Sunday, March 31, 2013

Curriculum

Introduction 1900-1990:
Good morning everyone and welcome to our joint instauration on The Changing Nature of Early Childhood worry and Education in Ireland. My name is Thomas Walsh and I urinate as a educatement Officer at the spirit for Early Childhood Development and Education magic spell my colleague, Dr. Gemma Kiernan, is the retainer Director of the CECDE.
While early childhood carefulness and gentility are now perceived as being interlinked and interdependent, this was not the case historically, where care and development were largely treated as separate entities. This presentation will trace the evolution of care and education in Ireland since 1900, framing this at heart our excogitationualisation of childhood. This forms dampen of a Conceptual Framework on how Young Children Develop and Learn in Ireland which will be published by the Centre later this year.
It is important to envisage this evolution within broader social, economic, political, demographic and cultural developments of the twentieth century, which will not be possible to outline in this short presentation, as such factors greatly affected our conceptualisation of childhood and the care and education of children in society. I will trace the historical developments until 1990 while Gemma will present the contemporary context.

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Conceptualisation of Childhood:
Our concept of children is context-linked and time specific and has evolved greatly over the past snow years. In the early part of the century, families were invariably large with a modal size of 7-9 children, reducing to 4-6 children in the 1970s. This was to ensure generational continuity, as a source of labour and to ensure assistant into old age for parents. Infant mortality was particularly high in the early decades of the twentieth century, running at virtually 10% in 1910.
There is a dearth of attested research for much of the twentieth century outlining the position of children within the family and society. Certain
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