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Barnardos General Election Manifesto 2024
Get PDFFlyerA new government must make sure that all children across the country have the best opportunity possible to have a positive childhood with opportunities to thrive. Here are the actions that Barnardos is calling for from the incoming government
Young Children's Use of Technology: A Guide for Parents
Get PDFBookletIn our busy lives today, we are surrounded by technology. We use it when we are at work; when we are in our cars to reverse, to park and to work out the best route home; when we are at home to entertain us, to keep in contact with others, and to order food…the list is endless. Technological advances have not only enhanced our lives by making so many of our daily tasks easier, they have also extended our lives in terms of medical care and treatments. Along with these benefits, however, there are downsides to this ever-growing use of technology such as a decrease in face-to-face social interactions, people comparing their own lives unfavourably with what they see on social media, and people spending less time experiencing things out in the ‘real world’.
Debates about the impact of too much technology for children are commonplace, but the warnings about too much screen time and the dangers of the internet usually centre on older children. In this resource we focus on the ways young children aged 0-6 use technology, and think about the potential impacts this might have on their wellbeing and their development – both good and bad. We consider what young children need to support their development and explore how you, as a parent or guardian, can make the best decisions around your child’s use of technology in an informed way to ensure that they are safe, healthy and happ
ChildLinks Issue 2: Children's Peer Relationships
No full textBarnardos journal ChildLinksPeer relationships and friendships are very important for children, enhancing a child’s sense of belonging and security, and bringing happiness, well-being and self-confidence. The skills needed to create positive peer relationships, such as learning how to understand and regulate emotions, how to relate to others, how to be patient and listen, how to share, take turns, solve problems, respond to challenges and get on with others, are all key for lifelong well-being. Supporting children to develop these skills is not a once-off activity and takes thought and understanding on the part of all of the adults in their lives.
In this issue of ChildLinks, we examine children’s peer relationships and consider how we, as adults, can help children to form and maintain friendships, and develop their social skills and their confidence.
In the first article, Dr Sonja Perren and colleagues outline their research examining the causal relation between social pretend play and children’s social development. They suggest that social pretend play activities might be a joyful alternative to conventional social skills training for fostering children’s social competence and integrating them into their peer group. This is followed by an article from researchers from University of Eastern Finland, who consider how peer relationships promote feelings of belonging and prevent peer exclusion, particularly for children with special educational needs, highlighting the importance of providing increased support for participation.
The third article in this issue gives an overview of Barnardos’ experiences of running The Friendship Group programme, an evidence-based group work programme rooted in a strong understanding of children’s development. The programme helps children who are experiencing difficulty making and keeping friends to develop and practise the skills they need to interact appropriately with their peer group, and to form healthy friendships.
Dr. Michelle Taylor, from California State University in the U.S. then examines the role that teachers play in supporting young children’s peer engagement at school, focusing on three unique categories of interactions: responsive caregiving, management and routines, and cognitive facilitation. This is followed by a second article from Barnardos exploring how educators can support children’s friendships in early childhood education and care settings.
Psychotherapist Dr Richard Hogan then explores the increasing prevalence of anxiety among children and teenagers, and considers how positive peer relationships can support resilience.
Finally, Dr Caron Carter, from Sheffield Hallam University in the UK, explores how young children select their friends, and how teachers and educators can use these insights to support the making and maintaining of children’s friendships
Empower Kids: Our Vision for Change
Get PDFBookletBooklet outlining what children are saying about living with domestic violence and abuse and how Barnardos wants services to respond
Early Years eNews: Issue 2
No full textNewsletterIn this issue of Early Years eNews, we bring you updates from across the ECEC sector including consultations on the new National Early Learning and Childcare Agency and the upcoming childcare services week. We also have information about the latest from Barnardos Learning and Development team
Mealtimes: Valuable Learning Opportunities in Early Learning and Care
No full textBookletMealtimes in an Early Learning and Care (ELC) setting are a significant part of the curriculum. Positive mealtime experiences are important opportunities to support children and to enhance their learning, development, health and overall wellbeing.
While the quality of nutrition provided for young children is obviously an important consideration, and it is essential that you consult the national standards and guidelines provided by Government on nutrition, this guide focuses on the aspects of mealtimes that are related to children’s social and emotional development and wellbeing, and the other learning opportunities that mealtimes provide.
The guide is aimed at early years providers and educators who develop policies in ELC settings, and those who implement the practices and procedures that determine young children’s experiences of mealtimes. Childminders caring for children under the age of 6 may also find the guidance useful
ChildLinks Issue 1: Childminding
No full textBarnardos journal ChildLinksIn February of this year, The Minister for Children, Equality, Disability, Integration and Youth (DCEDIY) announced the launch of a public consultation on new regulations governing the childminding sector in Ireland. This step marks a key moment in efforts to improve and enhance the quality and assurance of childminding services, and is an opportunity for childminders and parents to voice their opinions. The regulations are part of the implementation of National Action Plan for Childminding 2021-2028, which is designed to ensure a smooth transition for childminders, offering them increased status, access to public funding, and extensive support.
In this issue of ChildLinks, we consider the challenge now being faced by childminders and policymakers alike in balancing regulation and reforms with the preservation of the unique individuality that defines childminding. The first article is this issue from DCEDIY offers an overview of the work underway in implementing the Childminding Action Plan and the next steps to be taken. This is followed by an article from Childminding Ireland that acknowledges the particular attributes of childminding when compared to other types of early learning and care, and asks, will childminders decide to adapt to a new reality of regulation?
Later in this issue, Dr Miriam O’Regan, Research Centre for Psychology, Education and Emotional Intelligence, Technological University Dublin examines the current practices and pedagogy of childminders in Ireland and considers how an understanding of these could inform changes in the sector.
Further articles examine childminding internationally. Rosanne Sluiter from Research Institute of Child Development and Education, University of Amsterdam outlines a comparative study undertaken on socialemotional development in centre-based and homebased childcare settings in the Netherlands. Dr Kay Aaronricks, Associate Professor and Head of the School of Education at Anglia Ruskin University, shares details of an action research project that explored the professional development needs of a group of childminders in the UK.
Finally, Tina Maltman, Executive Director, Childminding UK gives an overview of the key findings from a survey seeking views of childminders on the sustainability of childminding in light of new funding arrangements in England and offer some recommendations to ensuring the sustainability of the childminding sector in the UK
Early Years eNews: Issue 5
No full textNewsletterIn this issue of Early Years eNews, we bring you the latest updates including recent developments in Barnardos, such as a new free resource for parents
Notice Me, Think About Me, Ask About Me
Get PDFSheetThis resource was created to enhance our understanding of the impact of domestic violence and abuse on the very young (children aged 0-5 years old) including pregnancy . There is an accompanying video available from the following URL https://youtu.be/UNt-U--xDzY?si=wG_DjUf3Ubard3m