This Guide accompanies the Home Visiting Workforce Needs Assessment Tool, which aims to help Ministries and government agencies reflect on the ways in which they can support personnel delivering home visiting programs across sectors for pregnant mothers and caregivers with children under 3.
The Home Visiting Workforce Needs Assessment Tool aims to help Ministries and government agencies reflect on the ways in which they can support personnel delivering home visiting programs across sectors for pregnant mothers and caregivers with children under 3. Drawing inspiration from the UNICEF Pre-Primary Diagnostic and Planning Tool, this tool is intended for countries with home visiting programs at either the sub-national or national levels.
COVID-19 can disrupt the environments in which children grow and develop. Disruptions to families, friendships, daily routines and the wider community can have negative consequences for children’s well-being, development and protection. Measures used to prevent and control the spread of COVID-19, including quarantine measures such as school closures and restrictions on movements disrupt children's routine and social support while also placing new stressors on parents and caregivers who may have to find new childcare options or forgo work.
This guide has been designed to strengthen the competencies of child protection actors. The term "child protection actors" covers three categories of actors: social workers, para-social workers and community actors.
The purpose of the Child Protection in Humanitarian Action Competency Framework is to ensure a quality, harmonised, inter-agency set of competencies, indicators, and core values. This framework is intended to inform staff recruitment, learning and development, performance management, planning, and organisational design. It is hoped that this sector-wide guidance will advance the accountability, effectiveness, and predictability of humanitarian responses to affected populations.
The Minimum standards for child protection in humanitarian action have been developed to support child protection work in humanitarian settings by: Establishing common principles between those working in child protection; Strengthening coordination between humanitarian actors; Improving the quality of child protection programming and its impact on children; Improving the accountability of child protection programming; Defining the professional field of child protection in humanitarian action; Providing a synthesis of good practice and learning to date; and Strengthening advocacy and communi
These Guidelines are the outcome of the second part of the SEED project, during which a group reflection pathway, called WANDA1, was piloted with 80 ECEC practitioners with the aim to help them to deal with daily challenges in their practice so they could better support the socio-emotional well-being of children in their care.
This book describes the ways in which the mentoring terrain in early care and education has changed over the last two decades, and the multiple contexts in which mentoring now occurs. It offers mentors, coaches, and/or technical assistance providers an effective, activity-based way to reflect on, practice, and sharpen skills for working with early childhood practitioners, and it can be adapted to a wide variety of early care and education settings.