Barnardos Knowledge Bank
Not a member yet
1232 research outputs found
Sort by
Our Timeline Over the Years
Get PDFPaperPaper outlining how Barnardos has evolved over the years 1962-2022
Cost of Living Crisis Impact on Children June 2022
Get PDFReportFor 60 years, we have been supporting and working with children and know the impact of living in deprivation, can have on health, wellbeing and development. The experience of our staff, backed by rigorous research, consistently demonstrates that the impact of poverty on a child can last a lifetime. As the cost of living crisis continues there is a risk that more and more children will spend longer going without the daily essentials of enough food, heat and electricity. As a society, it is unfair and unjust that children are going without these absolute basic necessities. All children across Ireland should be entitled to a decent standard of living. It is vital that Government does the right thing and directs further support to those facing the greatest vulnerabilities. In particular, support needs to be focused at children living in low income families facing disadvantage and specific vulnerabilities
Big Toddle: Colouring Competition for Families at Home
No full textActivityColouring Competition for Families at Home
Tacú le Folláine Leanaí ón Úcráin: An Chumhacht Cneasaithe a bheith Amuigh
No full textInformation sheetÓs rud é go bhfáiltíonn suíomhanna Fhoghlaim agus Chúram na Luath-Óige (ELC) in Éirinn roimh leanaí agus roimh theaghlaigh a thagann ón Úcráin, tá sé tábhachtach aitheantas a thabhairt do na buntáistí a bhaineann le bheith amuigh faoin aer d'fholláine fhisiciúil agus mhothúchánach leanaí. Tugann súgradh lasmuigh i dtimpeallachtaí nádúrtha deiseanna do leanaí fuinneamh a scaoileadh, mothúcháin láidre a chur in iúl agus smaoineamh go neamhshrianta. Má théann tú in aice leis an dúlra, is féidir le leanaí a mhaolú agus cabhrú le haon strus nó imní a d'fhéadfadh a bheith á mothú acu a mhaolú. Tugann an acmhainn seo treoir maidir leis an mbealach is fearr chun timpeallacht lasmuigh do shuíomh ELC a úsáid chun tacú le leanaí a thagann ón Úcráin a raibh tráma agus aimhréidh orthu
Understanding the Impact of Trauma on Child Development & Attachment
Get PDFInformation sheetThis describes training where the aim is to introduce participants to the concepts of Child Development and Childhood Trauma. The training will explore how trauma impacts a child’s developing brain and their overall development. It will offer an introduction to how individuals respond to trauma
ChildLinks Issue 3: STEAM Learning in Early Childhood
No full textBarnardos journal ChildLinksSTEAM education for young children involves teaching science, technology, engineering, arts and maths as an integrated whole. This holistic apporach not only supports children’s learning in the different areas, but enables them to develop skills that extend beyond them. In early childhood education and care (ECEC) settings, when we encourage children to be creative, to experiment, to predict and to try things out, both on their own and while working and interacting with peers, we support them to develop skills in self direction, critical thinking and problem solving. In this issue of ChildLinks, we consider STEAM learning in early childhood education and care settings from both an Irish and international perspective. In the first article, Nicola O’Reilly from the Institute of Education in Dublin City University (DCU) gives an overview of the Early Childhood STEAM Network, an informal network of educators, students, academics and mentors in Ireland with a particular interest in learning more about STEAM, and outlines a study that researches how educators currently perceive STEAM education within ECEC. Dr Nuala Finucane from the Technological University of the Shannon: Midlands Midwest then considers the factors that influence the provision of science learning experiences in ECEC in Ireland, examining educators’ perceptions and practices around science education. In a further article from the Irish context, Lorraine Farrell from NCCA explores how the Aistear Síolta Practice Guide can support early years educators to notice, name and support science, technology, engineering and maths learning opportunities within their early childhood curriculum. Also in this issue, Dr. Thomas Delahunty, Assistant Professor of Education at Maynooth University, looks at the implicit gendered constructions of STEM education among early childhood educators, examining the evidence of gender stereotype endorsements among future early childhood educators and how this may contribute to the gendered subjectivity in their future pedagogic practice in the early childhood setting. From further afield, Virpi Yliverronen from University of Turku gives an overview of technology preschool education in Finland and explores two projects that approach technology education from different viewpoints. Finally, from the United States, Dr Tracey Hunter- Doniger, Associate Professor of Creativity/Creative Arts in Education in the College of Charleston, South Carolina, considers child-centred approaches to learning, and explores creativity, play, and autonomy as essential skills that engage students in the learning process and enhance their overall enjoyment of STEAM learning
Big Toddle: Colouring Competition for Creches & Pre-schools
No full textActivityColouring Competition for Creches & Pre-schools
Barnardos Post Adoption Adult Service Flyer
No full textFlyerBarnardos has provided a service to adopted people and to birth and adoptive families since 1977. This service has recently been extended to include a therapeutic service to adults who were incorrectly registered at birth and to their families. The service is aware of the particular need for privacy and sensitivity in our response to this client group. The service is also available generally to adults who have been impacted by adoption and who are referred to Barnardos by TUSLA. Barnardos Post Adoption Service is funded by TUSLA the Child and Family Agency
Continuing Professional Development in Early Learning and Care
Get PDFBookThere are benefits to any kind of learning, whether this is learning a new skill, such as how to cook a new recipe or how to change a tyre, or theoretical learning that helps us develop in our professional role. Learning something new gives us a sense of achievement, supports us to meet challenges, helps us to know ourselves and others better, and it can be fun. This guide, developed by Barnardos and the National Childhood Network, will help you, a newly qualified early childhood professional, to begin to use Continuing Professional Development (CPD), the name given to work-related learning that goes on throughout our professional lives. As a lifelong learner you can take charge of and guide your own learning and development in whatever way best suits you. This process is something that will help to fulfil you in your professional work with children and also help towards your own personal fulfilment. Through the information provided in this guide, you will find out about the role of CPD in your life and its value to you. You will also learn how to identify your learning needs, both individually and with the support of your setting, and how to choose and plan appropriate CPD for those needs. Finally, you will discover how you can bring what you have learned into your professional practice to ensure you provide quality learning and care for the children you work with
Useful Statistics for Projects
Get PDFInformation sheet24 facts and figures relating to a variety of issues Barnardos is concerned about. Some of these may be very useful for CSPE and Transition Year projects. Please refer to our website www.barnardos.ie for most recent updated figures