Birth to three matters - Communities and Local Government

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disseminate effective practicerespect children’s and parents’ rights.(Adapted from Fawcett 2001: 11-12).Fawcett adds that many of herre co m m e n d ations are alre a dy in proce s sbe cause of the Gove rn m e nt’s initiat i ve stowa rds early ident i f i cation and inte rve nt i o n .The co m m u n i ty-based schemesa dvocated by Ca roline We b s te r- St rat to n ,which have the po te ntial to re s to re andbenefit disadva ntaged communities bo t hp s yc h o l og i ca l ly and soc i a l ly, w h i l ere cognised as challenging, a re lauded byWa l ke r- Hall and Sy lva (2001). This iss u p po rted by the rev i ew of inte rve nt i o np rog rammes in the USA by Ra m ey andRa m ey (1998). Th ey argue that thei nte rve ntions most like ly to succeed arei nte n s i ve, high quality and eco l og i ca l lype rva s i ve. The Ra m eys offer six pri n c i p l e sa bout effica cy. These are :-d eve l o p m e ntal timing (the youngerthe child is enrolled and the longerthe inte rve nt i o n , the gre ater thebe n e f i t s, although there is no ev i d e n ceof cri t i cal pe ri od s )programme intensity (greater intensity,for example by number of home visitsper week etc, produces greater effects)direct intervention is more successfulthan indirect (intervention professionalsand paraprofessionals need to workwith the children themselves as well aswith parents, although the Rameysstress the importance of celebratingparents’ and other family members’contributions as primary carers)programme breadth and flexibility(comprehensive and multi-routeprogrammes generally have largereffects)individual differences matter (matchingthe intervention to the child’s orfamily’s need)the intervention should be ecologicallypervasive and maintained (early yearsinterventions alone may not beenough, involving whole communities,local schools, for example, tends to bemore effective). (Adapted from Rameyand Ramey 1998: 115-117)Many of the Government’s initiatives,such as Sure Start, the National ParentingInstitute, and the expanded role of healthvisitors are therefore encouragingdevelopments in the spirit of the Ramey’s(1998) conclusions.SUMMARY OF KEY ‘MESSAGES’Practitioners need to be able to:-Understand attachment and theimportance of a child being specialto at least one significant person inorder to promote resilienceUnderstand children’s dietary andphysical needsProvide opportunities to explore andplay in a safe and secure environment;children’s mobility and movement areimportant for their development137
Know about brain development andthe importance of ‘nourishment’(a good diet – in both the form of foodand of physical and psychologicalstimulation)Help parents see that intimatebehaviours such as bugging andnudging, pet names and idiosyncraticbehaviour are important and thatchildren’s development sometimesseems difficult because they are tryingto become independent people witha sense of selfHave reasonable rules which fit withchildren’s rhythms and give a patternto lifeKnow that parents, as well as children,need supportKnow about child abuse and neglectand have other colleagues to consultRecognise the additional requirementsof babies and young children withspecial needs, and plan how to ensurethese children have access, in aphilosophical,as well as practical sense,to similar experiences andopportunities to their peersHelp communities and the publicunderstand the importance of positiveinteractions and experiences in the firstthree years for all areas of development,including brain development, and forenjoyment in the here and now.138 EDUCATION ANDSKILLS B I RT H T O T H R E E M AT T E R S
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AcknowledgementsThe authors and pub
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Relationships with other people (bo
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policies for families. So this lite
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etween three and nine years old whi
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0 - 8 months: Heads Up, Lookers and
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e a rliest ye a r s’ 1 , is the c
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distinguish between things, and tha
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Chapter 2Influential research and t
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THE ISSUE OF THEORIES AS CULTURALCO
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p a rt i c u l a rly in re l ation
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developed by Bereiter and Engelmann
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familiar settings. By about one yea
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child as learning and developing in
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are important to them,blanking out
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THEORIES ABOUT EARLY CHILDHOODEDUCA
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Chapter 3A Strong ChildIn the Frame
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A GROWING AWARENESS OF SELF AND THE
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( a d a p ted from Davies 1999 : 12
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them with an inadequate modelof rew
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However, even sensitive parents and
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It is preferable to have stabilityi
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something surprising and strangehap
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when someone else is upset or hurt,
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main factors enabling such self-ass
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demonstrate achievements - ‘Go on
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implications for siblings, which ar
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with friends fared be t ter than th
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Attending to external demands (such
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Chapter 4A Skilful CommunicatorThis
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elationships with close and protect
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adults and siblings around them. Th
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interactions and interchanges depen
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in the first 18 months. Depressed m
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Karmiloff-Smith 2001: 183). Further
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then language grows in a safe and f
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‘language’. However, there is m
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of his granddaughter Alice’s very
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For example, Eliot (just two years
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Chapter 5A Competent LearnerA Compe
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Page 88 and 89: still gave them biscuits, because t
Page 90 and 91: The importance of social interactio
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Page 96 and 97: with image (the image of a letter)
Page 98 and 99: in the literacy life of his three y
Page 100 and 101: Being CreativeYoung babies explore
Page 102 and 103: Chapter 6A Healthy ChildA Healthy C
Page 104 and 105: FIGURE 1:SIX ASPECTS OF HEALTH (MEG
Page 106 and 107: It is only by being given oppo rtun
Page 108 and 109: developmental psychology and earlye
Page 110 and 111: f rom such an approach can be t ter
Page 112 and 113: It has also provided useful insight
Page 114 and 115: FIGURE 2:SHORE’S (1997:18) CHART
Page 116 and 117: dysfunction is one of the leadinghy
Page 118 and 119: memory; synapses associated withexp
Page 120 and 121: cognitive development of the childr
Page 122 and 123: ejection - when it is primary - is
Page 124 and 125: of control through safe exploration
Page 126 and 127: greater risk) and girls halved betw
Page 128 and 129: et al 2000). Further, lone mothers,
Page 130 and 131: ecoming securely attached (Seifer a
Page 132 and 133: (Whipple 1999);training projects fo
Page 134 and 135: As we have found over and over agai
Page 138 and 139: Chapter 7Conclusions and implicatio
Page 140 and 141: 1996; Pugh et al 1994; Smith and Pu
Page 142 and 143: Finally, in this review of the rese
Page 144 and 145: meaning making. Paper presented at
Page 146 and 147: Pre-school Program on Youths throug
Page 148 and 149: Bronfenbrenner, U. (1979) The Ecolo
Page 150 and 151: for intervention. In B.B. Lahey and
Page 152 and 153: children. In J. Bruner and H. Haste
Page 154 and 155: Fawcett, A. (2001) Special Educatio
Page 156 and 157: Grainger, T. and Goouch,K. (1999) Y
Page 158 and 159: Howes, C. (1987) Peer interaction o
Page 160 and 161: months Journal of Reproductive and
Page 162 and 163: Mandler, J. (1999) Preverbal repres
Page 164 and 165: Mo r s s, J . ( 1990) The Bi o l og
Page 166 and 167: Patel, P., Mendall, M.A., Khulusi,
Page 168 and 169: Roberts, H. (2001a) Fit or fat? Coo
Page 170 and 171: Singer, E. (1992) Child Care and th
Page 172 and 173: Teti, D.M.and Gelfand, D.M. (1991)B
Page 174: Issues in the Early Years London:Pa
Page 177 and 178: National Association for SpecialEdu
Page 179 and 180: PEOPLE FOCUSED continued/setting fo
Page 181 and 182: BIRTH TO THREE MATTERSPro Forma for
Page 183: 184 EDUCATIONAND SKILLS B I RT H T
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