Developing pedagogy in infant classes in primary schools in Ireland: learning from research

Abstract

The need for change and development in pedagogical approaches in infant classes in Ireland is clearly indicated by a number of recent reports. These reports, reviewed here, present a picture of pedagogy in infant classes as overly formal, insufficiently interactive and incoherent with current knowledge about learning in early childhood. Future developments in early childhood pedagogy will need to be informed by research identifying the most effective and appropriate pedagogical strategies. Such research has been carried out in the United Kingdom and findings are discussed here. Also reviewed are the findings of studies which focus on the challenges experienced by some UK early years practitioners as they sought to develop and change their pedagogy in response to curriculum initiatives in the area of early years education. While the studies reviewed were not carried out in Ireland, findings have implications for directing and supporting pedagogical developments in infant education in primary schools here. Arising from the research reviewed, some indicators of effective pedagogy are outlined, and it is suggested that these can be used to signpost improvements in pedagogy by teachers in infant classes in primary schools.

Keywords:

• infant classes
• pedagogy
• interactions
• whole-class teaching
• smallgroup teaching