Other Resources for Early Years Settings
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Item Early Speech and Language Matters: Enriching the Communication Environment and Language Development in Early Childhood(Barnardos, 2013) French, GeraldineAcquiring and using our first language is both complex and fast. Sensitivity to speech sounds begins before birth; new born babies demonstrate some remarkable capacities related to language. They are able to notice that some languages, such as English and Japanese, sound very different from others. By five months, babies are sensitive to the variance between more similar languages, such as English and Dutch, or even between dialects such as British and American English. However, in order for language to be untangled and acquired, young children need knowledgeable adults (parents, carers, early childhood educators) who will engage in reciprocal (back and forth, serve and return) interactions with them. Educators in early childhood settings who engage with families and share strategies and information on children’s language learning will encourage families’ involvement in their children’s development. These educators are uniquely positioned to positively impact on children’s well-being and life chances, and potentially raise educational standards. While the main focus of this book is on speech and language, for very young children and those with additional needs, communication is a key feature in language development and is included where relevant. The importance of early childhood for speech, language and communication learning and development is highlighted in addition to the essential role of early childhood educators in supporting children to be effective communicators.Item Can We Help? A Guide to Supporting Children and Families in Early Years Services(Barnardos, 2012) Lane, FionaChildren grow and develop as part of an interconnected system of family and community relationships. If the family or community environment becomes a source of stress for children, it can impact on their development and overall well being. Young children are particularly vulnerable to family-related stresses as they are highly dependent on their parents to provide a stable, nurturing environment in which their physical, emotional and other needs can be met. Supporting families is the most effective way to support children. The role of early childhood care and education (ECCE) or early years services in supporting families centres on the early learning and development needs of children. It takes place within a framework that recognises parents as the most important people in children’s lives, and their most influential educators. To be effective, early years services need to work in partnership with parents, using an approach that supports parent-child relationships and strengthens the capacity of parents to respond effectively to their child’s learning and development needs. Where families need additional support, early years services are in a unique position to empower parents through information and social support, and also to act as a bridge between families and other services in the community. Research also tells us that early years services can play a key role in supporting the well-being of children and families experiencing poverty and social exclusion, through the provision of quality learning environments for children in conjunction with a range of needs-led parenting and family support services. The aim of this publication is to assist staff and managers working in early years services to increase their knowledge and understanding of all these aformentioned issues that families experience.Item Spaces to Be Me: Quality Environments in Early Years Services(Barnardos, 2014) Graham, ImeldaEnvironments can be many things to children. They can be places of exploration, of fun, of familiarity, of challenge, of nurture, of wildness and of wonder. Early years educators, through the environments they offer in their service, can provide children with opportunities for a wonderland, an assortment of experiences that will invite and engage them in their thinking and learning. As well as being of immediate value for the child now, these experiences will also bank important memories and pathways within the child’s brain, leading to a store of confidence in their own abilities and resilience for dealing with life’s challenges. Through this publication, early years educators will discover how to create quality environments. They will be supported as to how best to examine all aspects of the environment, such as the structural aspects, design features, role of the adult, types of play, resources required and, above all, the interplay between each child and the environment, which is dynamic and ever-changing. The impact of environments on children is discussed – how poor environments can stifle learning and creativity while rich, challenging and stimulating environments can enhance all aspects of the child’s experience. Guidance on how to structure and equip rich environments that support children’s development and how to bring them to life through the dynamic of interactions is defined and illustrated throughout. This publication provides tips, ideas, thought-provoking stories and thinking points. These will help encourage educators to have a fresh perspective on the environment, recognising that it must not be a static entity, rather it should be fluid, malleable and responsive to the needs, hopes and dreams of those being nurtured within it.Item Mealtimes: Valuable Learning Opportunities in Early Learning and Care(Barnardos, 2024) BarnardosMealtimes 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.Item Teagmhais Chriticiúla i Seirbhísí Foghlaim agus Cúram na Luath-Óige agus Seirbhísí Cúraim Leanaí ar Aois Scoile: Pleanáil agus Freagairt(Barnardos, 2023) BarnardosÉilítear 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.