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Resources and Links

NICHED Professional Resources

United Nations The UN Convention on the Rights of the Child
>NICHED Report: Bertram & Pascal's Assessment Model for Quality Play
>Child Protection Policy sample document
>Research Brief "Birth to Three Matters: a review of the literature"
>Special Educational Needs Co-ordinators (SENCOs): supporting early identification and intervention for children with SEN
>Social and Emotional Aspects of Learning
>Play as Culture
>What to do if you are worried a child is being abused
>Gender perspectives in family education
>Child development theory: nature & nurture
>BERA Research Report - (Definition of what Quality Play is) Pedagogy, curriculum and adult roles, training and professionalism
>Sensory Integration
>Temperament and Emotion
>Evaluation of a puppet interview to measure young children's self-reports of temperament
>Attachment Doll Play: A tool for assessing the Internal Working Models of young children
> Play Therapy: models and approaches
>Pre-school Provision - two examples

Stage 2 Resources

>Effective Practice with Young Children:Practice Guidance
>Effective Practice with Young Children: Statutory Framework Example - England
>Effective Practice with Young Children: Profile Handbook
>Key elements of effective practice (KEEP)
>Principles for the early years
>Primary Education Example Framework - England
>Child Development: children's brain development


The Importance of Training and Professional Development for those involved with Children

Most people think that everyone has the natural, innate skills to care and look after children. Most people think that looking after children is an easy option, not something that needs to be worked at, nor needing a high level of commitment, knowledge and intelligence. Childcarers do not have a high status in our busy society, and neither do others working with children on a daily basis - they are expected to know instinctively what to do to provide the best learning and support for the children.


The Rights of the Child

All of us know that we have certain "rights" and needs in the society we live in, and that these will be met. We know we have the right to live peacefully and enjoy our life, we have the right to live without fear and harassment, the right to education and good health, the right to express our views, the right to choose how we want to live our lives - we have many other rights and needs that are met on a daily basis. However, children have to rely on adults to meet their needs, and even work out what the children's needs are. Adults talk "for" children, adults make executive decisions regarding the children's daily lives, adults make rules for children to follow, adults decide what children can and can't do. All adults act in the "best interest" of the children in their care.
Let's take a look at that last statement. DO adults always act in the "best interest" of the children in their care?


The Importance of Play in Children's Development and Learning

The relationship between play and learning seems obvious to many practitioners and parents, and yet there are still prejudices surrounding the importance of children's play: some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people of all ages)....



>1990 UN Convention on the Rights of the Child (Unicef site)

>Applied Psychology

>British Educational Research Association

>Developing Child Scientific Research Resources

>Early Childhood Education Journal

>Elsevier. Health and Science Research Journals

>International Journal of Applied Psychology

>PubMed - NCBI Resources

>Research Skills Support Tutorials

>Resilience Research Centre

>World Health Organization

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