum and Pedagogy

Halpern (2013) observes that in the US ‘…. the idea of joining Early Childhood Education and schooling has gained currency in the educational reform arena’ (p. 1). This trend can be seen in Ireland also. Aistear: the Early Childhood Curriculum Framework (2009) prompted greater attention to the educational dimension of provision for children from birth to 6 years. It also created a bridge between the variety of early childhood settings, which had grown over the previous decade and the infant classes of the primary school. More recently, the National Council for Curriculum and Assessment (NCCA) has begun the redevelopment of the primary school curriculum.

This work focuses initially on language, mathematics, and Education about Religions and Beliefs and Ethics for children in junior infants to second class (4-8/9 years of age). These developments provide an important impetus for discussion on what early childhood education means and looks like for children and teachers, and what implications this has for curriculum development and practice. In partnership with the NCCA, the Researching Early Childhood Education Collaborative (RECEC) at the School of Education in Trinity College is hosting a symposium entitled ‘Early Educational Alignment: Reflecting on Context, Curriculum and Pedagogy’.

 

The symposium is organised around four key topics with each topic contextualised by a short research paper.

 

  1. Does Terminology Matter?
  2. Learning Environments
  3. Professional Identity
  4. Multiple Transitions

Setting the Context and the Ambition
Nóirín Hayes, School of Education, TCD

Does Terminology Matter? | Toby Wolfe, Start Strong
PUBLICATION | PRESENTATION

Learning environments that work: softening the boundaries

Margaret Kernan, International Child Development Initiative

PUBLICATION | PRESENTATION

Untangling the knots – [k]not easy: professional identity in the Early Childhood Care and Education Sector.  Mary Moloney, Dept. of Reflective Pedagogy and Early Childhood Studies, MIC | PUBLICATION | PRESENTATION

 

Multiple Transitions in Early Childhood Education

Mary O’Kane, Lecturer in Psychology and Early Education

PUBLICATION | PRESENTATION

Concluding reflections and ways forward

Anne Looney, Chief Executive, National Council for Curriculum and Assessment

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