Impact case study database

Shaping Policy

Walsh’s research has been “instrumental” ( S1) in informing the design and development of the statutory play-based Foundation Stage (FS) curriculum in NI, impacting the playful experiences of almost 650,000 4-6 year olds since 2007. Walsh continues to significantly influence policy: “a familiar face at regular meetings and seminars with key NI EYE policymakers and stakeholders” and provides “regular updates at meetings with DE representatives” ( S1). The significance of Walsh’s research led to invited presentations at the Chief Inspector’s Report dissemination conferences on 17^th and 18^th May, 2017 to NI stakeholders and primary principals (n= 250), presentations which the ETI Chief Inspector (2017) described as “invaluable”, “inspiring” and “very worthwhile sharing of best practice” ( S2).

The impact of Walsh’s research has extended beyond NI, “informing the work of the National Council for Curriculum and Assessment (NCCA) across a range of policy and practice developments in the Republic of Ireland for much of the last decade” ( S3). Walsh’s presentation to NCCA’s Early Childhood and Primary Team in September 2014 on playful pedagogy informed the new statutory EYs Primary Language Curriculum, impacting over 6000 infant teachers and 180,000 children on an annual basis since 2015. Walsh’s research has informed the design of the draft Primary Curriculum framework. A playful pedagogical approach is recommended across the Key Stages, with the potential to impact all primary teachers (approximately 23000) and in turn all primary pupils (approximately 560,000) on an annual basis ( S3).

Walsh was appointed by RoI Ministers for her “knowledge and experience in the field” to the influential Qualifications Advisory Board for the Department of Education and Skills, March 2020, with a focus on upskilling the Early Years workforce across the entire sector( S4).

Influencing Professional Development

Underpinned by the EC research on play and playful pedagogies, Walsh designed and implemented a bespoke professional development programme for FS teachers across NI: 31 (6/12 hour) Playful Learning hubs/courses were completed 2013-2019, reaching some 930 teachers.

Having “gained much respect and trust among the teachers” ( S1), the Education Authority in NI invited Walsh from June 2017 to develop these PL hubs into a series of three day courses as part of the Signature Project (2017-2019) and Collaborating and Sharing in Education project (2019 - 2022). 18 courses have been delivered to date, reaching a further 540 FS teachers (on average 30 teachers per course). The impact on teacher knowledge is significant as almost 1500 FS teachers have been trained ( S1), accounting for over half of all NI FS teachers, with further courses scheduled up until 2022.

Such training “has no doubt led to the upskilling of teachers to ensure the theory and recent research is put into practice in a sustainable and enjoyable way with positive outcomes for the children” ( S1). Such feedback is corroborated by the ETI’s Shared Education Signature Project Evaluation Report (March 2018: 37), where the Stranmillis Playful Learning course is highlighted as an Example of Good Practice: “Staff now feel empowered to confidently deliver activity-based learning and have the capacity to sustain this improvement” ( S5).

Walsh has also worked closely with CCEA over 20 years, developing a repository of high quality professional development resources (password protected) and informing the Mixed-Age Play at Parkhall project ( S6) underpinned by research on play and playful pedagogies to support delivery of the FS Curriculum which practising teachers deem “as extremely valuable learning and teaching tools” ( S1).

In RoI, “Given Dr Walsh’s expertise and research activity in relation to teaching and learning through play” Walsh was invited by NCCA to present to, and work with the national group of tutors, 2015-2018, as part of the Aistear Tutor Initiative (ATI) reaching over 20,000 teachers ( S3). She has also been responsible for developing a series of professional development resources (2015-2016) for NCCA’s online Primary Language Teacher Toolkit, accessible to all RoI primary teachers ( S3, S7).

Walsh’s edited book ( Playful Teaching and Learning) with McMillan and McGuinness ( S8) is a “key resource for all early years practitioners” ( S1) and “has informed policy advice developed by NCCA for the Department of Education” ( S3). It has been well-received by teacher educators and practitioners across RoI and the UK (see reviews). The initial chapter of PTL was translated into Danish for Leg I Skolen and led to Walsh contributing (by invitation) a chapter for a Norwegian anthology on Play in Primary classrooms ( S9).

Impact on Practice

“The impact of Glenda’s research activity on practice cannot be underestimated” where “learning through play in the NI FS has evolved greatly over the years” ( S1). Such thinking has been corroborated by the latest Chief Inspector’s Report (2018): ‘there are (now) more opportunities for open-ended research, investigation and child-led enquiry through activity-based learning” in FS classrooms ( S10). The influence of Walsh’s research on practice remains significant throughout the Covid-19 pandemic. Walsh developed a repository of playful learning resources for teacher and parental use during lockdown, reaching 33,000 unique visitors 08/04/20- 30/06/20. Walsh’s research has created positive change that has had “a lasting impact on the views and attitudes of key stakeholders to create playful approaches to teaching and learning in practice… for the benefit of our children” ( S1).