Ann Marie Halpenny
Biographic Data
| ID | 185490 |
|---|---|
| NAME | Ann Marie Halpenny |
| GIVEN NAMES | Ann Marie |
| FAMILY NAME | Halpenny |
| SIGNATURE | HALPENNY A M |
| AFFILIATIONS | Technological University Dublin |
| ORCID | 0000-0003-0208-0609 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Educators as enablers of young children's voice and agency in research
This article reports on one element of a study of intergenerational learning as a pedagogical strategy for young children: the key role of early childhood educators as researchers in generating the perspectives of young children’s experiences of intergenerational learning in care homes and day centres. The researcher collaborated with educators in Irish ECE services to agree guidelines for the data-gathering process. Educators gathered data with …
Intergenerational learning as a pedagogical strategy in early childhood education services
This study investigated the concept, role and potential of intergenerational learning (IGL) as a pedagogical strategy in five Irish early childhood education (ECE) services, through exploring the perspectives on IGL of educators (5), children (70) and their parents (43). Informed by socio-cultural theories of learning and aligned to key principles of IGL, a qualitative methodological approach was adopted. Data was gathered using semi-structured i…
Capturing the perspectives of a diverse range of early childhood education and care stakeholders
Current approaches to research in the field of Early Childhood Education and Care (ECEC), in particular in relation to methods designed to interrogate policy and practice developments, tend not to focus on gathering empirical data through collaborative networks. This article provides a critical reflection on a novel qualitative methodological approach to gathering data through engaging participants in a professional conversation that involved a b…
Childminding professionalism and professionalisation in Ireland
This research focussed on documenting the praxis and paedagogy of paid, professional childminding (family childcare/day care) in Ireland. It explored professionalism and professionalisation among childminders in the context of the evolving understanding of professionalism in Early Childhood Education and Care (ECEC) nationally and internationally. The research was conducted within the framework of Ecocultural Theory (ECT) on the eve of mandatory …
Childminders’ Close Relationship Model of praxis
The present study seeks to address the dearth of research focussed on childminding (family day care or family childcare) in Ireland, despite its significant role in national childcare provision. One overarching aim was to explore childminders’ cultural models of praxis and pedagogy in the Irish context. This research was conducted within the theoretical framework of Ecocultural Theory (ECT) (Weisner, 2002. “Ecocultural Understanding of Children’s…
Educational Issues for Children and Young People in Families Living in Emergency Accommodation—An Irish Perspective
The article explores how homelessness may impact on the educational participation of children and young people in families living in emergency accommodation in Dublin. Many difficulties arise in terms of maintaining consistent schooling for children when they are part of a homeless family, including problems getting to and from school if living at a distance from their original schools, frequent changes in school and inadequate facilities and ove…
Change and Continuity after Parental Separation
This article presents findings from a qualitative, interview-based study of children aged 8-12, conducted in the Irish Republic, which focused on children's experiences of change in family life following parental separation. A good deal of continuity was evident in core aspects of children's lives, such as residence and caregiving, and there were high levels of contact with non-resident parents and extended families. Children adapted best when th…
Change and Continuity after Parental Separation
This article presents findings from a qualitative, interview-based study of children aged 8-12, conducted in the Irish Republic, which focused on children's experiences of change in family life following parental separation. A good deal of continuity was evident in core aspects of children's lives, such as residence and caregiving, and there were high levels of contact with non-resident parents and extended families. Children adapted best when th…
Change and Continuity after Parental Separation
This article presents findings from a qualitative, interview-based study of children aged 8-12, conducted in the Irish Republic, which focused on children's experiences of change in family life following parental separation. A good deal of continuity was evident in core aspects of children's lives, such as residence and caregiving, and there were high levels of contact with non-resident parents and extended families. Children adapted best when th…
Educational Issues for Children and Young People in Families Living in Emergency Accommodation—An Irish Perspective
The article explores how homelessness may impact on the educational participation of children and young people in families living in emergency accommodation in Dublin. Many difficulties arise in terms of maintaining consistent schooling for children when they are part of a homeless family, including problems getting to and from school if living at a distance from their original schools, frequent changes in school and inadequate facilities and ove…
Childminders’ Close Relationship Model of praxis
The present study seeks to address the dearth of research focussed on childminding (family day care or family childcare) in Ireland, despite its significant role in national childcare provision. One overarching aim was to explore childminders’ cultural models of praxis and pedagogy in the Irish context. This research was conducted within the theoretical framework of Ecocultural Theory (ECT) (Weisner, 2002. “Ecocultural Understanding of Children’s…
Childminding professionalism and professionalisation in Ireland
This research focussed on documenting the praxis and paedagogy of paid, professional childminding (family childcare/day care) in Ireland. It explored professionalism and professionalisation among childminders in the context of the evolving understanding of professionalism in Early Childhood Education and Care (ECEC) nationally and internationally. The research was conducted within the framework of Ecocultural Theory (ECT) on the eve of mandatory …
Intergenerational learning as a pedagogical strategy in early childhood education services
This study investigated the concept, role and potential of intergenerational learning (IGL) as a pedagogical strategy in five Irish early childhood education (ECE) services, through exploring the perspectives on IGL of educators (5), children (70) and their parents (43). Informed by socio-cultural theories of learning and aligned to key principles of IGL, a qualitative methodological approach was adopted. Data was gathered using semi-structured i…
Capturing the perspectives of a diverse range of early childhood education and care stakeholders
Current approaches to research in the field of Early Childhood Education and Care (ECEC), in particular in relation to methods designed to interrogate policy and practice developments, tend not to focus on gathering empirical data through collaborative networks. This article provides a critical reflection on a novel qualitative methodological approach to gathering data through engaging participants in a professional conversation that involved a b…
Educators as enablers of young children's voice and agency in research
This article reports on one element of a study of intergenerational learning as a pedagogical strategy for young children: the key role of early childhood educators as researchers in generating the perspectives of young children’s experiences of intergenerational learning in care homes and day centres. The researcher collaborated with educators in Irish ECE services to agree guidelines for the data-gathering process. Educators gathered data with …
Irish (7 works) · Psychology (7 works) · Sociology (7 works) · Early childhood education (5 works) · Early Childhood Education and Development (5 works) · Pedagogy (5 works) · Children's Rights and Participation (4 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Early childhood (2 works)