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Barnardos Online Safety Survey Results: Summary Report 2020. Children. Parents. Teachers.
Get PDFReportIn September 2019, Barnardos expanded their Online Safety Programme with the support of Google.org and embarked on a 4 year plan with the hope of reaching 1000 schools and 75,000 children with online safety workshops for children, parents and teachers. We offer four workshops in a day (online or face to face) for 50 euro a day and our workshops signpost to Be Internet Legends, a Google online resource that schools can use as wrap-around materials. In our pilot year, we had intended to have a face to face consultation with children, young people, parents and teachers and ask our target audience their thoughts on online safety. Unfortunately, due to the coronavirus pandemic, this face to face consultation couldn’t take place and instead, we had a survey that asked similar questions to our intended audience (children aged 8+, parents and teachers). Their responses will inform our programme and make sure our workshops on online safety are relevant, useful and meeting the needs of the participants. Although most of the questions in this survey relate to online safety concerns, we did take the opportunity to ask some questions about Digital Learning during lockdown. We were especially interested in hearing how it was working, if children/teachers/parents liked this new way of learning and if technology was helping. The survey was open from the 9th to 23rd June 2020 and was launched on social media (Twitter/Linkedin/Facebook). It was also sent to 130 schools who had been in touch with Barnardos Online Safety Programme in its pilot year (Sep-March 2020). Our plan was that schools would pass on the surveys to parents, who would then, in turn, help their own children fill out their survey. It was our hope that by sending this survey to both parents and children, it would initiate conversations about online safety in the household. Increased communication between parents and children about online safety is one of the major aims of our programme. In total, our small scale survey received responses from 243 parents, 77 teachers and 84 children (65 primary school age, 19 secondary school age). There was a broad geographical spread – 61% of respondents were from Leinster, 10% from Munster, 27% from Connaught and 1% from Ulster
Barnardos Online Safety Programme. Teacher's Survey - Online Safety (Infographic)
No full textInfographicSurvey: 77 teachers. Open for 2 weeks in June 2020
An Introduction to Schemas
Get PDFBookletIf you have ever wondered why a young child is rolling around on the floor or you have been irritated when a toddler is throwing things about or repeatedly banging or pulling something, you will be interested to learn about schemas. Put simply, schemas appear as ‘patterns of action’ (Pen Green Centre for Children and Families, 2018) or patterns of play that a child engages in as they create a mental framework to help them understand the world. What may appear to be random, comical or even ‘annoying’ behaviour is, in fact, a natural and powerful urge for a young child with a purpose behind it. It is up to you as the adult to observe and identify this purpose so you can understand what the child might be learning through their actions and better support their learning and development.
This booklet offers a practical introduction to schemas and is suitable for anyone caring for young children between 18 months and 3 years, whether as a parent or in a professional capacity as a childminder or in an early learning and care setting. We focus on children of this age because of the rapid growth and development that takes place in the first three years of life and the fact that learning from this time is foundational to the rest of a child’s development. Also, as children of this age do not necessarily have the language to tell you about what they are doing when they are engaged in schemas, it is important that you understand what they are doing so you can support their explorations. The booklet outlines what a schema is, what you might observe when a young child is exploring a schema and how you can practically support the child to explore the fascination that they have for how things and they themselves move and are in the world through schemas
Guidance for Childminders: Understanding Children's Behaviour
No full textBookletThe early years are a critical period for all learning, in particular social-emotional learning. Childminders can play a central role in guiding children’s social and emotional development, supporting children to understand their emotions and develop their behaviour skills. To do this, you must first understand that children’s behaviour is an important way of communicating their emotions and their needs. By understanding the reasons for a child’s behaviour, and what it is they might be feeling, you will be able to respond in a positive rather than a reactive way, which will lead to better outcomes for the child. This resource aims to give you a better understanding of children’s behaviour and what it is that a child may be trying to communicate through their behaviour, and outlines how you can respond to this behaviour in an understanding way
Barnardos Online Safety Programme. Parents' Survey - Online Safety (Infographic)
No full textInfographicSurvey: 243 parents. Open for 2 weeks in June 2020
Keeping a Record of Supervision
Get PDFFlyerThe most important resource in an early learning and care setting is its educators. When educators are supported in their professional development as part of a trusting relationship with a supervisor, they will be able to perform their role well. Supervision and support in early learning and care offers educators a space to reflect on their practice, assess their own strengths, and review where they might need coaching and support from a supervisor to plan for future practice. This is fundamental to children receiving quality early learning and care. Regular supervision also provides a protective factor in ensuring that group settings are a safe place for children to spend time. The link between supervision and safeguarding practice is an
important one that managers and providers need to ensure educators understand (Sturt & Wonnacott, 2016)
Early Years eNews: Issue 9
No full textNewsletterThis issue of Early years eNews is the first since the announcement of Budget 2021. Although this Budget saw some welcome investment in protecting the most vulnerable children and families, it is disheartening to note the lack of additional investment in early learning and care or school age childcare, particularly in light of the fact that the sector was deemed important enough to be one of the first to reopen its doors post initial Covid-19 restrictions. While there has been progress in improving the quality of early years education in recent years, there is still more to achieve, and both the pay and conditions of early years educators and the cost for parents remain significant
Children's Roadmap Phase 3
Get PDFInformation sheetThe ‘roadmap’ is going into Phase 3 this week. Lots more shops will be open & even more places to play and visit
Impact of Covid19 on Early Years Education & Childcare
Get PDFPaperBarnardos has been delivering quality, evidenced based services, providing practical and emotional supports to children, parents and families for almost 60 years. In 2019 we worked with more than 17,000 children and families across our 41 centres, including seven early years services. Our vision is a country where every child can reach their full potential. The children that Barnardos work with experience social and emotional loss, neglect and abuse due to: a lack of parental capacity; social isolation; bullying; acrimonious separation; domestic abuse; mental health issues; and alcohol or drug misuse or addiction. Barnardos also develops evidenced based best practice resources, mentoring and training for the early years sector. This experience as well as our role as a provider of high quality early years services to families gives us a unique perspective