Glenda Walsh
Biographic Data
| ID | 3590735 |
|---|---|
| NAME | Glenda Walsh |
| GIVEN NAMES | Glenda |
| FAMILY NAME | Walsh |
| SIGNATURE | WALSH G |
| AFFILIATIONS | Stranmillis University College |
| ORCID | 0000-0001-7196-8658 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
In need of review
The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well‐being, linked with anxiety, depression and self‐injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to …
Signalling playfulness
Play has been widely investigated from a practice-based perspective; playfulness as an effective pedagogical tool has received less attention. Over an 8-year evaluation of a play-based curriculum, we ascertained that some practitioners found it difficult to captivate and maintain children's interests through the provision of a play-based experience while ensuring that effective learning took place. Drawing on lessons learned, we argue that in ord…
Impact of a play‐based curriculum in the first two years of primary school
In 2000–2002 an innovative early years curriculum, the Enriched Curriculum ( EC ), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play‐based with the primary goal of preventing the experience of persistent early failure in children. The EC was not intended to be a literacy and …
Impact of a play‐based curriculum in the first two years of primary school
In 2000–2002 an innovative early years curriculum, the Enriched Curriculum ( EC ), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play‐based with the primary goal of preventing the experience of persistent early failure in children. The EC was not intended to be a literacy and …
Signalling playfulness
Play has been widely investigated from a practice-based perspective; playfulness as an effective pedagogical tool has received less attention. Over an 8-year evaluation of a play-based curriculum, we ascertained that some practitioners found it difficult to captivate and maintain children's interests through the provision of a play-based experience while ensuring that effective learning took place. Drawing on lessons learned, we argue that in ord…
Impact of a play‐based curriculum in the first two years of primary school
In 2000–2002 an innovative early years curriculum, the Enriched Curriculum ( EC ), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play‐based with the primary goal of preventing the experience of persistent early failure in children. The EC was not intended to be a literacy and …
In need of review
The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well‐being, linked with anxiety, depression and self‐injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to …
Signalling playfulness
Play has been widely investigated from a practice-based perspective; playfulness as an effective pedagogical tool has received less attention. Over an 8-year evaluation of a play-based curriculum, we ascertained that some practitioners found it difficult to captivate and maintain children's interests through the provision of a play-based experience while ensuring that effective learning took place. Drawing on lessons learned, we argue that in ord…
Medicine (3 works) · Psychology (3 works) · Curriculum (2 works) · Pedagogy (2 works) · Applied Psychology (1 works) · Artificial Intelligence (1 works) · Autonomy (1 works) · Cerebral Palsy and Movement Disorders (1 works) · Child Development and Digital Technology (1 works) · Child Therapy and Development (1 works)