Barnardos Knowledge Bank

Barnardos Knowledge Bank is an online service hosting full content materials produced by Barnardos Ireland. It contains the full text of booklets, journals, reports, research papers and more. Barnardos Knowledge Bank is an open access platform, with the aim of making Barnardos output as widely accessible as possible. Use the browse functions above for an overview of relevant materials. Barnardos is Ireland's leading children's charity and is also a National Voluntary Childcare Organisation whose work is part funded by Department of Children, Equality, Disability, Integration and Youth.

Recent Submissions

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    Early Years eNews: Issue 4
    (Barnardos, 2024) Barnardos
    In this issue of Early Years eNews, we bring you updates from across the ELC and SAC sector including information on the new regulations for childminders, which is a significant shift towards formal regulation and oversight of childminding in Ireland. We also bring news of other key reports, strategies and resources recently launched, including Barnardos new resource for educators giving guidance on mealtimes in early learning and care.
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    Early Speech and Language Matters: Enriching the Communication Environment and Language Development in Early Childhood
    (Barnardos, 2013) French, Geraldine
    Acquiring 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.
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    Can We Help? A Guide to Supporting Children and Families in Early Years Services
    (Barnardos, 2012) Lane, Fiona
    Children 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.
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    Spaces to Be Me: Quality Environments in Early Years Services
    (Barnardos, 2014) Graham, Imelda
    Environments 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.
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    Mealtimes: Valuable Learning Opportunities in Early Learning and Care
    (Barnardos, 2024) Barnardos
    Mealtimes 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.

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