Here we are poised to begin another new year. There is always much talk about resolutions and what we want to change about ourselves for the coming year. I have tried to make at least one resolution each year. That resolution is to contribute one important thing to the early childhood community. I hope to publish something in 2009 and hope that it will be helpful to teachers and caregivers. Here's to 2009 and everything we an accomplish between now and 2010. Good Luck.

As this is the period when reviews of the year are published, today's post gathers together some of the most significant childhood and education reports and events from 2008.

Rather appropriately, it seemed like there were a lot of reviews being published this year - the Bercow Report looked at services for children with speech, language and communication needs, while the Byron Review examined ways of ensuring children's safety while they are online. There were even two competing reviews with regards to primary education - Sir Jim Rose has been commissioned by the DCSF to carry out a review of primary education and his interim report appeared this month, with the final version set to appear next year; meanwhile, the Primary Review from the University of Cambridge generated a string of reports on various aspects of education throughout 2008, and its final report is also due next year.

From an international perspective, UNICEF's recent report The Child Care Transition caused a bit of a ruckus by placing the UK only about half way in a league table comparing children's services in developed countries. UNICEF also published its annual The State of the World's Children report (a new one is due next month), while UNESCO released Overcoming Inequality: Why Governance Matters, which looks at access to primary education in developing nations. Those of our students who carry out research into education in other countries should also be interested in a piece of DCSF research entitled Comparison of the Core Primary Curriculum in England to those of Other High Performing Countries.

With regard to contemporary issues, two major studies on children's play were published in 2008. Play and Exercise in Early Years: Physically Active Play in Early Childhood Provision is available to download online, while Play England recently released a mammoth study entitled Play for a Change - Play, Policy & Practice: A Review of Contemporary Perspectives. As there is currently a lot of talk about the concept of childhood wellbeing, readers may want to look at a DCSF study entitled Childhood Wellbeing: Qualitative Research Study. Elsewhere, a snapshot of the future of staff roles within the childcare sector is provided by For Love or Money: Pay, Progression and Professionalisation in the ‘Early Years’ Workforce, while you can read about current perceptions of the sector in Childcare and Early Years Survey 2007 Parents’ Use, Views and Experiences.

Two major changes with regard to professional practice have taken place this year. In September the new Early Years Foundation Stage (EYFS) was implemented in schools - you can find full details about the EYFS from its website. And last month, the Children & Young Person's Act 2008 was passed by parliament; these explanatory notes should help clarify some of its main points.

A round up of some random other useful items: The Sure Start Journey: A Summary of Evidence is an independent assessment of the progress of the Sure Start project; Ofsted's annual report is the first review of the organisation under it's new remit of assessing early years care as well as schools; Harnessing Technology is Becta's annual review of ICT use within schools; Becta were also behind a report entitled A Review of the Evidence on the Use of ICT in the Early Years Foundation Stage; and the ever-present topic of child poverty was covered by the Joseph Rowntree Foundation's annual publication of Monitoring Poverty and Social Exclusion.

Within the College, since the summer all students now have access to the CCInform service, which provides access to detailed information for professionals who work with children and young people; take a look at this previous post for an overview of the service and a link to a user guide.

Finally, it seems an odd thing to mention in a review of 2008, but the most regularly viewed post on the blog all year has been one about something that occurred 30 years ago. So in case you missed it the first time, click here to read about how you can access the full text of the 1978 Warnock Report, a study on special educational needs which proved to be something of a landmark.

That should keep you all going for the holiday break - for child-related festive fun, try taking a look at the Peanuts site, which gives you free access to the archives of this legendary comic strip. Merry Christmas to all our readers!

I was out breaking the ice on our pond (winter has arrived!) so that the turtles hibernating in the bottom will have oxygen. While breaking the ice I was thinking about the discussion that happens every year at this time about saying "Merry Christmas" or "Happy Holidays." It all boils down to validation. Human beings want to validated in their beliefs and cultural surroundings. I sometimes think that I should just say, "Merry Everybody and Everything." Actually, I think that is a good idea. As teachers we accept (or should accept) any child that crosses the threshold into our classroom. However, sometimes we adults forget to do that to each other. We are so busy trying to prove we are right, we think the only way to do so is to prove everyone else is wrong. I often think of Dr. Seuss's book, "The Sneetches," when it says..."that day they decided that Sneetches are Sneetches and no kind of Sneetch is the best on the beaches." Validation is the oxygen we need and I want to spend my time breaking the ice.

Two documents released last week by the DCSF:

• It is 12 months since the publication of the Children's Plan (see this previous post for details); now the DCSF has released a progress report which details what has been done so far across a range of areas

• The Play Strategy describes how the DCSF intends to create and develop play facilities for children across the country
  

Readers with an interest in early years provision in other countries should be interested in a new report from UNICEF. Published yesterday, The Child Care Transition examines early childhood education and care in 25 economically advanced countries by utilising a league table system, measuring each country against a set of benchmarks which are considered important elements of good practice in childcare.

The UK appears in the middle of the table, and is credited with having achieved 5 of the 10 benchmarks which were applied to each country. However, the DCSF has disputed the results of the study, claiming that there are several inaccuracies in the report. Sweden came top of UNICEF's league, having achieved each of the 10 benchmarks on which countries were assessed.

This week has seen the 10th anniversary of the Joseph Rowntree Foundation's annual Monitoring Poverty and Social Exclusion report. The 2008 edition is slightly different from previous versions, in that it analyses trends in this area for the whole of the last decade. The conclusions are mixed: good progress is reported in increasing the number of homes which meet government standards, and there has been a steep reduction in the number of low income homes without a bank account. However, other issues such as the number of pensioners claiming their full benefit entitlement, or addressing the number of under-16 pregnancies, have shown little or no progress, or the situation has even worsened.

You can read the full text of Monitoring Poverty and Social Exclusion 2008 online. A supporting website, with figures, further analysis and links to other relevant sites can be accessed by clicking here.

Many of our readers may be interested to learn that this week is Wider Workforce Week on Teachers TV. All week the service (Freeview Channel 88) will be dedicating a large proportion of its schedule to programmes which focus on the roles of staff such as Teaching Assistants, HLTAs, lunchtime supervisors and others. If you miss any of these programmes, they are free to watch at any time from the Teachers TV website.

Since January of this year, Sir Jim Rose has been carrying out an independent review of primary education in the UK, on the instructions of the DCSF. The importance of this review can be easily gauged by the amount of press attention that the publication of today's interim report has generated.

Among the proposals put forward are suggestions that teaching children about emotional well-being and social skills should be a compulsory part of the curriculum. Other proposals include offering summer-born children the chance to start school earlier, and exploring ways to make the primary curriculum more "joined up" with nursery and secondary education. The full text of the interim report is online now, while the final report is due to appear next spring, so that the government can implement the recommendations it accepts from 2011.

The issue of faith schools is in the news again, following the release of a new report from the Runnymede Trust. This new research is likely to add further fuel to an already controversial topic; among its claims are the suggestions that popular faith schools are becoming a way of preserving privilege, and that they could help to improve social cohesion by stopping the selection of pupils according to religion.

The full report, entitled Right to Divide? Faith Schools and Community Cohesion, is available online now. A summary version is also available, while if you have a particular interest in this topic then you may also want to take a look at a 2006 report from the Centre for the Economics of Education entitled Faith Primary Schools: Better Schools or Better Pupils?

I am in the middle of interviewing students from my Introduction to Teaching courses at the university. I am so excited about the number of students who are forging ahead with the teaching programs. We know all of the negatives about teaching, such as lower salaries, behavior problems with students and lack of support from home. However, I think the biggest negative of all is poor teaching, whether it is the cynical-nothing works teacher or the instructor who lacks teaching skills. Both of those groups give all teachers and education a bad name. I have tried to relay to my students that it does not have to be that way. You can be a successful, organized and efficient teacher without being mean or constantly in survival mode. I believe it takes just as much effort to be a lousy teacher as it does to be a good teacher. I'm hoping this new crop of teachers will be the latter. We so desperately need more GOOD teachers. It makes me want to go back and teach kindergarten again...which I will do at least one more time before I die...at least I hope. :-)

El presente material es una guía para trabajar los diferentes tipos de Disglosias. Provee de:

• Repaso de conceptos básicos
• Terapia miofuncional
• Tratamiento fonoaudiológico (logopedico) para los diferentes tipos de disglosias labiales, mandibulares, linguales y palatinas.

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Something for our Family Support Workers today; a few months ago the Family & Parenting Institute published Homes Fit for Families: An Evidence Review. This paper explores the literature which is available on how children and families can be affected by their housing and neighbourhood, and suggests solutions to ensure that family housing is fit for purpose.

Details of more useful items which have been published in the last week:

• The latest report from Every Child A Reader suggests that the programme to help struggling children has had "spectaular" results; on average, pupils boosted their reading age by two years in just four of five months. For a closer look at the evidence, click here.

• A joint report from the Smith Institute and The Centre for Social Justice thinktanks has called for the state to take on a larger role in helping to bring up the most disadvantaged children in society. The pamphlet, entitled Getting in Early: Primary Schools and Early
  Intervention, argues that such children need to receive support with communication skills, as well as lessons in empathy and self-control.

• A number of students have been asking for statistical information lately; the just-published Education and Training Statistics for the United Kingdom: 2008 gives an incredibly detailed overview of all levels of education in Britain.
  

Material didáctico "TAR en imagenes" (TAR modificado) fue elaborado durante las prácticas 2007 para hacer mas fácil la evaluación articulatoria de:

• Fonemas
• Dífonos vocálicos
  
• Dífonos consonanticos
• Polisilabos
  
• (No contempla imagenes para las frases y oraciones)

There is always plenty of new research and reports being published in the Childhood and Early Years sectors, but lately there seems to have been a particularly large amount of new information being made available, so the posts for today and tomorrow will be a jumble of 'bits and bobs' to fit them all in. Today's blog entry will cover several reports from the DCSF which have just been released.

• Primary Social and Emotional Aspects of Learning (SEAL): Evaluation of Small Group Work is a report on the national SEAL programme, which was introduced in primary schools to improve children's behaviour and attendance. The study suggests that the programme has had little or no effect on pupil's behaviour.
• On behalf of the DSCF, the EPPE Project has delivered its final report on the primary phase of its Pre-school, School and Family Influences on Children’s Development during Key Stage 2 (Age 7-11) project.
• Anyone with an interest in teaching should find Beginner Teachers’ Experiences of Initial Teacher Preparation, Induction and Early Professional Development: A Review of Literature very useful as a source of further reading
• The role of men in childcare is an area which seems to have attracted interest in the last couple of years, so A Review of How Fathers Can be Better Recognised and Supported Through DCSF Policy should interest those of you with an interest in this topic. This previous post also contains suggestions for further reading.
• Finally, The Impact of Parental Involvement on Children’s Education is a short review of practice in this area.
  

Here's a round up of several items of interest from recent weeks, which fall into two broad areas: children's services and bullying.

Last week saw the Children's and Young Persons Act 2008 pass into law. The act contains provisions in relation to well-being of children and young people, private fostering and much more. Like most legislation, the Act itself is very detailed and pretty hard to follow, so this set of explanatory notes may be of use to may readers.

On a similar theme, The Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO) has recently published three separate scoping studies on improving outcomes for children by examining effective practice in integrating various early years services. You can find links to each of the studies by clicking here.

Those of you with an interest in bullying have two new documents to look through. The National Healthy Schools Programme has just released a booklet entitled Anti-Bullying Guidance for Schools, while the Beatbullying charity have published a report entitled Interfaith Report. This contains research which investigates the extent of bullying among children belonging to different religious groups.

I was excited to help in my granddaughter's first grade class recently. She has a great teacher, but I still thought about telling her to go home and let me take over. I do miss the daily interaction with young children. I really wished I lived closer because one particular boy instantly bonded to me. When I found out he was a struggling reader, I really wanted to be there every day to help.
My granddaughter, along with her sister and brother came to stay for the weekend. I was cooking an early Thanksgiving for my family and the kids stayed at my house to 'help.' After two days of cooking we sat down last Sunday to the feast. My granddaughter wasn't impressed by all the fancy dishes, but she was happy because at least, there were mashed potatoes. Like playing with the gift box at Christmas, sometimes the simpler things are better.

Several students I know are doing research into children's play at the moment, so hopefully all of them (and many other readers) will find today's post useful.

Last week Play England published Play for a Change - Play, Policy and Practice: A Review of Contemporary Perspectives. The organisation presents this new report as "a comprehensive review of the evidence underpinning current thinking on play", by analysing research and literature published in this area since 2001. The references list contained in the appendix is a whopping 39 pages long, so is an excellent source of further reading if you have an interest in this topic; once you've read the report itself of course...

If you follow this link you'll be taken to a page where you can download the individual chapters and appenix one at a time. Even the summary version is 63 pages long, but can be accessed by clicking here. Or if, like me, you find your attention span decreasing with age, try looking at the 4 page research briefing with gives a short overview of the project and its findings.

Remember that details of other play-related reports, and links to the research, can be accessed by clicking the 'Play' link in the 'Hot Topics' menu on the right hand side of this screen. You may also want to look through the back issues of Children's Play Update, a monthly magazine which is freely available from the National Children's Bureau's Play Information Service; to do so, click here.

Artículo que habla sobre la disfagia neurogénica orofaríngea y la importancia de la temperatura fría y ácida dentro de la rehabilitación (en portugués)

Actividades para trabajar diversas áreas haz clic en el enlace y los derivará a la pagina para su descarga:

• Actividades para trabajar Dislalia (parecido al archivo que subi anteriormente)
• Actividades y juegos para la estimulación del lenguaje oral
• Contar silabas 1
• Contar silabas 2
• Ejercicios de discriminacion auditiva
• Ejercicios de praxias
• Ejercicios de relajación
• Ejercicios de respiración
• Ejercicios para trabajar la memoria
• Fichas de lectoescritura
• Fichas de lenguaje y lectura comprensiva
• Graficos de la reeducación respiratoria
• Sopa de letras

The latest edition of UNESCO's annual global monitoring report for education makes for depressing reading. In previous years the organisation had set a target to have all primary age children in education by 2015, yet the failure of rich countries to meet their aid pledges means that there could be 29 million children out of school by 2015.

Other claims made in the Education for All report (subtitled Overcoming Inequality: Why Governance Matters) focus on the direct links between a nation's wealth and the number of its children that attend school, the lack of educational provision for girls in some countries, and the disparities between access to education for children in some rural areas compared to their urban counterparts.

The full text of Education for All - Overcoming Inequality: Why Governance Matters is now online. A summary version is also available, or readers may prefer to view a Powerpoint presentation which contains most of the report's conclusions. Finally, for access to a list of supporting documentation and links to Education for All reports from previous years, click here.

Last year the Forced Marriage (Civil Protection) Act 2007 was voted through by parliament, and from today this legislation is to be implemented in England, Wales and Northern Ireland. This is the first set of laws which have been designed specifically to deal with the issue of forced marriage; among the various clauses are prison sentences of up to two years for individuals trying to force someone into marriage, and the power for victims, friends of victims or the police to apply for a Forced Marriage Protection Order. You can read more about the new legislation in this BBC article.

If you have an interest in this area, it's probably worth taking a look at the website of the Forced Marriage Unit, which is a joint initiative from the Foreign Office and the Home Office. Those who are completely new to the subject should probably begin with a visit to the NHS Forced Marriage Awareness service. Or for a detailed overview of this sensitive topic, the CCInform site has a lengthy article written by Amy Weir (a social worker with 30 years of experience) containing links to relevant reports and case law; for details of how to access CCInform, click here.

When the Children's Plan was published by the DCSF in December last year, one of the announcements that it contained was for an independent review of Child and Adolescent Mental Health Services (CAMHS) in the UK. Following the publication of an interim report - Improving the Mental Health and Psychological Wellbeing of Young People - earlier this year, the final report entitled Children and Young People in Mind can now be found online. This contains 20 recommendations for how government can improve quality and consistency of services in this area. A version of the report for children and young people is also available.

• LA PRIMERA GENERACIÓN DE FONOAUDIOLOGAS DE LA SEDE SAN FELIPE.
• A NUESTROS COMPAÑEROS SEDE VALPARAÍSO
• A JORGE Y KAROLAM ;)
• A NUESTROS COMPAÑEROS QUE ESTÁN FINALIZANDO SUS PRÁCTICAS PROFESIONALES, ANIMO Y MUCHA SUERTE EN LA NUEVA ETAPA QUE COMIENZAN EL AÑO QUE SE APROXIMA
  
• A NUESTROS PROFESORES QUE SE ESMERARON EN ENTREGARNOS LO MEJOR DE ELLOS EN ESTOS AÑOS PARA SER QUIENES SOMOS...
• Y A NUESTRAS QUERIDAS COMPAÑERAS... QUEDA MUY POCO PARA SER FONOAUDIÓLOG@S...SÓLO NOS QUEDA TENER FE Y CONFIANZA EN NUESTRAS CAPACIDADES, CARIÑOS Y UN ABRAZO...

If you think the blog looks different, you'd be right! Unfortunately we had some technical problems with the previous template which was used to design the page, so have been forced to give the blog a new look. Hopefully readers will still find that the information here is clearly laid out and easy to read - rest assured that all of the features from the old look are still present and operating as before, and all previous posts are still available to browse.

The DCSF has just released detailed statistics on pupil attainment for the last academic year, which are broken down by various pupil characteristics, including gender, ethnicity, SEN and others. For the first time, Foundation Stage results have been included too. To view the statistics, click here.

DETERIORO COGNITIVO

Para encontrar información de caracteristicas del Deterioro cognitivo en sus distintos grados, revisen: www.hipocampo.org.

It's a slow news day, so I'd just like to take another opportunity to remind students about CCInform which is now located behind the 'Non-Athens Resources' link on Blackboard, and no longer requires you to remember any login details.

CCInform is a service from the people behind Community Care magazine and contains detailed information on a range of social issues; this information is targeted at professionals who work with children, young people and families. Much of the content you will find on CCInform has been created especially for the site, while it also contains links to relevant legislation and supporting materials, and articles from Community Care itself.

What really impresses me about the site is how well the information has been organised - you don't need to be a searching genius to find the material that you need. The service also promises that a lot more additional content will be added in the coming months. To look at a guide which I've put together to help you use the site, click here and then click on 'Download'. I strongly recommend that all students in the School of Childhood and Education take a look at CCInform, as it really does contain plenty of relevant information for almost all of our courses.

Based on recent comments, know that nothing brings out the passion in people like politics (and religion). It would be nice if everyone would take all of their passion for such topics and aim it toward improving things that will really improve the life of citizens. As I mentioned a couple of weeks ago, I am hopeful that the new administration will hold to their commitment to early childhood. I worry because there are some serious situations right now, like the economic situation and the war in Iraq, that will take a lot of time. My hope, however, as I stated last time, is that our local governing bodies can work together to make sure our children are taken care of and nourished. Research says that $1 spent on quality early childhood programs would eventually save the taxpayers $14. We just must make the initial investment.

Today sees the publication of Ofsted's annual report, which gives an overall picture of the state of education in England. The latest report differs slightly from previous years as Ofsted now has a wider remit to inspect all children's services and adult learning as well as schools. Among the core themes in this year's report are 'improving life chances' and 'safeguarding children'.

Links to the full report and a summary version are currently available from the Ofsted homepage.

Following on from yesterday's post, here are some details of another recent survey. Britain and Beyond is the name of a new report from the charity Youthnet; the research for the report was carried out from May-July 2008, when 850 young people aged 16-24 were asked about their attitudes to issues such as diversity in the UK, immigration, multiculturalism and racism. You can read the report by clicking here.

Para descargar:

• Las instrucciones y descripción de material Clic Aquí
• Minimental State Examination
  

A poll commissioned by the charity Barnardos has uncovered some rather negative statistics; according to the research which they have commissioned, more than half of the population believe that UK children are "feral" and behave like animals.

The figures drawn come from a new report entitled Breaking the Cycle, which is part of Barnardos' ongoing Believe in Children campaign which aims to offer support to all children to enable them to grow into healthy, happy adults. Readers interested in today's post may also want to take a look at Are we Negative About our Children?, a BBC article which offers some analysis of the generation gap in the UK.

Cuaderno de repaso para enfermos de Alzheimer en etapa moderada, permite trabajar:

• Memoria
• Gnosias
• Calculo
• Lenguaje

We are in such a shaky economic time right now that I worry about the effects it will have on educational funding. Almost 50% of funding for education comes from state money (the rest comes from local taxes and a small amount from the federal government). I knew funding was always a critical issue when our state legislature meets each year, but I didn't realize how much of the pie they must provide. With our current financial crisis I worry what will happen during this year's legislative sessions. Unfortunately, in years past, some of our lawmakers have spent an incredible amount of time debating moral message laws or other non-essential topics (example: Should we really have seat belt laws? What if we have too many children to fit in a car? etc.). Meanwhile, we have children without health care, single mothers without child care assistance and the lowest per-pupil expenditure in the nation. It is my hope in this coming financially-tight year, our lawmakers can concentrate on the humane and important issues. I'm worried because recently a lawmaker expressed concern that we are adding a new area code to Utah. Everyone will now need to dial all 10 digits of make a call. He wants to introduce a bill so that people won't be inconvenienced by needing to dial 10 digits. Please...

Need some reading for the weekend? Once again the latest issue of the OnTheWeb newsletter (see this previous post for details of this excellent service) has come up trumps, so without further ado, here are some of the highlights from the latest issue...

• Aspirations: The Views of Foster Children and their Carers is a detailed examination of the fostering experience from the viewpoints of all people who are involved are in the process
• Practitioners’ Perspectives on Child Poverty is a new piece of research from the DCSF
• Students from all courses should be interested in the latest annual National Survey of Parents and Children, which has a strong emphasis on family life
• For a survey of how teacher's regard pupil behaviour, click here
• Promoting Take-Up of Formal Childcare Among Low-Income Families is a new report from the DCSF
• The Housing and Neighbourhood Impact of Britain’s Changing Ethnic Mix is a brief round-up of evidence from the Joseph Rowntree Foundation
• Enquiring Minds: Schools, Knowledge & Educational Change is the latest report in a series exploring notions of student-centred learning
• Social Exclusion and gang culture are two of the themes explored in Young People and Territoriality in British Cities
• Gathering Evidence of the Sexual Exploitation of Children and Young People: a Scoping Exercise has been produced by the University of Bedfordshire
• Health-led Parenting Interventions in Pregnancy and Early Years aims to contribute to the development of the Child Health Promotion Programme
• Use of Alcohol among Children and Young People is a very detailed look at an issue that has received much media coverage in recent years
• Learning mentors may be interested in a new report from Ofsted: Good Practice in Re-engaging Disaffected and Reluctant Students in Secondary Schools
• Ofsted are also responsible for Learning Outside the Classroom: How Far should you Go?
• Finally, the Trust for the Study of Adolesence (TSA) has issued a new report entitled The Needs and Experiences of Parents of Young People who have Mental Health Difficulties