Early Childhood Education/Early Years (Including emergency settings)

Debra Laxton and Marilyn Leask with inputs from the MESH Early Years Editorial Board | View as single page | Feedback/Impact
Early Childhood Education/Early Years
About this guide
How to use this guide
Information for adults looking after children in emergency settings
Evidence
Effective learning
Activities and Types of Play
Resources
Case Studies
References
Child Development: Overview
Daily interactions and managing young children’s experience of trauma and disruption
Global resources on hand washing
Rohingya Refugees - Cox's Bazaar, Bangladesh
Government sources
Being healthy physical and mental health
Play Types
Summary for Family Use: for adaption
Sub-Sarahan Africa
Aid Agency sources
Effective learners and cultural impact
Example one-hour session plan 0-3/4 years - Bea Waterfield and Donna Twyford
Summary for Family Use: in Burmese
Papua New Guinea
Role of education in crises
Personal, social, emotional development and mental health’
Example one-hour session plan 3-5 years - Debra Laxton
Summary for trainers
South Africa
Brain development
Types of songs/rhymes to be locally sourced
Resource list: free local resources
Rwanda
Communication, language and speech
Numeracy/mathematics specific activities - Jennifer Way
Child friendly spaces and clubs
Malawi
Physical development
Resource packs
New Zealand
Literacy
Apps - recommended
UK
Mathematics and numeracy
Open Invitation; please submit case studies
Expressive arts and design including music, rhythm, song
Art as Therapy - Clare Miles
The child’s understanding of their world
Development delay assessment
Deafness and hearing impairment
Croydon SENCO Tool Kit
Sensory Processing Disorder: Sharon Salmon
Dyslexia and Dyscalculia
Assessment
Supporting children exposed to Trauma
 
School readiness
 
 
 
 
 
 
 
 
Areas for further research
Transferability
Strength of evidence
Editor’s comments
Online Communities

Deafness and hearing impairment

A MESHGuide focused on early assessment of deafness and hearing impairment is under-development and will be found when published on www.meshguides.org.

The Communication section in this Guide includes advice about the value of using signs to accompany language when communicating with young children who are pre-speech whether they are hearing impaired or not. See for example the work of Dr Joseph Garcia (https://www.drjosephgarcia.com). The UK Baby College programme (http://babycollege.co.uk) recommends the Makaton signing approach (https://www.makaton.org).

Other MESHGuides on supporting deaf and hearing impaired children are here:

 

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