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Building capacity and promoting numeracy awareness - Dublin Docklands and East Inner City Early Numeracy Project

Wheatley, Emma, Conroy, Mairéad and Kent, Gráinne (2016) Building capacity and promoting numeracy awareness - Dublin Docklands and East Inner City Early Numeracy Project. In: 26th EECERA Conference 2016, 31st August - 1st September 2016, Dublin City University, Dublin. (Submitted)

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Research Aims
The Early Numeracy Project influences early years’ practice, provision and policy, in the Dublin Docklands and East Inner City. Research will indicate that Continuous Professional Development for early years’ educators provides an effective means of increasing the quality of teaching and learning.

Relationship to Previous Research Works
This research builds upon previous presentations and papers (Bleach 2011, 2013, 2014) where initial professional development opportunities within a structured ‘learning community’ were established, to support early childhood education workforce.

Theoretical and Conceptual Framework
Acknowledging the numerous factors that impact on learning, the programme follows the social learning and ecological systems theories of Vygotsky (1978) and Bronfenbrenner (1979). The action reflection cycle of observe, reflect, act, evaluate and modify (McNiff and Whitehead 2006) has also informed project development.

Paradigm, Methodology and Methods
A community action research model, focusing on changing practice, understanding of practice and conditions of practice (Kemmis 2009), was used in conjunction with a community of practice (Lave & Wenger 1991) approach.

Ethical Considerations
The National College of Ireland’s Code of Conduct for Researchers was observed. Good practice in relation to action research and professional development was followed.

Main Finding or Discussion
Discussions will examine the project’s effectiveness for increasing professional understanding and capacity in promoting numeracy awareness for children in their early years.

Implications, Practice or Policy
Research will demonstrate that improving outcomes for children is most successful when cross-organisational learning communities are involved in a way that enhances participants’ capabilities (Bleach 2014), to produce results they truly care about (Senge and Scharmer 2001). The project's continued expansion will indicate the value of shared community-wide planning.

Item Type: Conference or Workshop Item (Paper)
Subjects: H Social Sciences > HQ The family. Marriage. Woman > Children > Child Development
L Education > LB Theory and practice of education > Early childhood education
Divisions: Early Learning Initiative Publications
Depositing User: Caoimhe Ni Mhaicin
Date Deposited: 29 May 2017 14:02
Last Modified: 21 May 2018 10:00

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