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 a National Voluntary Childcare Organisation part funded by Department of Children, Equality, Disability, Integration and Youth.

Recent Submissions

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    Early Years eNews: Issue 5
    (Barnardos, 2023) Barnardos
    In this issue of Early Years eNews, we bring you information about two new resources for ELC and SAC services around critical incidents. We also have news from across the sector, including the latest implementation plan for First 5, a new AIM information video, new guidance on sleep provision from Tusla and more. We also have information about the latest from Barnardos Learning and Development team.
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    Note: This is a Legacy Copy of this Publication. Legislation Handbook for Early Childhood Settings (3rd Edition)
    (Barnardos, 2019) Barnardos
    This handbook is an update on the 2008 publication Legislation Handbook for Childcare Providers. It is intended to act as a guide to the many areas of legislation that impact upon early childhood education and care providers in Ireland, such as full daycare and sessional pre-school services and drop-in centres. Much of the legislation included in this handbook will also be applicable to registered childminders and school age services. Comprehensive knowledge of relevant, up-to-date legislation and regulations is crucial for ethical, safe, productive and effective work practices in early childhood settings. Regardless of the size of a setting, legislation and regulation play a key role in shaping its overall management, as well as determining how the daily activities within that setting are administered. Legislative and regulatory systems have a dual function: they ensure that services meet minimal outlined standards, and they encourage improvement in the quality of provision beyond minimal standards to promote children’s development and learning. Compliance with legislation involves an awareness of, familiarity with and proactive approach to various areas of relevant regulations and legislation. It will also involve a regular review of policies and procedures and staff training where appropriate. This handbook is divided into sections, each looking at an area of relevant legislation, with a quick reference guide at the start of the section listing the key areas. The section then outlines the main items of legislation along with a short description of the purpose, an indication of who the legislation applies to and a listing of useful contacts or sources of further information.
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    ChildLinks Issue 3: Pedagogical Approaches in Early Childhood
    (Barnardos, 2023) Barnardos
    The choice of pedagogical approach in an early childhood setting is an extremely important aspect of quality provision to ensure the best possible health, wellbeing and learning outcomes for young children. Choosing an appropriate approach is complex, and requires knowledge and understanding across a range of factors. While there are many different pedagogical approaches available, and settings may choose to use a blend of approaches, some warrant particular consideration. This issue of ChildLinks considers how pedagogy influences the experiences children have in early childhood settings. It also looks at the factors in play when considering age-appropriate approaches for young children, and examines some of the key pedagogical approaches. In the first article in this issue, Marie Willoughby from Barnardos explores what we mean by pedagogy, examining the educator’s role both in choosing an appropriate pedagogy and in putting it into practice. Dr Geraldine French of Dublin City University then considers slow relational pedagogy, which encompasses all that educators do within relationships, environments and experiences in their daily care of young children, looking at why it is important and how it can be achieved. Later in the issue, Sharon Byrne considers an Infant Mental Health Approach in Early Childhood Education and Care, outlining how Youngballymun focuses on improving wellbeing and learning outcomes for children in north Dublin. Milica Atanackovic from Early Childhood Ireland later highlights the Reggio Emilia Approach and how this approach is disseminated in Ireland. Also in this issue, Dr. Christina Tatham from the University of Sheffield considers third space pedagogy, outlining a study that explores the complex, superdiversity of children, and suggesting a third learning space, one beyond the formal learning spaces, where children explore multiple identities, funds of knowledge, and cultural and linguistic repertoires. Cecilia A. Maron-Puntarelli from Indiana University in the U.S. then gives an overview of her research, reflecting with her former university students about the classroom activities that shaped their adoption and implementation of play pedagogy during their early years of teaching, and considering the influences that support or inhibit play as a pedagogical practice. Finally, Dr Carmel Conn, Associate Professor at the University of South Wales, explores findings from a study carried out in primary schools with an early years provision in the UK that considered what constitutes inclusive pedagogy for young children in mainstream settings.
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    Models of Advocacy: A Study of the Models of Advocacy and the Practice of them within International Children’s Organizations
    (Barnardos, 2002) Shea, Courtney C.
    For any organization that champions the rights of others, advocacy plays a major role in bringing about change. This report will examine what advocacy is, the different types of advocacy, and the different models of advocacy including case studies to illustrate each model, as well as how Barnardos uses these different models. The information contained in this report is based on data, statistics, and information on the advocacy practices of international children’s organizations. Finally, conclusions will be drawn about what advocacy models are best for successful advocacy.
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    A Partnership with Children: Policy Proposals for a Future National Agreement
    (Barnardos, 1999) Barnardos; The Children's Rights Alliance; The Combat Poverty Agency; The National Youth Council of Ireland; The Society of St Vincent de Paul
    Information sheet from The Open Your Eyes to Child Poverty Initiative that sets out a policy agenda for a future national agreement that can contribute to the prevention, reduction and eventual elimination of child poverty.

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