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Abandoned by the state : violence, neglect, and isolation for children with disabilities in Russian orphanages

MAZZARINO, Andrea
September 2014

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This report presents the situation of violence, neglect, and isolation for children with disabilities in Russian orphanages.  The report is based on visits by Human Rights Watch researchers to 10 orphanages in 6 regions of Russia, as well as on more than 200 interviews with parents, children, and young people currently and formerly living in institutions in these regions in addition to 2 other regions of Russia. It finds that many children and young people with disabilities who have lived in state orphanages suffered serious abuse and neglect on the part of institution staff that impedes their development. The report presents the background of the current situation and its detailed findings. and makes recommendations to key Russian stakeholders to ensure protection of the rights of children with disabilities in Russia and to comply with its international human rights obligations

Note: Easy read version is available from the web link

Including orphans and vulnerable children with disabilities in early childhood development programs : technical brief

LEVY, Marcy
MESSNER, Lyn
WERTLIEB, Donald
January 2014

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“This technical brief presents information and guidance on implementing early childhood development (ECD) programmes for young orphans and vulnerable children (OVC) with disabilities and their families. It provides a basic overview of the fundamental elements a program manager should consider to integrate disability positively into ECD programmes and address specific disabilities individually, as needed. This technical brief describes “twin-track” and “triple-track” approaches that promote participation, attention to specific needs, and equal access for OVC with disabilities and their families. It also lists six critical elements for HIV programmes seeking to address the needs of children with disabilities”

Early childhood development and disability : a discussion paper

WORLD HEALTH ORGANIZATION (WHO)
UNITED NATIONS CHILDREN'S FUND (UNICEF)
2012

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"This discussion paper provides a brief overview of issues pertaining to early childhood development (ECD) and disability. It lays the foundation for a long-term strategic and collaborative process aimed at improving the developmental outcomes, participation and protection of young children with disabilities. Essential to this effort is dialogue between United Nations agencies and relevant stakeholders to identify sustainable strategies which build on existing efforts, and expand on multisectoral approaches to guarantee the rights of young children with disabilities and their families"

Keeping children safe toolkit : a toolkit for child protection

KEEPING CHILDREN SAFE COALITION
2011

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This toolkit is a complete package for people working in safeguarding children across the world. It aims to support agencies at international, national and local levels to put these standards into practice. This revised toolkit for child protection includes material on children's participation in child protection. The toolkit has five components: Tool 1: Standards for child protection Tool 2: How to implement the standards Tool 3: Training for child protection Tool 4: Children's participation in child protection Tool 5: Film
Note: The original version of this document is also available to download in Arabic and Albanian

Growing pains : how poverty and AIDS are challenging childhood

SWIFT, Anthony
MAHER, Stan
2008

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This report looks at projects and programmes that aim to respond to the needs of very young children in southern and eastern Africa whose lives have been affected by both poverty and HIV. What is highlighted in the interventions that are examined is the effort of human beings in caring and supporting people and sharing resources

A guide to General Comment 7 : implementing child rights in early childhood

UNITED NATIONS COMMITTEE ON THE RIGHTS OF THE CHILD
UNITED NATIONS CHILDREN'S FUND
BERNARD VAN LEER FOUNDATION
Eds
2006

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The UN Convention on the Rights of the Child applies to all children under 18 - but its implementation poses particular practical challenges when it comes to young children. This book is a guide to implementing child rights in early childhood. It is based around the UN Committee on the Rights of the Child's General Comment no 7. It contains extracts from the papers submitted to the committee at the time of the Day of General Discussion which preceded the General Comment, and other relevant material

17 fact sheets on gender-related aspects of HIV/AIDS | Resource pack on gender and HIV/AIDS

UNAIDS Inter-Agency Task Team on Gender and HIV/AIDS
2005

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These fact sheets aim to provide policy makers with concise information about gender related aspects of the HIV/AIDS pandemic. They deal with core facts and issues in thematic areas and are underpinned by an analysis which clarifies how gender issues are fuelling the crisis. Each theme presents a self-contained set of issues and recommendations and many of the themes are interlinked. All of them are connected by a concern to promote a gender-enlightened and comprehensive response to HIV/AIDS and its impacts

Young children's participation : rhetoric or growing reality?

November 2004

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This special issue of Early Childhood Matters explores the topic of participation of young children. Some key articles present the analytical framework, exploring the relationship between child development and child participation. It is suggested that participation is not only a right but also an essential component of the development process, enabling children to learn to make informed decisions. Practical examples and field experiences from Mexico, Zimbabwe, The Netherlands, South Africa and Scotland are also included

HIV/AIDS : what about very young children?

DUNN, Alison
July 2004

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This short paper reflects findings from research carried out to identify current responses to meet the needs of children age 0-8 living in HIV/AIDS affected communities. The overall results show that at local, national and international levels there are gaps in programming and policy to engage ideas and mobilise resources to address the needs and experiences of very young children both infected and affected by HIV/AIDS. The question is then raised: What can we actually do to include very young children in programming and policy responses in HIV/AIDS affected communities? Supporting existing family and community networks and current efforts that are being made by people confronting HIV/AIDS on a daily basis are important strategies. Conclusions are drawn indicating that services are required urgently to support very young children both directly and through the families and communities in which they live. Ways of listening to and including very young children in these processes need to be developed and used. Partnerships need to be developed between parents, families, NGOs, CBOs and government to ensure the holistic development of the child. At policy levels, very young children need to be included in programmes that address children, HIV/AIDS and community development. All government ministries can participate in meeting the needs of very young children in HIV/AIDS affected communities

Early years children promote health : case studies on child-to-child and early childhood development

CHILD-TO-CHILD TRUST
2004

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This is a collection of case studies of child-to-child health promotion activities and experiences. The focus is on early years children, who have been shown to be capable of peer-to-peer support. Through their involvement in health and development, children are able to contribute to the development of their communities, learning skills and shaping their personalities. The case studies included describe the experiences of children involved in education, HIV/AIDS and Memory Work, and contributing to the creation of resource centres in emergency settings and learning centres for community development

Exploring the field of listening to and consulting with young children

CLARK, Alison
MCQUAIL, Susan
MOSS, Peter
July 2003

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This piece of research is a review into listening to and consulting with young children in the UK under five years old with a focus on views and experiences of education and child care. Different methodologies and approaches used in research and consultation are examined including those operating alongside listening to practitioners and parents, and tools that are open to young children with special needs. The impact is then considered based upon evidence gained of children's experiences and priorities, and subsequent changes to attitudes and practice. The review contains case studies to draw upon

From car park to children's park : a childcare centre in development

WUNSCHEL, Gerda
July 2003

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This working paper illustrates the "Situationsansatz" pedagogical framework, as implemented at Kita, a childcare centre in Berlin. The emphasis is on children's environments, children's participation and optimal learning. The key principles of the "Contextual Child Development Approach" include: recognising the learning potential of diverse cultural heritages and intercultural interaction, developing close relations with the social environment and adopting an open planning process, with the contribution of children, parents and other adults. Includes an appendix, which briefly outlines the guidelines for working with the Contextual Child Development Approach in childcare centres

Community-based strategies for breastfeeding promotion and support in developing countries

WORLD HEALTH ORGANIZATION (WHO)
2003

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This review examines the role of communities and community-based resource persons in providing support for appropriate feeding practices and access to skilled support when mothers need it. This document is based on a literature review and an analysis of three projects in Madagascar, Honduras and India. It assesses the impact of interventions, the mechanisms through which behaviours can be changed, and the factors that are necessary to maximise and sustain the benefits of interventions

We the children : meeting the promises of the World Summit for Children

UNITED NATIONS CHILDREN'S FUND (UNICEF)
September 2001

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The report assesses progress to date in meeting the commitments made to the children around the world at the 1990 World Summit for Children. It also includes best practices and lessons learned, obstacles to progress, and a plan of action for building a world fit for children. It will be particularly useful to policy-makers, researchers, journalists and students as a reference tool and as an example of the progress that can be achieved through goal-oriented development planning

The Convention on the Rights of the Child and young children

SMALE, Jim
Ed
2001

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This edition of Early Childhood Matters provides arguments, examples of work at all levels, and analyses to contribute to the discussions needed to elevate the Convention on the Rights of the Child to its rightful place in early childhood programming as a key strategy in realising the aspirations of the Convention. Built on varied legal systems and cultural traditions, the Convention on the Rights of the Child is a universally agreed set of non-negotiable standards and obligations. There is no dedicated section that addresses the rights of children from birth to eight specifically, but rather encompasses children up to the age of 18. This paper argues that the world's young children demand special attention to reflect their particular needs

Listening to children

SMALE, Jim
Ed
January 2000

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This edition focuses on participation by children of 0-7 years in the conceptualisation, implementation and evaluation of early childhood development programmes. Articles show how adults are taking the crucial steps in developing that participation: establishing environments and practices that enable young children to express themselves confidently and fully, and to develop some experiences in participation

Inclusive ECCD : a fair start for all children

EVANS, Judith L
1998

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"The basic thesis we will explore in this article is that quality ECCD programmes provide a model that can be used for the development of inclusive programmes for children of all ages. It is particularly important that these programmes be developed for children from birth onwards, as many of the biological and environmental conditions that result in children having special needs can be ameliorated through early attention. In our discussion on inclusive ECCD programmes, we offer a brief description of the history of attention to those who are differently-abled for the purposes of understanding how we have arrived at the concept of inclusion. Then we define principles of programming for inclusive ECCD programmes, and we identify some of the issues related to creating inclusive early childhood programmes, and, finally, we determine what we need to be working toward"
The Coordinators' Notebook, No 22

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