By Liz Davies, Evelyn Kerrigan Lebloch
This publication fills an important hole for a pragmatic textbook that considers verbal exchange idea, coverage and ethics in an leading edge and interesting way.
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This exercise, it is claimed, provides the children with the opportunity to practise speaking, reading and writing skills. It was hoped that before the end of their period in the Junior School, the children would be able to produce a short but reasonably accurate written account of some incident of per- The Educational Programme - Implementation 41 sonal interest, such as a birthday or a visit to a hospital. The second session was usually devoted to number work. Activities were varied in accordance with the different levels of abiUty within the class.
This curriculum gave more scope for experimentation and innovation than did the more contentcentred curriculum it replaced. Irish was not a subject on the Pre-school programme: it was introduced in the Junior School, lessons being limited to oral work. e. about the age of seven. In the Junior School, the mam emphasis was placed on developing the children's literacy and numeracy skills. The approach to these skills differed but little from that adopted in Irish schools in general. The day began with a discussion between the teacher and children of some topic of local interest.
The exodus of families subsequently slowed down and the majority of the experimental group were retained in the project, during its pre-school phase. Though the project was to last for five years, only the first two of these were to be spent in the Pre-school Centre. e. when the children were about five years old, they would go into the normal school system. While they would continue to enjoy certain advantages such as small classes and extra grants for equipment, the curriculum they would follow would not differ significantly from that followed in Irish schools in general.
Communicating with Children and Their Families: Responding to Need and Protection by Liz Davies, Evelyn Kerrigan Lebloch