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    Evaluating the benefits of the Aistear curriculum on the social interactions of junior infant children

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    hdip_murphy_l_2016.pdf (842.1Kb)
    Author
    Murphy, Louise
    Date
    2016
    Degree
    Higher Diploma in Arts in Psychology
    URI
    http://hdl.handle.net/10788/3141
    Publisher
    Dublin Business School
    Rights holder
    http://esource.dbs.ie/copyright
    Rights
    Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
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    Abstract
    The aim of this study was to evaluate the benefits of the Aistear Curriculum, a play-based learning curriculum, on the social interactions of Junior Infant children. The study utilised a quasi-experimental, repeated measures design which sought quantitative data using natural observations of children in a school implementing the Aistear Curriculum, in comparison with a control group. The Play Observation Scale (2001) was used to measure children’s social behaviours under the headings of solitary play, parallel play, non-play, group play and peer-conversation. It was hypothesised that implementation of the Aistear Curriculum would decrease solitary play, parallel play and non-play behaviours, and increase group play and peer-conversation. Results were significant for a reduction in solitary play, parallel play and non-play behaviours, but not for an increase in group play and peer conversation. Although significant results were found for an increase in group dramatic play in particular. However, tests which compared the results with a control group could not eliminate the possibility of maturation effects. Author keywords: Aistear, Junior Infants, play-based learning, primary school, social interactions
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