This message was contributed by Manuela Sanches-Ferreira, from Escola Superior de Educação, Instituto Politécnico do Porto. When Manuel is upset, he throws a tantrum, cries and tosses objects, he may even hit his class mates. He is impatient, and
This blog post was contributed by Manuela Pessanha (ESE-Instituto Politécnico do Porto) “Children are a people and they live in a foreign land”] (Beppe Wolgers, 1956) During the first years of life, children are fully dependent on adults that take
By Ruth Heuvelman (CED-group) and Pauline Slot (Utrecht University) Recently, an increasing number of childcare organizations have been taken over by large investors. This evokes reactions from both proponents and opponents. Proponents indicate that this leads to investment in quality,
“We still don’t know what the child has…”, told me a teacher about the difficulties she was experiencing with a child who demonstrated behavioural problems. That sentence kept me wondering. Gathering information about what the child “has”, i.e., trying to know “his/her” diagnosis, underlies a genuine concern. But are those difficulties due primarily to something he/she “has”? To what extent knowing the diagnosis is essential to plan interventions at home, daycare or kindergarten?