Christine McGunnigle - Academia.edu (original) (raw)
Papers by Christine McGunnigle
Religions
In Western Australia (WA), Religious Education (RE) is a mandated learning area within the compul... more In Western Australia (WA), Religious Education (RE) is a mandated learning area within the compulsory years of the Catholic school sector. RE is advocated as a curriculum subject, timetabled for and assessed alongside other subjects and focussed on developing religious knowledge and understanding. In addition to the RE lesson, faith development, or catechesis occurs through the intersection of RE and other faith-based activities in the Catholic school. In the early learning centre that caters for children prior to compulsory schooling, there is no formalised RE curriculum and educators are tasked with raising the religious awareness of children as opportunities arise. This paper presents findings from research that explored educators’ understandings of, and practices in, promoting children’s spirituality specifically in connection to RE. As a result, the paper advocates for spirituality as the starting point for developing young children’s religious beliefs. In addition, it become e...
RE teachers in Catholic schools in WA are required to not only assist children in developing know... more RE teachers in Catholic schools in WA are required to not only assist children in developing knowledge and understanding of the Gospel but also provide faith-related experiences (CECWA, 2017b). The development of RE knowledge and understanding occurs in the classroom during the allocated teaching time for RE. To achieve these expectations, it is imperative that teachers of RE have undertaken necessary training in this learning area. The Accreditation policy from CECWA states that teachers of RE must have a comprehensive understanding of the Catholic faith to ensure they are able to execute their role effectively within the school (CECWA, 2017a). The process includes an orientation day at the Office of Catholic Education Western Australia (CEWA), a school-based induction program known as 'Faith, Story and Witness', a study component which requires the completion of three approved tertiary units (or their equivalent) and an 18 hour in-service on the methodology and pedagogy required to teach RE. For students who study at The University of Notre Dame Australia, the study component and in-service can be completed during their undergraduate degree in the form of three Theology units, two RE methods units and through the teaching of RE during their final practicum. It is within the RE methods units that pre-service teachers learn about 'why we do what we do' in a Catholic school. The Congregation for Catholic Education emphasises developing "appropriate programs so that the teachers of tomorrow will be able to carry out their task with the competence and efficacy that is expected of them" (1988, para. 97). The implementation of programs such as the CECWA (2017a) policy on Accreditation not only ensures teachers remain up-to-date with innovative and current practices in this learning area but allows them to develop confidence to implement effective strategies in RE (Ryan, 2014).
ICERI2017 Proceedings, 2017
This paper presents data from the Irish Neighbourhood Play Study that explored children's engagem... more This paper presents data from the Irish Neighbourhood Play Study that explored children's engagement in play. The data raises concerns around recorded instances of no-play in play environments. The instances of no-play were recorded during peak play time periods including weekend and afterschool hours. This data raises the critical question: Are today's children being afforded sufficient time to play? Both the quality of opportunity to play and the quantity of time afforded to children to engage in play are important factors in children's learning and development (Fisher, Hirsh-Pasek, Golinkoff, Singer & Berk, 2011; Whitebread, 2012). The data from the Irish Neighbourhood Play Study indicates that children may not be spending enough time playing in their neighbourhoods. In discussing the data, this paper evolves to explore the thesis that schools should attend to this absence of play by providing play-based education. A justification for play-based approaches within the school experience is underpinned by an evidence-based defense of the centrality of play within children's academic and holistic development.
INTED2017 Proceedings, 2017
This paper presents findings from The Irish Neighbourhood Play Project; a research study initiate... more This paper presents findings from The Irish Neighbourhood Play Project; a research study initiated by IT Sligo and Early Childhood Ireland in 2012. The focus of this paper is on the data section which highlights children's play choices and opportunities across socioeconomic communities. The study incorporated almost 1800 families across 240 communities. Data was collected within disadvantaged communities, middle class communities and affluent communities. Where and what children are playing was investigated. The choices children and families make within play have a direct effect on the developing brain of the young child (Acar & Torquati, 2015). This, in turn, affects school performance and engagement. Choices however, are often framed by opportunities; opportunities are framed by government policy and investment in community facilities as well as socio-cultural norms. The data from this project shows that children across socioeconomic divides are engaging in dramatically different play, experiences and activities. Key differences also emerged in relation to how children in diverse communities are engaging with technology. The differences across multiple themes are startling and offer insights into the breadth of childhood experience across the Island of Ireland.
INTED2016 Proceedings, 2016
This research provides an insight into the perceptions held by pre-service teachers on the profes... more This research provides an insight into the perceptions held by pre-service teachers on the professional status of early childhood educators in their community. As a comparative study, it presents results from both Australian and American perspectives. It is the first research of its kind in studying pre-service teachers' perceptions of ECEC teacher's status in relation to the Australian context or in comparing perspectives from Australia and the USA. The paper illuminates on two main points. It presents findings on multiple level pre-service teachers' perceptions of early childhood educators' professional status in their community and also examines how the perceptions gathered from pre-service teachers in Australia compare to those from America, opening the field for cultural and policial analysis and discourse. This study's significance is deepened within the Australian political landscape as it comes at a time when the Early Childhood Education and Care sector has implemented a new quality framework which prioritises teaching qualifications. The comparative aspect of the study thereby provides rich opportunity for cross cultural analysis in relation to how Early Childhood Educators are viewed within their own broader educational community membership.
Religions
Global Researchers Advancing Catholic Education (G.R.A.C.E) is a unique Community of Practice (Co... more Global Researchers Advancing Catholic Education (G.R.A.C.E) is a unique Community of Practice (CoP). The CoP methodology was applied within G.R.A.C.E for its capacity to connect multi-disciplinary and international academics and practitioners within Catholic Education. This paper presents key insights gathered from the G.R.A.C.E steering committee regarding their perspectives on the journey of initiating this unique CoP. A small qualitative research project framed within a phenomenological interpretivist theoretical perspective was employed to ascertain the participants’ hopes, experiences, impact as well as challenges and opportunities. A Qualtrics questionnaire was the selected data collection method. Findings suggest that the experience of G.R.A.C.E has been a positive one, affirming the CoP methodology adopted was effective in ensuring the hopes that members held for the CoP were actualised. Challenges and opportunities identified in the findings provide insight into the future ...
In Western Australia (WA) early learning centres, also referred to as childcare centres, are requ... more In Western Australia (WA) early learning centres, also referred to as childcare centres, are required by law to employ at least one degree qualified teacher. As such, graduates from early childhood degree programs are able to seek employment as a teacher across the school and childcare sectors. This paper presents research that investigated pre-service early childhood teachers’ perspectives on teaching within the early learning sector in WA. The impetus was to ascertain pre-service teachers’ perspectives of the childcare sector, specifically how they viewed the role of the teacher in this context. Perspectives were gathered before and again after a ten week professional experience within a centre. A mixed methods approach was adopted to facilitate the collection of data by survey and interview. Quantitative survey data were analysed through statistical analysis and compiling percentage and frequency graphs. Qualitative interview data were transcribed and coded to determine emerging ...
Risk within learning environments is a much debated topic within early childhood education. The s... more Risk within learning environments is a much debated topic within early childhood education. The sector sees and understands the benefits of risk but often remain risk adverse. No –one wishes for children to experience injury and as such safety measures are essential. However, risk has also been shown to be essential for holistic development and learning in the early years (Lights, 2014). It is very important in the formation of many important skills and contributes greatly to children’s holistic health (Brussoni, Olsen, Pike & Sleet, 2012). Contemporary research and the most up-to-date wisdom requires educators to embrace risk and risky play in order to maximise children’s learning opportunities (Brussoni et al, 2015). It is a type of play that supports the child to encounter and overcome challenge. It includes the development of self-belief in the face of adversity, resilience building and problem solving confidence as well as physical competence and survival skills. Taking risks a...
We are all educators...or are we? Changes in perceptions of the childcare sector by Australian pr... more We are all educators...or are we? Changes in perceptions of the childcare sector by Australian pre-Service teachers following professional exposure to educational practice within childcare settings
RE teachers in Catholic schools in WA are required to not only assist children in developing know... more RE teachers in Catholic schools in WA are required to not only assist children in developing knowledge and understanding of the Gospel but also provide faith-related experiences (CECWA, 2017b). The development of RE knowledge and understanding occurs in the classroom during the allocated teaching time for RE. To achieve these expectations, it is imperative that teachers of RE have undertaken necessary training in this learning area. The Accreditation policy from CECWA states that teachers of RE must have a comprehensive understanding of the Catholic faith to ensure they are able to execute their role effectively within the school (CECWA, 2017a). The process includes an orientation day at the Office of Catholic Education Western Australia (CEWA), a school-based induction program known as 'Faith, Story and Witness', a study component which requires the completion of three approved tertiary units (or their equivalent) and an 18 hour in-service on the methodology and pedagogy required to teach RE. For students who study at The University of Notre Dame Australia, the study component and in-service can be completed during their undergraduate degree in the form of three Theology units, two RE methods units and through the teaching of RE during their final practicum. It is within the RE methods units that pre-service teachers learn about 'why we do what we do' in a Catholic school. The Congregation for Catholic Education emphasises developing "appropriate programs so that the teachers of tomorrow will be able to carry out their task with the competence and efficacy that is expected of them" (1988, para. 97). The implementation of programs such as the CECWA (2017a) policy on Accreditation not only ensures teachers remain up-to-date with innovative and current practices in this learning area but allows them to develop confidence to implement effective strategies in RE (Ryan, 2014).
ICERI2017 Proceedings, Nov 1, 2017
This paper presents data from the Irish Neighbourhood Play Study. The Irish Neighbourhood Play St... more This paper presents data from the Irish Neighbourhood Play Study. The Irish Neighbourhood Play Study explored the play choices of children from 0 to 15 years of age. This paper reports the findings on the play choices of children and these are presented alongside the levels of engagement within each play type. Construction Play, Motor Play, Fantasy (Imaginative) Play and Social Play are all applied as broad categories with detailed data presented that drills down into what elements of play children are choosing within each category. The developmental benefits of each play type are then explored and discussed. These findings are viewed through an educational lens and contextualised within a curricular context. The critical questions arising from the findings concern the developmental benefits inherent to the types of play children choose for themselves and how these developmental benefits translate to the school context. This paper discusses these critical questions and suggests possible implications for school curricula when adopting play-based approaches.
Global Perspectives on Catholic Religious Education in Schools
This paper presents the qualitative and quantitative findings of a research project that examines... more This paper presents the qualitative and quantitative findings of a research project that examines the perceptions and expectations held by pre-service teachers regarding the Childcare sector. It presents the experience based position of a group of pre-service teachers both before and after their exposure to practice within Childcare following a ten week practicum. It offers a contribution to the evolving body of research relevant to a recent Government decision that requires the employment of qualified teachers in all Childcare Services by 2014. This decision came about as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which stated the need for Australia to improve consistency and quality in their early years education sector. A mixed methods approach was employed. Thirty students in their third year of a four year teaching degree at The University of Notre Dame, Australia were surveyed and interviewed before and...
EDULEARN proceedings
This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border re... more This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border research project which recorded children's play patterns in Ireland during 2012. The study incorporated 1688 families across 240 communities. Data was established on the play choices of children aged from birth to 14 years. Multiple differentials were explored including socioeconomic and geographical environments. This paper focuses on the findings within imaginary play patterns for the full cohort. As such, it presents the play patterns for imaginary play in children aged birth-14 years. The findings are discussed in the context of developmental patterns with particular emphasis on the relationship between imaginary play and the development of creativity. Creativity is a key concept within contemporary education. Its central nexus is problem solving in the face of uncertainty. Within a rapidly changing world, it is a key skill requirement for today's children as they grow towards efficacy within instability. The relationship between the development of creativity and children's engagement with imaginary play practices are explored in this paper.
This paper presents the findings of a research project that investigated the views of a group of ... more This paper presents the findings of a research project that investigated the views of a group of preservice teachers both before and after their exposure to practice within professional Childcare. A mixed methods approach was employed. Thirty students in their third year of a four year teaching degree at The University of Notre Dame, Australia were surveyed and interviewed before and after embarking on a ten week practicum within the Childcare sector. A key finding of the study was that there is currently great division within the Western Australian Early Childhood Education sector. This division has arisen following a recent Government policy decision that requires qualified teachers to be employed in Childcare Services by 2014. However, the current lead educators within these care based settings are resentful of the implication that qualified teachers are needed to improve consistency and quality in the early years. This resentment coupled with the lower levels of pay and conditio...
Introduction The early childhood education and care sector, within Western Australia (WA), has un... more Introduction The early childhood education and care sector, within Western Australia (WA), has undergone significant change. This change has been focused on a national initiative to improve quality within the sector, and subsequently, develop a more transparent understanding of the construct of quality within early years' settings. In determining what constitutes quality, Australia has looked to the international arena and drawn on research and practice to inform new policy for implementation across birth to eight years' contexts. Most significantly, Australia acted on the findings from the Organization for Economic Cooperation and Development (OECD) report, Starting Strong II (2006). This report illustrated that Australia, when compared with other countries of similar economic viability, provided limited investment in early years care and education, which would result in poorer long term outcomes for both individuals and society (OECD, 2006). In reporting on Australia's...
This paper presents the findings of a research project investigating the perceptions and expectat... more This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of preservice teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the Childcare Sector. It offers a contribution to the developing body of research relevant to the Australian Government policy that requires qualified teachers to be employed in Childcare Services by 2014. This policy evolved as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which clearly illustrated the need for Australia to make changes within the early childhood sector to improve consistency and quality in the early years. Pre-Service Teachers in their third year of a fo...
The Australian Curriculum articulates the role of general capabilities across all learning areas ... more The Australian Curriculum articulates the role of general capabilities across all learning areas in the schooling years. The function of these general capabilities is to ensure that students have the dispositions and skills that provide for deep learning and the ability to function successfully in the 21st Century. Within Catholic schools, these same general capabilities apply. Catholic schools, in recognising the mission of the Church, are however, called to ensure that not only are students able to participate in the 21st Century context, but that they are able to evangelise through the integration of faith, life and culture. This article acknowledges the distinctive nature of the Catholic school by proposing that both spiritual and religious capabilities feature amongst these general capabilities.
A collaborative research project between the Schools of Education at the University of Notre Dame... more A collaborative research project between the Schools of Education at the University of Notre Dame Australia and the University of Western Australia has produced data that looks at how the Australian Early Years Framework is experienced in practice within Schools that deliver programmes for two year old children in the Perth Metropolitan area of Western Australia. The data of this project was analysed and prepared for academic journal publication using the very themes upon which the AEYLF is built; Identity, Connection to the world, Wellbeing, Confident Learning and Effective Communication. Papers presenting the data within these themes are a central outcome of the collaboration and are currently in progress. The paper which deals with the issue of identity formation within the two year old participants leaves the question of the importance of reflective practice wide open for debate and analysis. As such, this additional paper examines the relationship between a teacher’s reflective...
This conference paper was originally published as: McGunnigle, C., O'Connor, D., Waggoner, J.... more This conference paper was originally published as: McGunnigle, C., O'Connor, D., Waggoner, J., Treasure, T., Cranley, L., & Davie, S. (2015). It's okay, I'm a...teacher. Is professional status important to teachers?. 7th International Conference on Education and New Learning Technologies. https://library.iated.org/view/MCGUNNIGLE2015ITS Original conference paper available here: https://library.iated.org/view/MCGUNNIGLE2015ITS
Religions
In Western Australia (WA), Religious Education (RE) is a mandated learning area within the compul... more In Western Australia (WA), Religious Education (RE) is a mandated learning area within the compulsory years of the Catholic school sector. RE is advocated as a curriculum subject, timetabled for and assessed alongside other subjects and focussed on developing religious knowledge and understanding. In addition to the RE lesson, faith development, or catechesis occurs through the intersection of RE and other faith-based activities in the Catholic school. In the early learning centre that caters for children prior to compulsory schooling, there is no formalised RE curriculum and educators are tasked with raising the religious awareness of children as opportunities arise. This paper presents findings from research that explored educators’ understandings of, and practices in, promoting children’s spirituality specifically in connection to RE. As a result, the paper advocates for spirituality as the starting point for developing young children’s religious beliefs. In addition, it become e...
RE teachers in Catholic schools in WA are required to not only assist children in developing know... more RE teachers in Catholic schools in WA are required to not only assist children in developing knowledge and understanding of the Gospel but also provide faith-related experiences (CECWA, 2017b). The development of RE knowledge and understanding occurs in the classroom during the allocated teaching time for RE. To achieve these expectations, it is imperative that teachers of RE have undertaken necessary training in this learning area. The Accreditation policy from CECWA states that teachers of RE must have a comprehensive understanding of the Catholic faith to ensure they are able to execute their role effectively within the school (CECWA, 2017a). The process includes an orientation day at the Office of Catholic Education Western Australia (CEWA), a school-based induction program known as 'Faith, Story and Witness', a study component which requires the completion of three approved tertiary units (or their equivalent) and an 18 hour in-service on the methodology and pedagogy required to teach RE. For students who study at The University of Notre Dame Australia, the study component and in-service can be completed during their undergraduate degree in the form of three Theology units, two RE methods units and through the teaching of RE during their final practicum. It is within the RE methods units that pre-service teachers learn about 'why we do what we do' in a Catholic school. The Congregation for Catholic Education emphasises developing "appropriate programs so that the teachers of tomorrow will be able to carry out their task with the competence and efficacy that is expected of them" (1988, para. 97). The implementation of programs such as the CECWA (2017a) policy on Accreditation not only ensures teachers remain up-to-date with innovative and current practices in this learning area but allows them to develop confidence to implement effective strategies in RE (Ryan, 2014).
ICERI2017 Proceedings, 2017
This paper presents data from the Irish Neighbourhood Play Study that explored children's engagem... more This paper presents data from the Irish Neighbourhood Play Study that explored children's engagement in play. The data raises concerns around recorded instances of no-play in play environments. The instances of no-play were recorded during peak play time periods including weekend and afterschool hours. This data raises the critical question: Are today's children being afforded sufficient time to play? Both the quality of opportunity to play and the quantity of time afforded to children to engage in play are important factors in children's learning and development (Fisher, Hirsh-Pasek, Golinkoff, Singer & Berk, 2011; Whitebread, 2012). The data from the Irish Neighbourhood Play Study indicates that children may not be spending enough time playing in their neighbourhoods. In discussing the data, this paper evolves to explore the thesis that schools should attend to this absence of play by providing play-based education. A justification for play-based approaches within the school experience is underpinned by an evidence-based defense of the centrality of play within children's academic and holistic development.
INTED2017 Proceedings, 2017
This paper presents findings from The Irish Neighbourhood Play Project; a research study initiate... more This paper presents findings from The Irish Neighbourhood Play Project; a research study initiated by IT Sligo and Early Childhood Ireland in 2012. The focus of this paper is on the data section which highlights children's play choices and opportunities across socioeconomic communities. The study incorporated almost 1800 families across 240 communities. Data was collected within disadvantaged communities, middle class communities and affluent communities. Where and what children are playing was investigated. The choices children and families make within play have a direct effect on the developing brain of the young child (Acar & Torquati, 2015). This, in turn, affects school performance and engagement. Choices however, are often framed by opportunities; opportunities are framed by government policy and investment in community facilities as well as socio-cultural norms. The data from this project shows that children across socioeconomic divides are engaging in dramatically different play, experiences and activities. Key differences also emerged in relation to how children in diverse communities are engaging with technology. The differences across multiple themes are startling and offer insights into the breadth of childhood experience across the Island of Ireland.
INTED2016 Proceedings, 2016
This research provides an insight into the perceptions held by pre-service teachers on the profes... more This research provides an insight into the perceptions held by pre-service teachers on the professional status of early childhood educators in their community. As a comparative study, it presents results from both Australian and American perspectives. It is the first research of its kind in studying pre-service teachers' perceptions of ECEC teacher's status in relation to the Australian context or in comparing perspectives from Australia and the USA. The paper illuminates on two main points. It presents findings on multiple level pre-service teachers' perceptions of early childhood educators' professional status in their community and also examines how the perceptions gathered from pre-service teachers in Australia compare to those from America, opening the field for cultural and policial analysis and discourse. This study's significance is deepened within the Australian political landscape as it comes at a time when the Early Childhood Education and Care sector has implemented a new quality framework which prioritises teaching qualifications. The comparative aspect of the study thereby provides rich opportunity for cross cultural analysis in relation to how Early Childhood Educators are viewed within their own broader educational community membership.
Religions
Global Researchers Advancing Catholic Education (G.R.A.C.E) is a unique Community of Practice (Co... more Global Researchers Advancing Catholic Education (G.R.A.C.E) is a unique Community of Practice (CoP). The CoP methodology was applied within G.R.A.C.E for its capacity to connect multi-disciplinary and international academics and practitioners within Catholic Education. This paper presents key insights gathered from the G.R.A.C.E steering committee regarding their perspectives on the journey of initiating this unique CoP. A small qualitative research project framed within a phenomenological interpretivist theoretical perspective was employed to ascertain the participants’ hopes, experiences, impact as well as challenges and opportunities. A Qualtrics questionnaire was the selected data collection method. Findings suggest that the experience of G.R.A.C.E has been a positive one, affirming the CoP methodology adopted was effective in ensuring the hopes that members held for the CoP were actualised. Challenges and opportunities identified in the findings provide insight into the future ...
In Western Australia (WA) early learning centres, also referred to as childcare centres, are requ... more In Western Australia (WA) early learning centres, also referred to as childcare centres, are required by law to employ at least one degree qualified teacher. As such, graduates from early childhood degree programs are able to seek employment as a teacher across the school and childcare sectors. This paper presents research that investigated pre-service early childhood teachers’ perspectives on teaching within the early learning sector in WA. The impetus was to ascertain pre-service teachers’ perspectives of the childcare sector, specifically how they viewed the role of the teacher in this context. Perspectives were gathered before and again after a ten week professional experience within a centre. A mixed methods approach was adopted to facilitate the collection of data by survey and interview. Quantitative survey data were analysed through statistical analysis and compiling percentage and frequency graphs. Qualitative interview data were transcribed and coded to determine emerging ...
Risk within learning environments is a much debated topic within early childhood education. The s... more Risk within learning environments is a much debated topic within early childhood education. The sector sees and understands the benefits of risk but often remain risk adverse. No –one wishes for children to experience injury and as such safety measures are essential. However, risk has also been shown to be essential for holistic development and learning in the early years (Lights, 2014). It is very important in the formation of many important skills and contributes greatly to children’s holistic health (Brussoni, Olsen, Pike & Sleet, 2012). Contemporary research and the most up-to-date wisdom requires educators to embrace risk and risky play in order to maximise children’s learning opportunities (Brussoni et al, 2015). It is a type of play that supports the child to encounter and overcome challenge. It includes the development of self-belief in the face of adversity, resilience building and problem solving confidence as well as physical competence and survival skills. Taking risks a...
We are all educators...or are we? Changes in perceptions of the childcare sector by Australian pr... more We are all educators...or are we? Changes in perceptions of the childcare sector by Australian pre-Service teachers following professional exposure to educational practice within childcare settings
RE teachers in Catholic schools in WA are required to not only assist children in developing know... more RE teachers in Catholic schools in WA are required to not only assist children in developing knowledge and understanding of the Gospel but also provide faith-related experiences (CECWA, 2017b). The development of RE knowledge and understanding occurs in the classroom during the allocated teaching time for RE. To achieve these expectations, it is imperative that teachers of RE have undertaken necessary training in this learning area. The Accreditation policy from CECWA states that teachers of RE must have a comprehensive understanding of the Catholic faith to ensure they are able to execute their role effectively within the school (CECWA, 2017a). The process includes an orientation day at the Office of Catholic Education Western Australia (CEWA), a school-based induction program known as 'Faith, Story and Witness', a study component which requires the completion of three approved tertiary units (or their equivalent) and an 18 hour in-service on the methodology and pedagogy required to teach RE. For students who study at The University of Notre Dame Australia, the study component and in-service can be completed during their undergraduate degree in the form of three Theology units, two RE methods units and through the teaching of RE during their final practicum. It is within the RE methods units that pre-service teachers learn about 'why we do what we do' in a Catholic school. The Congregation for Catholic Education emphasises developing "appropriate programs so that the teachers of tomorrow will be able to carry out their task with the competence and efficacy that is expected of them" (1988, para. 97). The implementation of programs such as the CECWA (2017a) policy on Accreditation not only ensures teachers remain up-to-date with innovative and current practices in this learning area but allows them to develop confidence to implement effective strategies in RE (Ryan, 2014).
ICERI2017 Proceedings, Nov 1, 2017
This paper presents data from the Irish Neighbourhood Play Study. The Irish Neighbourhood Play St... more This paper presents data from the Irish Neighbourhood Play Study. The Irish Neighbourhood Play Study explored the play choices of children from 0 to 15 years of age. This paper reports the findings on the play choices of children and these are presented alongside the levels of engagement within each play type. Construction Play, Motor Play, Fantasy (Imaginative) Play and Social Play are all applied as broad categories with detailed data presented that drills down into what elements of play children are choosing within each category. The developmental benefits of each play type are then explored and discussed. These findings are viewed through an educational lens and contextualised within a curricular context. The critical questions arising from the findings concern the developmental benefits inherent to the types of play children choose for themselves and how these developmental benefits translate to the school context. This paper discusses these critical questions and suggests possible implications for school curricula when adopting play-based approaches.
Global Perspectives on Catholic Religious Education in Schools
This paper presents the qualitative and quantitative findings of a research project that examines... more This paper presents the qualitative and quantitative findings of a research project that examines the perceptions and expectations held by pre-service teachers regarding the Childcare sector. It presents the experience based position of a group of pre-service teachers both before and after their exposure to practice within Childcare following a ten week practicum. It offers a contribution to the evolving body of research relevant to a recent Government decision that requires the employment of qualified teachers in all Childcare Services by 2014. This decision came about as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which stated the need for Australia to improve consistency and quality in their early years education sector. A mixed methods approach was employed. Thirty students in their third year of a four year teaching degree at The University of Notre Dame, Australia were surveyed and interviewed before and...
EDULEARN proceedings
This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border re... more This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border research project which recorded children's play patterns in Ireland during 2012. The study incorporated 1688 families across 240 communities. Data was established on the play choices of children aged from birth to 14 years. Multiple differentials were explored including socioeconomic and geographical environments. This paper focuses on the findings within imaginary play patterns for the full cohort. As such, it presents the play patterns for imaginary play in children aged birth-14 years. The findings are discussed in the context of developmental patterns with particular emphasis on the relationship between imaginary play and the development of creativity. Creativity is a key concept within contemporary education. Its central nexus is problem solving in the face of uncertainty. Within a rapidly changing world, it is a key skill requirement for today's children as they grow towards efficacy within instability. The relationship between the development of creativity and children's engagement with imaginary play practices are explored in this paper.
This paper presents the findings of a research project that investigated the views of a group of ... more This paper presents the findings of a research project that investigated the views of a group of preservice teachers both before and after their exposure to practice within professional Childcare. A mixed methods approach was employed. Thirty students in their third year of a four year teaching degree at The University of Notre Dame, Australia were surveyed and interviewed before and after embarking on a ten week practicum within the Childcare sector. A key finding of the study was that there is currently great division within the Western Australian Early Childhood Education sector. This division has arisen following a recent Government policy decision that requires qualified teachers to be employed in Childcare Services by 2014. However, the current lead educators within these care based settings are resentful of the implication that qualified teachers are needed to improve consistency and quality in the early years. This resentment coupled with the lower levels of pay and conditio...
Introduction The early childhood education and care sector, within Western Australia (WA), has un... more Introduction The early childhood education and care sector, within Western Australia (WA), has undergone significant change. This change has been focused on a national initiative to improve quality within the sector, and subsequently, develop a more transparent understanding of the construct of quality within early years' settings. In determining what constitutes quality, Australia has looked to the international arena and drawn on research and practice to inform new policy for implementation across birth to eight years' contexts. Most significantly, Australia acted on the findings from the Organization for Economic Cooperation and Development (OECD) report, Starting Strong II (2006). This report illustrated that Australia, when compared with other countries of similar economic viability, provided limited investment in early years care and education, which would result in poorer long term outcomes for both individuals and society (OECD, 2006). In reporting on Australia's...
This paper presents the findings of a research project investigating the perceptions and expectat... more This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of preservice teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the Childcare Sector. It offers a contribution to the developing body of research relevant to the Australian Government policy that requires qualified teachers to be employed in Childcare Services by 2014. This policy evolved as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which clearly illustrated the need for Australia to make changes within the early childhood sector to improve consistency and quality in the early years. Pre-Service Teachers in their third year of a fo...
The Australian Curriculum articulates the role of general capabilities across all learning areas ... more The Australian Curriculum articulates the role of general capabilities across all learning areas in the schooling years. The function of these general capabilities is to ensure that students have the dispositions and skills that provide for deep learning and the ability to function successfully in the 21st Century. Within Catholic schools, these same general capabilities apply. Catholic schools, in recognising the mission of the Church, are however, called to ensure that not only are students able to participate in the 21st Century context, but that they are able to evangelise through the integration of faith, life and culture. This article acknowledges the distinctive nature of the Catholic school by proposing that both spiritual and religious capabilities feature amongst these general capabilities.
A collaborative research project between the Schools of Education at the University of Notre Dame... more A collaborative research project between the Schools of Education at the University of Notre Dame Australia and the University of Western Australia has produced data that looks at how the Australian Early Years Framework is experienced in practice within Schools that deliver programmes for two year old children in the Perth Metropolitan area of Western Australia. The data of this project was analysed and prepared for academic journal publication using the very themes upon which the AEYLF is built; Identity, Connection to the world, Wellbeing, Confident Learning and Effective Communication. Papers presenting the data within these themes are a central outcome of the collaboration and are currently in progress. The paper which deals with the issue of identity formation within the two year old participants leaves the question of the importance of reflective practice wide open for debate and analysis. As such, this additional paper examines the relationship between a teacher’s reflective...
This conference paper was originally published as: McGunnigle, C., O'Connor, D., Waggoner, J.... more This conference paper was originally published as: McGunnigle, C., O'Connor, D., Waggoner, J., Treasure, T., Cranley, L., & Davie, S. (2015). It's okay, I'm a...teacher. Is professional status important to teachers?. 7th International Conference on Education and New Learning Technologies. https://library.iated.org/view/MCGUNNIGLE2015ITS Original conference paper available here: https://library.iated.org/view/MCGUNNIGLE2015ITS