Toybox Project

Shirley Gillespie 25.3.14

Investing in your future!

“This document is prepared under the project“Exchange and cooperation for better welfare of children”, No.:BG051PO001-7.0.07-0086-C0001, implemented with the financial support of the Human Resources DevelopmentOperational Programme co-financed by the European Social Fund of the European Union

Vision Of Early Years

To promote and develop high quality, evidence-informed early

childhood services for young children, their families and communities.

Children are:

•Strong, competent and visible in their communities

•Physically and emotionally healthy

•Eager and able to learn

•Respectful of difference

Values of Early Years

We believe in:

•Childhood - in its own right

•Listening to children – and those who care for them

•A strong voice for children

•Play, fun and creativity

•Parents as first educators

•Participation of children and families

•Community involvement and development

•Partnership

•Inclusion and diversity

•Excellence and evidence-based innovation

•Effective stewardship and governance

•A professional, committed and recognised workforce

•Valuing staff, members and their commitment

Traveller History

Travellers are a distinct ethnic group within Irish Society (recognised through Northern Ireland Equality Act 75). Their lifestyle and culture, based on a nomadic tradition, sets them apart from the settled community. They are widely acknowledged as one of the most marginalised and disadvantaged groups in Irish society, facing social exclusion , wide spread disadvantage and discrimination.

2008- Cawt- Published a report which highlighted•Traveller men North and south die 10 years younger than the general population•Traveller women die 12 years younger

2008- NIHE- published traveller accommodation assessment revealed•82% were living at their current accommodation for 1 year•64% were a victim of crime and felt the reason was their ethnic origin

2010- All Ireland Health Study•63% of traveller children under the age of 15 years had left school compared to 13.3% nationally•35% NI and 28% ROI parents had difficulty in reading and filling out forms

Facts and Figures

What is Toy Box?• Toybox in partnership with children and their parents, is a right-based

service which aims to significantly reduce social and educational inequalities experienced by traveller children aged 0-4 years.

• It was established by Early Years the organisation for young children in 2003 in recognition of the inequalities which exist between travellers and the rest of the population in Northern Ireland.

• The project is co-ordinated by Early years and funded by the department of education and is delivered by ten project workers across Northern Ireland

Areas coveredArmagh/S ArmaghBallymena/MagherafeltBelfastCoalisland/DungannonDerryOmagh/StrabaneCraigavonFermanagh

The role of Toybox

Play involves parent/s and child

Weekly outreach service

Delivers play through HighScope

Children age 0 - 4 Signpost families to

agencies

Play-The Highscope Approach

• Staff use natural resources.• Every child is unique.• Adult’s role is to “scaffold” on the interests of the child.• Parents actively involved in all play.

Transition

• Process encompasses entire year.

• Listening to the voice of the parent

• and child.

• Empowering the parents to

• support their children.• Providing a link between the family

• and the setting.• Sharing culturally appropriate• information and materials with

• settings.• In September 2013, 108 children were supported

• with transition.

Toybox Logical framework model

Toybox Logical Framework Model

INPUTS PROCESSES OUTPUT OUTCOME IMPACT All Government policies promote the optimum development of children and families

Traveller parents have competence and confidence to support their children become healthy and eager and able learners

Young Traveller children have appropriate home interactions and environments which support their eagerness and ability to learn

Young Traveller children have warm caring relationships with significant adults

Young Traveller children are confident and independent

Early Years staff and teachers have competence and confidence to support Traveller children become healthy and eager and able learners

Young Traveller children have appropriate learning interactions and environments which support their eagerness and ability to learn

Young Traveller children can solve problems and resolve conflict

Young Traveller children are socially and emotional strong and competent

Young Traveller children are healthy, eager and able to learn and are able to make successful transitions

Young Traveller children can use a wide range of vocabulary

Young Traveller children are confident and competent communicators

Young Traveller children have well developed physical movement

Young Traveller children are physically healthy

Young Traveller children have an appropriate diet and nutrition

Young Traveller children show appropriate levels of engagement and involvement

Young Traveller children are engaged and involved in meaningful playful activities

Young Traveller children have a strong sense of identity and culture and are respectful of those from different cultures

Young Traveller children are aware of and display positive attitudes towards their own and other cultures and traditions

All early childhood services, schools and communities are inclusive and respect Traveller culture

2013 Achievements

Creation of “Tales of the Road” storybook

Tales of the Road was disseminated to:-

•Families

•Schools

•Settings

•Libraries

•Other agencies

•Throughout Europe

• 1069 children and 528 families have engaged in the project from the period August 2003 – September 2013

Launch of Traveller Child in Education Action framework on 13th November 2013

In December 2012 -102 families fed into the Consultation process.

DVD - My Child 2

The educational journey of 6 of the children in the “My Child” DVD which was launched in 2010 are being tracked in a new DVD and this will be launched in 2014.

Participative Evaluation Approach

• Aim of participative Evaluation is to engage key project stakeholders in reflecting and assessing the Toybox project. It is about tracking, measuring change and outcomes.

• Stakeholders include parents, children, practitioners, funders, other agencies working with the project etc.

Feedback from Stakeholders

SureStartThe uptake of children in the 2

Year programme is great, they are attending with confidence. It is

important Toybox and ourselves maintain contact as it eases

Transition for everyone.

ParentWe are very confident in you, we appreciate your help with the kids

learning with the toys and the support you give me with reading

letters and filling out forms.

Primary schoolParents are more confident at approaching staff and asking lots of questions about their

children’s development.

Toybox Project WorkerI realised how important the project

was to the children I did play sessions with when they ran to me

outside their home saying “You used to come to my home, you

used to be my teacher”

What has been happening throughout the geographical areas/Partnership with Parents

Belfast

Belfast Newry

Craigavon

Coalisland/Dungannon

Fathers programmesOmagh/Strabane

The Future

• Continuation of Toybox

• Raising the voice and image of the child

• Creation of the Toybox Service Design Model

Contact details

• shirleyg@early-years.org