Martinez Sainz, Gabriela
Martinez Sainz, Gabriela
Martinez Sainz, Gabriela
Now showing 1 - 5 of 5
- PublicationChildren's School Lives: Preschool to Primary School TransitionThis report is focused on the transition from preschool to primary school. School transitions are one of six core thematic areas that CSL focuses on . The transition into primary school is a significant event not only in the lives of the children, but also their family. It is embedded in wider dynamics related to the personal, social, and cultural context of their lives, as well as the particular trajectory of children’s own emotional and cognitive development (NCCA, 2018). The focus of this report is to present some of the patterns evident in this key transition point from a range of perspectives. As such, the findings presented in this report draw on data generated with the CSL cohort in Junior Infants, as well as an additional sub-study (the ‘Preschool study’), undertaken in the summer term 2019 to explore the perspectives of parents, children and early years educators on the transition to primary school.
- PublicationChildren's School Lives in Junior InfantsThis report is the third in the series from Children’s School Lives, an innovative, longitudinal research study involving almost 4,000 children in 189 primary schools. One of the defining features of the study is the strong emphasis it places on listening to and learning directly from children about their experience of being in primary school in Ireland. This particular report introduces us to the youngest children in the study. The multiple perspectives gathered from the children themselves, their families, teachers and school principals, converge to provide us with a rich, detailed picture of the children’s first year in school. Uniquely, this period incorporates the months just prior to the arrival of the Coronavirus on Irish shores and the weeks immediately after the commencement of the first national lockdown in Spring 2020. Early childhood is a time of being and becoming, a time which provides important foundations for children’s learning and for life itself. We know from research that the first six years of a child’s life, their early childhood years, are particularly important for their holistic development. We also know from research that a positive transition from preschool to primary school is a predictor of children’s future success in terms of social, emotional and educational outcomes. Yet, despite this knowledge, relatively little research exists in the Irish context on children’s initial experiences in primary school. The Children’s School Lives study responds directly to this research gap by capturing, through multiple voices, comprehensive insights into the children’s initial weeks and months in their primary classrooms.
- PublicationUniversity Climate Challenge. Research briefAs the University implements changes to meet the evolving needs of its constituents, engagement with ongoing stakeholders is critical. To this end, the College of Social Sciences and Law provided our research team with funding to investigate students’ understandings of, attitudes towards and actions against climate change. The project was based on a collaboration between the School of Education and the School of Social Policy, Social Work and Social Justice. Where possible, we use establish psychometric scales that have been validated for use with student populations. For context, we compare the students’ scores across key metrics to those of Irish adult and or youth populations.
- PublicationVoice, Rights, Action! Children’s Knowledge about their Rights & Rights Education to Access JusticeChildren’s rights, as established in the UN Convention of the Rights of the Child (UNCRC), establish clear and concrete commitments from the governments towards children. This international document that has been ratified by 192 countries, including Ireland, establishes that every child – understood as every person under the age of 18 – has specific rights to guarantee the protections and care needed. Some of the specific rights include to ensure that children are not discriminated against due to their young age, that they are included in all the decisions made on issues that concern them, and that they receive special protection and assistance to guarantee their survival and development.
- PublicationExperiences of remote teaching and learning in Ireland during the Covid-19 pandemic (March–May 2020)Initiated in 2018, Children’s School Lives is an exciting, longitudinal study following 4,000 children in 189 schools through their primary school years. Children’s lived experiences and voices are at the heart of this research. The report, Experiences of Remote Teaching and Learning in Ireland During the Covid-19 Pandemic (March – May 2020), is the second publication arising from the study and focuses on children’s experiences and those of their teachers, principals and families, during the period of school closures earlier this year. The report highlights the important role of education and primary schools in children’s and families’ lives. It also spotlights the centrality of relationships in primary education, those between children and their teacher, between teachers and parents, and relationships between teachers and school leaders. The rich, authentic voices throughout the report give us insights into the many challenges that emerged out of the need to reconfigure and reconceptualise teaching and learning in the context of a global pandemic. This saw primary schooling being relocated from a shared physical space, the classroom, to an online environment, necessitating enormous work, engagement and commitment by study participants—children, parents, teachers and school leaders—to enable teaching and learning to continue. The report also affords us glimpses of how this changed learning environment impacted, positively and negatively, on children, their families, teachers and school leaders.