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This is a historical analysis of the development of infant education in Ireland. It spans the the period from the opening of the Model Infant School in Marlborough Street, Dublin to the introduction of the child-centred curriculum for infant classes in 1948.
This dissertation provides an historical analysis of the development of infant education in Ireland from 1838 to 1948. It begins with the initiation of a specialised programme for young children in the Model Infants{u2019} School in Marlborough Street, Dublin in 1838 and ends the introduction of a revised child-centred curriculum for infant classes in 1948. The study focuses on four policy changes that signal four historical epochs in the evolution of infant educational policy and practice in Ireland during the period under review. The first epoch begins with the introduction of infant education into the Model Infant School by the National Board of Education in 1838. The second considers the broadening of the curriculum for infant classes in the Model School with the introduction in 1881 of Kindergarten principles and practices. The curricular policies devised and implemented in 1900 heralded the commencement of the third epoch and the reorientation of infant education towards child-centredness. The fourth epoch discusses the advent of political independence when the schools and especially the infant classes became the vehicles for the revival of the Irish language and culture. Within each of the epochs, the study critically examines child-centred ideology as expressed in policy documents with a view to determining the critical factors and influences that shaped its construction, deconstruction and reconstruction. The role of various stakeholders and significant people and their respective powers at different stages of the journey that was infant education are investigated. The study also considers how the philosophical, economic and political agendas combined to shape the type of policies and practices in relation to infant education that were framed and agreed upon in each epoch. It analyses attitudinal changes towards infant pupils and their teachers within the multifaceted web of societal factors that impacted on the drafting and implementation of early childhood curricula. In this way the study exposes how ideologies shifted as new agendas ebbed and flowed over the eras. The successes and limitations of early childhood education within each epoch are highlighted. The issues that impacted both positively and negatively on its development are identified, and the nature of the compromises that had to be reached is outlined. The thesis reveals that what constituted effective education in Ireland between 1838 and 1948 depended on the context, definitions of childhood, national agendas, and the power of individuals to persuade and influence.
This final volume in the Cambridge History of Ireland covers the period from the 1880s to the present. Based on the most recent and innovative scholarship and research, the many contributions from experts in their field offer detailed and fresh perspectives on key areas of Irish social, economic, religious, political, demographic, institutional and cultural history. By situating the Irish story, or stories - as for much of these decades two Irelands are in play - in a variety of contexts, Irish and Anglo-Irish, but also European, Atlantic and, latterly, global. The result is an insightful interpretation on the emergence and development of Ireland during these often turbulent decades. Copiously illustrated, with special features on images of the 'Troubles' and on Irish art and sculpture in the twentieth century, this volume will undoubtedly be hailed as a landmark publication by the most recent generation of historians of Ireland.
Part of a series providing an authoritative history of the book in Ireland, this volume comprehensively outlines the history of 20th-century Irish book culture. This book embraces all the written and printed traditions and heritages of Ireland and places them in the global context of a worldwide interest in book histories.
The first paperback edition of the definitive reference book on modern Irish history. Comprising almost 2,000 headwords, it remains the only such work completely devoted to the modern period.
Originally published in 1972.This book considers the actual development of infant schools and education in Britain against the background of industrialization and social change, making clear how this development was influenced by the ideas of particular theorists from both the Continent and England.