Other Resources for Early Years Settings

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    Teagmhais Chriticiúla i Seirbhísí Foghlaim agus Cúram na Luath-Óige agus Seirbhísí Cúraim Leanaí ar Aois Scoile: Pleanáil agus Freagairt
    (Barnardos, 2023) Barnardos
    Éilítear ar gach seirbhís Foghlaim agus Cúraim na Luath-Óige (ELC) agus seirbhís Cúraim Leanaí ar Aois Scoile (SAC) plean Teagmhas Criticiúil ar leibhéal seirbhíse a bheith acu, faoi mar atá leagtha amach i gCreat Cáilíochta agus Rialála (QRF) Tusla agus sna Treoirlínte Náisiúnta Cáilíochta do Sheirbhísí Cúraim Leanaí ar Aois Scoile. Ní mór do gach fostóir, a mhéid is indéanta le réasún, sábháilteacht, sláinte agus leasa a bhfostaithe ag obair a chinntiú, faoin Acht um Shábháilteacht, Sláinte agus Leas ag an Obair, 2005. Forbraíodh an treoir seo ó threoraíocht a bhí ann roimpi ar phleanáil le haghaidh teagmhais éigeandála, lena n-áirítear an tSraith Straitéise um Pleananna do Theagmhais Chriticiúla agus obair fhorleathan na Seirbhíse Náisiúnta Síceolaíochta Oideachais (NEPS), chun tacú le seirbhísí ELC agus SAC chun a machnamh a dhéanamh ar theagmhais chriticiúla agus chun pleanáil lena n-aghaidh agus chun tacaíochtaí praiticiúla a chur i bhfeidhm chun freagairt do theagmhas criticiúil. Soiléirítear inti róil agus freagrachtaí ag leibhéil náisiúnta agus áitiúla i dtaca le freagairt do theagmhais chriticiúla. D'fhéadfadh teagmhais tarlú lasmuigh de ghnáthuaireanta oibre nó d'fhéadfadh go n-éileoidís freagairt lasmuigh de ghnáthuaireanta, um thráthnóna, ag an deireadh seachtaine nó le linn saoire san áireamh. Ní phléitear sa treoir seo na gnéithe ar fad a bhaineann leis an rud ba chóir do shuímh a dhéanamh i dtaca le pleanáil éigeandála. Ní mór do shuímh a bhfreagrachtaí dlíthiúla a chomhlíonadh, lena n-áirítear reachtaíocht sláinte agus sábháilteachta, agus ba chóir dóibh comhairle dlí a fháil de réir mar is gá. Ba chóir athbhreithniú leanúnach a dhéanamh ar mheasúnuithe riosca, beartais agus pleananna chun treoraíocht nua agus nuashonraithe a léiriú.
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    Realising Potential: Equality, Diversity and Inclusive Practice in Early Years
    (Barnardos, 2017) Graham, Imelda
    Few experiences are more gratifying than reading a publication that not only addresses an issue that is close to your heart, but also provides answers to questions, and prompts you to reflect upon your practice to improve experiences for children. This publication by Barnardos manages to do just that. Drawing upon her vast experience in the field of early childhood, working with the Traveller community, children and families from disadvantaged communities, and more recently, refugee children and families, author Imelda Graham discusses issues of Equality, Diversity and Inclusive Practice in Early Years in a sensitive, informative, and empathetic manner. Against the backdrop of an ever-changing demographic landscape in Ireland, where it is now the norm to find a rich diversity within early years settings, among children, staff, parents and families, this publication is a timely and much needed text for all those working within, or with an interest in, the early childhood sector. It is written in the context of significant legislative changes, and policy initiatives, all of which are intended to support early years practitioners to develop inclusive practices. This publication blends case studies, legislation and theory to question understandings of equality, diversity and inclusion. It stresses the importance of using the correct terms and words as an important aspect of ‘supporting mutual understanding regarding the situations and issues that we encounter’ and providing inclusive early years care and education. For example, if asked, would you be able to describe the difference between a migrant and a refugee? Are you familiar with, and knowledgeable about, terms such as culture, multicultural, intercultural, race, assimilation, and ethnicity? This publication helps to fill these and other gaps in knowledge around equality, diversity and inclusion.
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    Responding to Trauma in Early Learning and Care: Homelessness
    (Barnardos, 2024) Barnardos
    In Ireland today, there are babies, toddlers and young children growing up in households impacted by poverty, addiction, neighbourhood violence, discrimination, mental health problems, homelessness and domestic violence, and some children are being subjected to chronic neglect and/or abuse. Working in Early Learning and Care (ELC) settings, we have seen first-hand the devastating impact that traumatic experiences such as these can have on the lives of the youngest and most vulnerable people in our society. For many children, the impact of adverse experiences will negatively affect their wellbeing and development, leading to poor outcomes, and social, emotional and physical issues over the course of their lives. As early years educators, we can play a critical role in supporting children and families by promoting a safe, supportive environment and providing stable, caring relationships in those critical first years of life. Through our intimate relationships with young children and their families we have the opportunity to make a real, positive difference. This resource, which is one in a series looking at how ELC settings can support children experiencing adversity, focuses on children experiencing homelessness. It explores how homelessness can impact children, and how, as early years educators, in partnership with families and other agencies, we can support children and their families experiencing homelessness.
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    How Relationships Impact on Children’s Behaviour in Early Learning and Care
    (Barnardos, 2023) Barnardos
    Everything that a child does, all of their behaviour, is a communication of what the child is thinking and how the child is feeling. Many different factors will influence this behaviour including the child’s individual temperament, their stage of development and how comfortable they are in their environment. The most significant impact on a child’s behaviour, however, comes from the relationships they have with the important adults in their life. When these relationships are consistent, empathic and connected, and are based on caring, responsive and attuned interactions, children feel secure and that they feelings and their needs matter. This is key to a child’s emotional and social wellbeing and development, and to supporting and guiding their behaviour. This resource supports those working with young children in an Early Learning and Care (ELC) setting to better understand children’s behaviour. It explores how, by building and maintaining trusting relationships with them, we can help children to learn how to manage and express their big feelings, how to self-regulate and how to behave in situations of stress and conflict.
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    Responding to Trauma in Early Learning and Care: Domestic Abuse
    (Barnardos, 2023) Barnardos
    This resource, which is one in a series looking at how ELC settings can support children experiencing adversity, focuses on children who have lived or who are still living in homes where there is domestic abuse. It explores how experiences of domestic abuse can impact young children, how to recognise trauma symptoms in children in response to domestic abuse and violence, and how, as early years educators, in partnership with families and support agencies, we can support children to recover.