Now showing 1 - 4 of 4
  • Publication
    Children's School Lives: Preschool to Primary School Transition
    This 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.
      51
  • Publication
    Experiences 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.
      94
  • Publication
    Children's School Lives in Junior Infants
    This 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.
      51
  • Publication
    Who Do You Want to Be Like? Factors Influencing Early Adolescents’ Selection of Accessible and Inaccessible Role Models
    This study investigates the impact of accessible and inaccessible role models on early adolescents’ conceptions of their identities. Accessible role models have regular direct interactions with adolescents, while inaccessible role models like celebrities do not. This investigation was based within the context of a broader educational intervention targeting educational resilience of school students by prompting them to interact with material drawn from outstanding Irish career role models. Data were collected by interviewing 15 students and analyzing the transcripts thematically. Results revealed that adolescents mostly selected role models perceived as emotionally available, relatable, and successful, within proximal contexts. These accessible role models gave adolescents behavioral cues on overcoming difficulties and attaining success. Adolescents selected inaccessible role models to scaffold future selves, based on how the role models’ life stories connected personally to their lives. This signals how adolescents select and use different types of role models in their identity formation.
    Scopus© Citations 2  797