Lisha O’sullivan
Biographic Data
| ID | 3779641 |
|---|---|
| NAME | Lisha O’sullivan |
| GIVEN NAMES | Lisha |
| FAMILY NAME | O’sullivan |
| SIGNATURE | O’SULLIVAN L |
| AFFILIATIONS | Mary Immaculate College |
| ORCID | 0009-0007-5713-9387 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of expertise
Seventeen Practitioner Researchers (PRs) were engaged as co-researchers in an evaluation commissioned by Ireland’s Department of Childhood, Equality, Disability, Integration, and Youth (DCEDIY), as an innovative aspect in methodological design. The evaluation investigated the implementation and impact of Ireland’s award winning policy for the inclusion of children with disabilities in mainstream pre-schools, the Access and Inclusion Model (AIM). …
Play as learning
Recent findings from a national examination of parents’ and early years educators’ perspectives on school readiness in Ireland imply that while play is valued as a context for learning, acquiring academic skills through formal instruction remains common in pre-school contexts [Ring, E., Mhic Mhathúna, M., Moloney, M., Hayes, N., Breathnach, D., Stafford, P., ... Ozonyia, M. (2016). An examination of concepts of school readiness among parents and …
Preschool children's social pretend play
This paper presents an overview of the conceptual, developmental and functional aspects of metacommunication in preschool children's social pretend play. While the relationship between the representational aspects of social pretend play and positive developmental outcomes is well researched, metacommunicaton in social pretend play remains a largely under-researched phenomenon. A definition of social pretend play is proposed leading to proposition…
Preschool children's social pretend play
This paper presents an overview of the conceptual, developmental and functional aspects of metacommunication in preschool children's social pretend play. While the relationship between the representational aspects of social pretend play and positive developmental outcomes is well researched, metacommunicaton in social pretend play remains a largely under-researched phenomenon. A definition of social pretend play is proposed leading to proposition…
Play as learning
Recent findings from a national examination of parents’ and early years educators’ perspectives on school readiness in Ireland imply that while play is valued as a context for learning, acquiring academic skills through formal instruction remains common in pre-school contexts [Ring, E., Mhic Mhathúna, M., Moloney, M., Hayes, N., Breathnach, D., Stafford, P., ... Ozonyia, M. (2016). An examination of concepts of school readiness among parents and …
Preschool children's social pretend play
This paper presents an overview of the conceptual, developmental and functional aspects of metacommunication in preschool children's social pretend play. While the relationship between the representational aspects of social pretend play and positive developmental outcomes is well researched, metacommunicaton in social pretend play remains a largely under-researched phenomenon. A definition of social pretend play is proposed leading to proposition…
Play as learning
Recent findings from a national examination of parents’ and early years educators’ perspectives on school readiness in Ireland imply that while play is valued as a context for learning, acquiring academic skills through formal instruction remains common in pre-school contexts [Ring, E., Mhic Mhathúna, M., Moloney, M., Hayes, N., Breathnach, D., Stafford, P., ... Ozonyia, M. (2016). An examination of concepts of school readiness among parents and …
Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of expertise
Seventeen Practitioner Researchers (PRs) were engaged as co-researchers in an evaluation commissioned by Ireland’s Department of Childhood, Equality, Disability, Integration, and Youth (DCEDIY), as an innovative aspect in methodological design. The evaluation investigated the implementation and impact of Ireland’s award winning policy for the inclusion of children with disabilities in mainstream pre-schools, the Access and Inclusion Model (AIM). …
Psychology (3 works) · Child Development and Digital Technology (2 works) · Pedagogy (2 works) · Cognition (1 work) · Developmental psychology (1 work) · Early Childhood Education and Development (1 work) · Education and Technology Integration (1 work) · Education Systems and Policy (1 work) · Epistemology (1 work) · Evaluation and Performance Assessment (1 work)