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The Role of the Childminder in Early Learning
Get PDFBookletWe know from research that during the first five years of a child’s life, their relationships and experiences actually build their brains and create the foundations for their lifelong wellbeing, learning and development. While parents are the primary caregivers and are responsible for their child’s learning and development, where a child is cared for outside the home, other caregivers also play a crucial role in the child’s learning. As a childminder, you have a lot of responsibility. Babies and young children learn from all their experiences – good and bad – so providing good quality care and learning experiences for them when they are in your home is crucial for their childhood and their future. This resource highlights the many ways of providing babies and young children with the support they need to develop and grow as confident learners. It outlines the importance, in your role as a childminder, of understanding and responding to children’s learning needs, and providing the youngest children in your care with good quality learning opportunities such as play and exploration
A is for Ask for Help
Get PDFPresentationThis is Aoife. She is part of our online safety band and she plays the keyboard. Although she loves spending time online, she can sometimes get overwhelmed or anxious after being on the internet. Sometimes it is not her fault, she just loses track of time when she is playing games, but then she can get a headache. You’ll see with that symbol sometimes the internet can make you happy and sometimes it can make you sad. We just need to find the right balance. This lesson is about trying to help Aoife to stay safe and well online. Hopefully you can advise her on how and where to ask for help and to spot the signs when things are getting too much online
The Circle of Security Parenting Programme (Flyer)
No full textFlyerThe Circle of Security Parenting™ program is based on decades of research about how secure parent/child relationships can be supported and strengthened. It is an eight session in depth parenting course designed to train parents in specific parenting skills and techniques
2018 at a Glance
No full textPosterOur mission is to help transform children's lives. Our Vision: every child is able to reach their full potential
Barnardos Annual Report 2020
Get PDFAnnual reportOver the last 12 months, our work was well and truly put to the test. We faced great challenges when, in March, life as we knew it was turned on its head. It would be remiss of me not to mention the Covid-19 pandemic for it has impacted each and every one of us, and the families in our services most of all. In 2020, we worked with 17,918 children and families across Ireland, a slight drop on the 2019 figure that was, of course, a direct result of the pandemic. Many of our school-based services such as group work, breakfast clubs and our Roots of Empathy programme were unable to operate as normal under the Covid-19 restriction
Barnardos Post Adoption Service Evaluation
Get PDFEvaluation reportSince 2019 Barnardos have provided a National Post Adoption Service for children, commissioned by the Child and Family Agency, Tusla Adoption service. The service was originally set up in 2009 by Tusla, then known as the HSE Children and Families Directorate, in response to high level of demand from adoptive parents seeking support and advice to assist in the parenting of their adopted children. Many of these children, often having been exposed to early life trauma and abuse in addition to being adopted, required access to a specialised service to address their needs. This independent evaluation of the post adoption services for children demonstrates that Tusla’s investment in expanding the service to have a national reach is delivering a high quality and relevant service for adopted children, teenagers, and parents
Early Years eNews: Issue 5
No full textNewsletterWe would like to wish the best of luck to all children and educators starting and returning to early learning and care and school age childcare services this month, and to remind you that we have a range of free support resources for professionals and for parents including elearning courses and publications that may be helpful as you settle in. In this September issue of Early Years eNews we bring you updates from across the sector including details of other supports available from Barnardos
ChildLinks Issue 2: Children's Participation
No full textBarnardos Journal ChildLinksEarlier this year, the Department of Children, Equality, Disability, Inclusion and Youth (DCEDIY) published the National Framework for Children and Young People’s Participation in Decision-Making. The Framework, underpinned by the United Nations Convention on the Rights of the Child and the United Nations Convention on the Rights of Persons with Disabilities, is based on the child-rights model of participation developed by Professor Laura Lundy, Queens University, which provides guidance for decision-makers on the steps to take in giving children and young people a meaningful voice in decision-making. The Framework is to be much welcomed as it plays an important role in ensuring that Ireland is a country where all children and young people are respected and listened to, and where the views of children and young people are at the heart of government decision-making. It is also an important tool at individual level in ensuring that each child’s views are considered and taken into account in all matters affecting him or her. The first article in this issue of ChildLinks gives an overview of the Framework, including the context and background to its development, and considers key initiatives from Hub na nÓg, a national centre of excellence and coordination on giving children and young people a voice in decision-making, on the future implementation of the Framework. The following article looks at the development of Barnardos own Participation Framework, which also embraces the Lundy Model of Participation. The Barnardos Framework is based on a vision that seeks to embed a culture of participation across all functions within the organisation by establishing a set of key objectives and activities to inform all levels of participation and consultation involving children, young people, parents and adult service users. Further articles in this issue consider the participation of our youngest citizens and how this can be embedded in early childhood education and care in Ireland. In the first of these, Sandra O’Neill of Dublin City University identifies some of the critiques levelled against the implementation of participation rights in ECEC settings to date, and explores recent empirical research to provide examples of how the UNCRC has inspired changes to practice in these settings. Better Start, the National Early Years Quality Development service, then consider children’s participation and The Access and Inclusion Model (AIM). AIM, which provides targeted supports, enables settings to cater for the individual needs of children with disabilities, promoting their active participation into the ECCE programme and ensuring each child has a voice. Finally, Dr Sheila Long, Programme Director of Professional Social Care Practice, Institute of Technology Carlow, seeks to initiate a dialogue between stakeholders to illuminate how Higher Education contexts can strengthen their role as sites of children’s rights education as an effective way of teaching about child participation while also responding flexibly to an ever-changing legal and policy context
Supporting Young Children Experiencing Adversity During Covid 19
Get PDFInformation sheetIn most early years settings there are children who live in situations where there are risk factors for their wellbeing, learning and development. Such risk factors include poverty and social isolation, discrimination, parental mental illness, homelessness, alcohol or drug addiction, domestic abuse, death and loss. Some children have experienced inconsistent parenting and some have experienced physical, sexual and/or emotional abuse and/or neglect. Covid 19 has also become a risk factor for children and some children have been more adversely affected than others by the impact of Covid 19 since it began. For many children such adversity is new, while for others, negative impacts of Covid 19 have been added to adversities they were already experiencing. A lack of access to the supports usually available in the community means that, for those families who would normally avail of such supports, the pressures are even greater. As an early years educator, it is essential that you have an understanding of the kinds of stresses and challenges children and their families may be experiencing in their everyday lives and the impacts these have on children’s wellbeing, learning and development so you can fully support the child while they are in the setting