E. De’Ath and G. Pugh (National Children’s Bureau, UK)
Essential training exercises for ECED workers in communicating and working with parents. The Arabic draft was tested in two workshops. 1993.
(63 p. 21x29.5 cm. $5).
A guide in three volumes focusing on the Concepts, Principles, Activities, Exercices and Readings. A joint project by ARC and Save the Children – UK. Published by the Arab Resource Collective.
The booklet consists of two parts: 1- The Concepts & the Objectives: defines the early childhood care and development approach. This part is a comprehensive program of concepts, policies and activities for children from prenatal to age 8 or 9. It identifies the principles of the approach in its Arab context and its integrated comprehensive context, as well as how to contribute to the process of setting the outline of an early childhood plan.
This collection of articles aims to provide parents, care and information providers and others with sufficient information on children from 0 to 36 months. The collection covers different aspects: emotional, psychological, social, intellectual, sensory and motor aspects. 24 chapters spread over the following parts: basics of early education and care; stages of child development; how do young children learn? Early intervention and early care approaches and services; child care centers; role of parents; training a team of workers.
(140 p.; 15 $) – 2007
This collection of articles aims to provide parents, schools, psychosocial support practitioners and others with sufficient information on children in difficult circumstances and conflicts. The collection covers different aspects: the consequences of difficult circumstances on children, reactions and necessary support mechanisms.
9 chapters spread over the following parts: definitions of difficult circumstances and conflicts; children in difficult circumstances; supporting children in times of crisis.
It is an effective tool to improve children's abilities during the preschool stage, as well as parents' behaviors and childrearing strategies. It also provides parents with a new concept and fresh ideas, goals and opportunities to make life better. Furthermore, the book discusses different types of interventions and highlights the need to upgrade standards, based on clear "basic" terms for families at risk.
This handbook is intended for parents and schools. It offers a psychosocial assistance program in emergency situations, for intervening as soon as possible to help children cope with the traumas they have suffered and deal with their effects.
The first collection consists of 11 chapters dealing with independent and correlated topics in the context of the holistic integrated approach for early childhood care and development. Each chapter starts with a definition of theoretical concepts related to the topic of the chapter. The definition is followed by a translation of these concepts into learning objectives to be achieved by the teacher with the children through activities. The suggested activities in every chapter are samples that serve as a guide for the teacher and that can be modified – if need be – in order to fit the particularity of the environment, the age group, as well as the availability of resources and materials.