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HANDBOOK   –  a  guide  for  FAIRstart  users   How  to  practice  the  FAIRstart  training  program  in  child  care   institutions.      

            This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Answers to  frequently  asked  questions  about  program  use   Who  can  use  this  program?   FAIRstart  is  designed  for  residential  care  units,  orphanages,  fugitive  camps  –  and  for  any  group  care  unit   responsible  for  children  and  youth  at  risk.  Such  as  health  nurse  parent  group  education,  kindergartens,   etc.     Is  it  expensive  or  difficult  to  use?  –  What  is  required?   The  FAIRstart  professional  training  and  development  program:   §

Is non-­‐profit,  online,  and  free  for  any  users  

§

Only requires  internet  access,  a  projector  and  a  loudspeaker  

§

Does not  increase  demands  for  money  or  manpower  –  it  was  designed  for  users  who  can’t   expect  extra  resources  

§

You can  use  one  of  the  13  program  sessions  at  two  hour  staff  meetings  every  three  weeks  or   when  you  have  time.  The  training  is  completed  in  about  one  year  

§

All employees  practice  what  they  learned  between  sessions  

What  are  the  benefits  of  using  FAIRstart?   §

You will  have  access  to  professional  caregiver  training,  based  on  the  latest  results  from  the   best  international  research  in  child  care  

§

The program  has  been  tested  in  ten  countries  by  groups  of  care  professionals  like  you.  They   say:    

§

It is  practical,  instructive  and  creates  professional  knowledge  and  pride  in  the  institution  

§

It invites  participants  to  create  their  own  designs  for  care  through  engaging  dialogues.  This   makes  participants  more  active,  creative  and  engaged  in  their  work  

§

It does  not  tell  people  what  to  do  in  an  academic  way  –  it  encourages  open  dialogue  and   local  competence  development  –  the  participants  design  their  own  practice!  

§

Both staffs  with  and  without  prior  education  in  child  care  benefit  from  the  program  

§

It gives  all  employees  a  common  base  for  how  to  understand  and  practice  quality  care  

§

It improves  the  relations  between  staff  members  and  daily  leaders  

§

It improves  the  development  of  children  and  reduces  stress  in  both  staffs  and  children,   making  the  workplace  a  resource  of  strength  for  all.    

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CONTENTS

I. A  guide  for  using  FAIRstart  training .......................................................................4   II.   A  short  overview  of  the  training  sessions .............................................................. 13   III.  What  happens  when  you  try  to  change  child  care  practice?............................................ 16   Learning  approach  in  FAIRstart  Training ............................................................... 16   IV.   A  NEW  WAY  OF  LEARNING  AND  DEVELOPING  YOUR  PROFESSIONAL  SKILLS:     LEARNING  AT  THE  WORKPLACE ........................................................................ 17   V.  MORE  ABOUT  THE  WORK  OF  THE  LEADER  AND  THE  INSTRUCTOR ..................................... 19   VI.  Why  develop  this  program? .............................................................................. 21  

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I.

A guide  for  using  FAIRstart  training  

This Handbook  is  written  to  guide  leaders  and  program  trainers/  instructors  in  using  the  free  online,  one   year  training  and  development  program  for  staffs  in  child  care  institutions.  We  recommend  that  you  print   two  copies  of  this  Handbook,  one  for  the  leader  and  one  for  the  instructor.    The  text  describes  how  the  leader  can  manage  the  program  and  how  an  appointed  instructor  can  carry   out  the  training  sessions  and  follow  up  on  the  work  between  sessions.     In  the  text  you  can  also  read  and  learn  about  what  should  be  expected  when  learning  takes  place  at  the   workplace  and  what  happens  when  you  try  to  change  child  care  practice.   Finally,  you  can  read  about  the  background  for  the  development  of  the  training  program.       IMPORTANT  ROLES  IN  CONDUCTING  THE  TRAINING  PROGRAM   The  Leader:  The  person  who  is  in  charge  of  the  staff’s  practical  daily  care  work  in  the  institution.  The   leader  (and  that  leader’s  leaders,  or  local  government  or  board)  is  responsible  for  deciding  to  use  the   program.  The  leader  should  make  practical  preparations  and  a  work  plan  for  the  staff  training  sessions,   support  the  instructor  and  participate  in  as  many  training  sessions  as  possible  -­‐  especially  in  the  sessions   concerning  work  plans  and  evaluations.  In  large  institutions  several  leaders  can  cooperate  to  train  their   staff  groups.   The  Instructor(s):  The  leader  will  appoint  one  or  more  Instructors.  Instructors  are  responsible  for  knowing   the  training  sessions  in  advance,  conducting  the  training  sessions  and  supporting  staff  in  understanding   and  discussing  the  contents.  To  follow  up,  encourage  and  support  staff  in  using  what  they  learned   between  the  training  sessions.   Who  can  become  an  instructor?  The  instructor  is  appointed  by  the  leader  and  there  are  several  options:   -

The leader  can  also  himself/herself  take  the  role  of  instructor,  if  the  institution  is  very  small.  

-

A trusted  and  respected  staff  member  can  agree  with  the  leader  to  be  an  instructor.    

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An external  professional  –  a  teacher,  a  psychologist,  an  NGO  -­‐  or  other  -­‐  person  can  be  instructor.   Anyone  with  experience  in  learning  and  in  teaching  professionals.  

The instructor  and  the  leader  must  work  closely  together  during  the  entire  program.   The  staff  group(s):  Employees  who  perform  the  daily  care  for  the  children.  It  is  important  that  the   program  is  explained  and  motivated  for  them  by  Leader  and  Instructor.  Their  engagement  should  be   appreciated,  and  they  should  be  encouraged  to  enter  in  active  dialogues  about  the  program  elements  and   how  to  implement  the  elements  in  the  daily  work.    Now  you  know  the  general  roles  necessary  for  using  the  program  –  let  us  have  a  look  at  the  materials  at   the  website!         4  


MATERIALS AT  THE  WEBSITE  institutions.fairstartedu.us       When  you  open  this  link  for  the  first  time,  institutions.fairstartedu.us  ,  you  will  see  the  following   elements    

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1.

THE SCORECARDS  FOR  LEADER  AND  INSTRUCTOR  

You  can  click  and  print  two  “scorecards”:  The  LEADER’S  SCORECARD  and  THE  INSTRUCTOR’S   SCORECARD.     Using  the  Leader’s  scorecard  will  give  the  leader  a  clear  picture  of  how  well  staff  and  leader  cooperate.   This  is  important  because  helpful  and  joyful  professional  relations  with  children  only  come  from  helpful   and  joyful  relations  between  staff  members  and  their  leaders.     The  Instructor’s  scorecard  will  give  the  instructor  a  clear  picture  of  the  staff’s  daily  child  care  practices.   The  training  can  inspire  how  to  improve  and  further  develop  these  care  practices.   When  both  leader  and  instructor  have  scored  their  cards,  they  can  discuss  and  plan  how  using  the   program  can  support  cooperation  between  staffs  and  leader,  and  how  to  improve  the  quality  of  care   practices.  They  can  set  up  major  goals  for  development.           6  


2.

THE THIRTEEN  TRAINING  SESSIONS  

When  you  mouse  over  Sessions”  in  the  menu  line,  you  can  see  the  13  training  sessions.     Each  session  has  the  same  structure:  It  starts  with  a  learning  part  demonstrating  theory  and  good   practices  and  questions  for  group  discussions.  The  last  part  of  each  session  gives  suggestions  for  how   staffs,  instructor  and  leader  can  work  with  this  until  next  session.  They  will  actively  plan  how  they   want  to  practice  what  they  learned.   Together  the  sessions  comprise  the  necessary  knowledge  for  practicing  quality  child  care.  Child  care   practice,  carried  out  in  accordance  with  this  model  will  ensure  children’s  fundamental  needs,  a   healthy  attachment  to  caregivers  and  promote  a  mentally  and  physically  healthy  development.    

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3.

THE EXTRA  RESOURCE  SESSIONS  

In the  menu  line,  you  will  also  see  some  “resource  sessions”  which  are  supplementary  to  the  program.     They  can  be  used  if  you  find  it  relevant.     The  topics  are:     §

Working with  Children’s  rights;    

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Mental and  physical  disabilities;    

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Sexual behavior  and  contraception;    

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and -­‐  only  in  the  Romanian  language  –  a  guide  for  First  Aid  is  available.  

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4.

GAMES

This  part  contains  the  FAIRship  Game  which  is  designed  for  the  purpose  of  letting  the  players  experience   and  learn  –  in  a  different  way  –  about  the  basic  principles  behind  the  Secure  Base  approach..  Furthermore   you  will  find  a  list  of  suggestions  for  different  other  games.  Using  the  games  is  optional.     These  are  all  the  materials  you  need  for  training  your  institution.  Let  us  look  at  how  to  conduct  a  session.     HOW  TO  USE  THE  PROGRAM  –  SHORT  TRAINING  SESSIONS  FOR  STAFFS    

The program  has  been  designed  to  be  as  easy  to  use  as  possible.  This  m eans  that  training  will   be  an  activity,  which  is  part  of  your  daily  work.  You  don’t  have  to  go  away  for  training  or  to  stop   working  in  order  to  use  the  program.  The  idea  is  that  you  organize  13  two-­‐hour  training   sessions  for  staff,  for  example  at  prolonged  staff  meetings  or  wherever  it  is  convenient  -­‐   9  


maybe once  a  week,  maybe  once  a  month  depending  on  your  possibilities.  Between  sessions   you  work  with  the  recommendations  for  practice  development.     The  program  progress  is  flexible.  At  any  time,  you  can  repeat  sessions  if  needed,  or  decide  how   fast  you  will  go  through  the  program   depending  on  local  circumstances.  From  the  theory  and   practices  learned,  you  can  design  your  own  local  model.  

STARTING  A  PROTOCOL  OR  DIARY  FOR  MANAGING  SESSIONS   It  is  a  recommended  that  leader  and  instructor  keep  a  protocol  or  “diary”  during  the  education,  describing   what  leader  and  instructor  have  agreed  to  manage  in  each  session,  how  staff  responded  and  what  they   learned  in  a  session,  how  the  practical  work  between  sessions  succeeded  or  not,  and  any  practical   problems  that  need  to  be  resolved.  This  diary  should  be  open  to  staff  also.     FOR  INSTRUCTORS:  HOW  TO  CONDUCT  A  TRAINING  SESSION   Before  you  start:   1.

Make sure  you  have  a  reliable  online  connection,  a  projector  connected  to  it,  and  a  loudspeaker   connected  for  the  video  sound  in  the  sessions.  Test  this  half  an  hour  before  the  session  to  make   sure  it  works.  

2.

You must  have  a  room  for  three  hours  with  chairs  for  staff,  and  see  that  you  are  not  disturbed   during  training  sessions.  Participants  can  sit  in  small  groups  at  tables  or  like  in  a  classroom.  All   participants  must  be  able  to  see  the  projector  picture  on  the  wall.  

3.

Turn on  the  projector  and  click  session  one.  

When you  open  a  session,  all  sessions  have  almost  the  same  structure:   A  headline  introduces  today’s  subject.   The  competences  that  participants  can  learn  through  discussion  and  practice  between  sessions.   A  short  text  explains  the  theme  of  the  session.   Aims  of  the  session  are  summed  up  –  why  is  this  necessary  or  important  to  work  with?   The  instructor  explains  this  and  asks  for  questions  if  necessary.  Then,  click  the  next  number  at  the   bottom  of  the  page.     The  session  pages  in  texts  and  videos  will  explain  the  theme  and  demonstrate  practices.  There  are   very  often  planned  discussions,  and  the  instructor  should  make  room  for  this.  Show  the  videos  and   ask  for  comments.   Always  be  ready  to  go  back  until  you  are  sure  that  everybody  understands  the  contents.   At  the  end  of  each  session,  there  are  suggestions  for  what  everybody  can  do  until  next  session,  who   will  be  responsible  for  what,  and  what  each  staff  member  will  do.  The  instructor  should  be  very   encouraging  and  listen  to  suggestions  for  how  work  can  be  done  –  the  program  only  gives   suggestions,  but  the  plans  made  by  staff,  leader  and  instructor  are  much  more  important  –  ask  for   good  ideas  and  help  with  the  planning,  until  everybody  knows  what  they  will  do  until  next  time.     10  


PRACTICE LEARNING  BETWEEN  SESSIONS   Between  sessions,  the  instructor  and  the  leader  should  support  the  practicing  of  the  plans  made  at   the  end  of  the  session.  Ask  the  staff,  help  them  do  what  they  planned  and  discuss  any  problem   encountered.   Encourage  the  use  of  short  video  or  mobile  phone  recordings  of  new  practices,  and  store  all  of  them   on  the  instructor’s/  institution’s  computer.  Make  sure  that  video  clips  are  only  for  training  use,  and   delete  the  video  from  private  phones  when  it  has  been  stored  in  the  institution’s  computer.     STARTING  THE  NEXT  SESSION   When  you  introduce  the  next  session,  a  window  will  pop  up:    

Please use  fifteen  minutes  to  discuss  how  the  cooperation  between  sessions  went.  Ask  for  any   questions  of  doubt  and  listen  to  arguments.  Show  an  attitude  of  understanding  and  accepting,  and   underscore  that  cooperation  about  something  new  takes  time.  If  video  clips  have  been  made   between  sessions,  see  them  together  and  discuss  developments  and  improvements.   11  


The sessions  start  with  small  practical  tasks  between  sessions,  and  gradually  introduce  theory  and  more   demanding  development  of  practices.     THESE  BASIC  INSTRUCTIONS  ARE  ALL  YOU  NEED  TO  KNOW  IN  ORDER  TO  CONDUCT  THE  PROGRAM!   This  was  about  how  you  go  through  the  whole  program.  Plan  sessions  ahead  and  plot  them  into  work   plans,  so  that  everybody  is  present  and  knows  when  the  next  session  will  take  place.     In  the  next  sections  of  the  Handbook,  you  will  have  some  more  detailed  information  about  how  to   succeed  with  the  training:   §

What happens  when  you  try  to  change  daily  care  habits  and  attitudes  –  how  do  you  cope   with  resistance  and  doubt?  

§

Learning at  the  workplace  –  what  does  it  mean  to  turn  your  workplace  into  a  place  of   training  and  development?  

§

More about  the  role  of  leader  and  instructor.  

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Why develop  this  program?  –  the  situation  of  children  at  risk  and  the  working  conditions  of   their  caregivers.  

§

How to  overcome  natural  resistance  to  change  and  support  motivation  and  involvement.  

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II.

A short  overview  of  the  training  sessions  

Here you  will  find  a  short  summary  of  the  contents  and  purpose  of  each  session.  This  will  give  you  an   overview  of  the  progress  in  the  training:  

Session 1:     This  session  is  an  introduction  to  the  training  program.     You  will  understand  how  leader,  instructor  and  staff  can  cooperate  when  your  institution  works   with  the  FAIRstart  program.  Two  by  two  you  will  make  interviews  to  understand  how   experiences  from  your  own  life  can  be  a  resource  in  your  professional  work  with  children.   Finally,  you  will  produce  the  first  small  work  plan  to  follow  between  sessions.  The  work  plan  is  a   tool  for  using  what  you  understood  in  sessions.  

Session 2:   In  this  training  session  you  will  be  introduced  to  the  basics  of  attachment  theory.  You  will  learn   about  Attachment  Behaviour,  Secure  Base  caregiver  Behaviour  and  Exploration  Behaviour.  This   will  help  you  to  cooperate  about  making  children  feel  secure.  Secure  children  are  happier  and   are  able  to  learn  more.  You  will  learn  how  to  plan  daily  group  and  individual  activities  to  provide   a  secure  base  in  your  daily  work.  This  will  make  your  work  less  stressful.  

Session 3:   In  this  training  session  you  will  learn  to  understand  the  importance  of  physical  contact  and   stimulation  for  early  brain  function  and  development.  You  will  find  new  ways  to  approach  and   practice  your  daily  routines  in  order  to  support  and  stimulate  brain  activity  in  normal  babies,   and  in  premature  and  fragile  babies.  

Session 4:   In  this  training  session  you  will  learn  how  to  practice  professional  caregiving.  You  will  find  new   ways  to  strengthen  your  social  and  emotional  relationship  with  the  child.  You  will  establish  new   ways  to  enforce  this  relationship  while  you  conduct  you  daily  tasks.    You  will  also  study  how   children  respond  to  care,  their  attachment  patterns,  and  how  you  can  respond  to  make  children   feel  secure.  

Session 5:   In  this  training  session  you  will  exercise  how  you  can  observe  and  recognize  child  behaviour  that   reflects  early  attachment  problems,  and  how  orphans  may  sometimes  develop  insecure  patterns   of  attachment.  You  will  learn  how  to  respond  professionally  to  children’s  insecure  attempts  to   contact  you:  the  avoidant,  ambivalent  and  disorganized  attachment  behaviors.  You  can  plan  in   the  group  how  to  respond  towards  insecure  attachment  behavior  in  the  child  group.  

Session 6:   13  


Here, you  are  going  to  develop  ways  of  helping  children  to  overcome  the  loss  of  parents,  and   other  experiences  representing  a  severe  loss  or  a  sudden  separation.    You  will  learn  to  practice   an  open  and  informative  dialogue  with  the  child  about  reactions  to  loss.  You  will  also  learn  how   to  create  activities  where  children  can  come  to  terms  with  their  life  circumstances,  which  will   make  them  stronger  and  more  resilient.    

Session 7:   Here,  you  learn  how  to  help  children  develop  a  positive  idea  about  who  they  are,  and  how  they   build  a  positive  self-­‐esteem.  The  session  will  provide  you  with  tools  that  will  help  the  child  to   cope  with  having  different  sources  of  origin.  Plans  for  activities  and  dialogues  with  children  are   suggested.  

Session 8:   In  this  training  session  you  will  evaluate  your  work  during  the  first  7  sessions  and  –  if  necessary  –   make  adjustments.  This  is  to  adjust  your  work  with  the  training  and  support  your  professional   development  process  in  your  institution.  

Session 9:   In  this  training  session  you  will  learn  how  to  understand  the  two  basic  needs  children  have:   personal  long  term  relations  to  a  few  stable  caregivers,  and  the  sense  of  belonging  to  a  group  of   peers  and  caregivers.   You  will  discuss  and  perhaps  reschedule  work  schedules,  in  order  to  find  the  best  balance   between  what  is  possible  for  staff  and  leader  and  children’s  need  for  a  few  stable  caregivers  in   the  daytime.   The  leader  and  people  responsible  for  making  work  schedules  participate  in  this  session.  

Session 10:   Research  says  that  the  most  important  thing  for  children  is  to  have  good  social  relations.  In  this   session  you  will  have  a  lot  of  practical  examples:  how  can  you  plan  and  perform  relations  work   with  children.  The  three  levels  of  practical  relations:  Individual  caregiver/  child  relations,  group   relations,  and  relations  in  the  whole  institution.  

Session 11:   In  this  session  you  will  explore  how  cognitive  learning  (school  disciplines:  mathematics,   language,  etc.)  is  based  on  pre-­‐school  social  skills  and  emotional  development.  These  early  skills   are:  Focus  and  concentration,  recognition,  memorizing,  sense  of  proportion,  positive  motivation   and  frustration  tolerance.  The  question  in  this  session  is:  how  do  we  make  a  social  framework   that  give  children  these  basic  psychological  skills,  for  going  to  school,  university  and  other   education?    

Session 12:   In  this  training  session  you  will  learn  to  work  with  supporting  the  phase  of  transition  when  the   child  becomes  a  teenager  and  starts  creating  its  own  identity.  How  to  balance  behavior  control   14  


and tolerance  for  independence  by  using  contracts.  You  are  also  going  to  work  with  how  to   prepare  the  young  person  for  leaving  the  institution.  

Session 13:   In  this  session  you  will  evaluate  your  participation  in  and  work  with  the  FAIRstart  program.  You   will  study  your  work  and  evaluate  together  how  it  has  improved  in  five  different  areas:     § Outcome  in  your  caregiver  practices   § Outcome  in  children’s  development  and  child/  caregiver  relations   § Outcome  in  staff  competences  regarding  theory  and  practices  in  childcare   § Outcome  in  leader/instructor/staff  relations  and  cooperative  competences   § Outcome  in  relations  with  the  local  environment  and  decision  makers    

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III. What  happens  when  you  try  to  change  child  care   practice?   Before  you  start  the  development  process  –  some  advice  on  natural  resistance  towards   change  and  development   Whenever  you  make  changes  in  your  organization  people  get  nervous,  feel  a  little   incompetent,  and  may  resist  your  suggestions.  As  the  leader  of  the  institution,  is  it   important  that  you  are  aware  of  this  typical  and  understandable  attitude.  Be  kind  and   insisting  towards  staff  in  your  promotion  of  the  program,  and  keep  highlighting  the   advantages  and  positive  outcomes  of  the  program.  Do  not  scold  or  criticize  if   people  have  their  own  thoughts  or  if  they  argue  against  change.  Listen  to  them,   appreciate  their  worries,  ask  for  their  suggestions  to  overcome  problems,  and   focus  on  any  positive  responses.  Describe  participation  in  development  of  child   care  practice  as  one  of  the  professional  tasks  in  the  job.   If  there  are  persons,  important  for  child  care,  i.e.  local  politicians  or  a  board  in  your   institution,  please  inform  them  about  the  program.  Have  their  consent  and  interest  if   possible.  It  is  an  important  part  of  the  program  that  institutions  work  to  break  any   local  isolation  from  the  community,  and  actively  promote  their  children  as  visible  and   equal  partners  in  community  life.    

(a) Learning approach  in  FAIRstart  Training     In  the  FAIRstart  training  staffs  will  learn  things  which  are  ‘normally’  learned  in  education  institutions.  This   theoretical  knowledge  is  important  when  you  observe  children’s  behaviour  and  when  you  and  your   colleagues  reflect  on  your  common  child  care  practise.   Therefore  the  FAIRstart  training  program  combines  the  theory  that  you  learn  with  your  practical  work:   because,  in  order  to  change  and  develop  your  practise  so  that  it  fits  with  the  theoretical  knowledge  of   children’s  healthy  development,  you  must  practice  what  you  learn,  exactly  where  you  are  working.       This  is  why  learning  takes  place  at  your  workplace.  You  are  not  going  to  an  educational  institution,  far   away  from  your  workplace  to  learn  theory  on  attachment  and  children’s  development  –  you  are   establishing  an  educational  institution  at  your  workplace!  

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IV.

A NEW  WAY  OF  LEARNING  AND  DEVELOPING   YOUR  PROFESSIONAL  SKILLS:  LEARNING  AT   THE  WORKPLACE  

The FAIRstart  training  program  differs  in  various  respects  from  more  traditional   vocational  training  and  education  for  staff.   First,  the  training  takes  place  within  -­‐  and  in  close  interaction  with  -­‐  staffs’  daily   practice  of  care  giving,  where  more  traditional  education  and  training  takes  part  in  a   certain  distance  to  the  daily  practice.   Second,  the  training  approach  in  the  program  is  participant  oriented  and  not  as  in   traditional  education  oriented  in  the  direction  teacher  -­‐  >  student.  This  means  that   the  training  didactic  is  learning  oriented  more  than  teaching  oriented.  People  learn   by  discussing  and  reflecting  together  on  the  new  knowledge  and  methods  compared   to  former  practice.   Third,  the  training  program  is  based  on  pedagogic  working  methods  which  put   a  strong  focus  on  the  common  reflection  and  interaction  between  the   participants  –  the  staff.   Fourth,  staffs  and  leader  are  co-­‐developers  of  their  own  competence  development,   because  the  training  is  designed  precisely  to  the  well-­‐known  daily  practice  and   because  the  training  material  in  terms  of  photos,  video  recordings  and  development   plans  similarly  mirrors  the  frame  of  practice  which  staffs  can  recognize  as  their  own.         How  to  facilitate  staffs’  active  involvement   Facilitating  staffs’  active  participation  and  involvement  is  a  prerequisite  for  their   learning  and  competence  development.  Where  traditional  teaching  tends  to  favor   teacher  directed  methods  the  FAIRstart  training  favor  participants  oriented  methods  –   based  on  the  understanding  that:  You  learn  by  seeing  new  methods,  by  discussing   what’s  in  the  new  methods    and  by  using  them  in  practice.  

In the  training  sessions  you  will  find  suggestions  for  several  kinds  of  such  methods,  like:   §

Discussions

§

Reflections

§

Knowledge sharing  

§

Group work  

§

Games

It is  important  that  you  introduce  staffs  to  these  methods  if  they  are  not  familiar  with  them  as  learning   methods.  In  each  training  session  you  will  find  designs  for  setting  up  discussions,  dialogues,  reflections,   group  work  and  similar  methods.   17  


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V.  

MORE ABOUT  THE  WORK  OF  THE  LEADER  AND   THE  INSTRUCTOR  

MORE ABOUT  THE  LEADER’S  ROLE   The  leader  has  important  tasks  to  perform  in  order  to  make  the  training  effort  a  success  for  the   institution:   •

The leader  must  take  the  first  step  –  which  is  the  decision  to  carry  out  the  training  programme   with  the  aim  of  changing  and  developing  the  child  care  practise  in  correspondence  with  basic   principles  for  children’s  secure  attachment.    

The leader  must  be  clear  and  precise  in  his/her  communication  with  staffs  about  the   development  to  take  place,  including  the  reason  for  giving  priority  to  this.  

During the  entire  development  process,  the  leader  must  listen  to  staffs  reflections  and  reactions   to  the  training.  

The leader  must  demonstrate  interest  and  encourage  staffs  and  instructor  to  commit  themselves   for  the  training,  learning  and  cooperation  on  the  change  and  development  process  in  the   institution’s  child  care  practise  

The leader  must  support  the  instructor  throughout  the  training  and  development  process  as  the   instructor,  especially  when  the  instructor  does  not  have  a  formal  authority,  being  for  instance  a   supervisor  or  an  intermediary  leader  without  management  competence.  In  some  cases  the   instructor  could  be  a  staff  member  who  is  given  the  task  and  responsibility  of  the  training  by   institution  leader.  This  might  be  a  sensitive  situation  for  the  instructor  who  should  never  be  left   alone  with  any  conflicts  concerning  the  role  of  being  an  instructor  for  colleagues.  

MORE  ABOUT  THE  INSTRUCTOR’S  ROLE   The  instructor–  together  with  the  leader  -­‐  is  responsible  for  the  planning  of  the  entire  training  process  and   staffs  competence  development  in  the  institution.  The  instructor  cannot  do  this  alone  as  decisions  for  the   training  have  to  be  planned  in  accordance  with  the  daily  child  care.     §

The instructor  is  responsible  for  carrying  out  the  training  sessions,  i.e.  to  teach  staffs   according  to  content,  structure  and  exercises,  given  for  each  session.  

§

The instructor  is  responsible  for  supporting  staffs’  reflection  on  the  theory  concept  for   secure  base  attachment,  which  they  learn  during  the  programme  and  moreover  to  help   them  to  transfer  this  new  knowledge  to  their  own  daily  practice.  

§

The instructor  is  responsible  for  encouraging  staffs  to  be  engaged  and  involved  in  the   continuing  reflection  on  competence  development  and  to  recognise  new  attitudes  and   practise  by  themselves  and  in  the  staffs  group  and  in  the  cooperation  between  staff  and   leader.  

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§

The instructor  is  responsible  for  keeping  the  leader  informed  about  the  training  and  to  ask   for  leader’s  attendance  and  involvement  when  needed  in  order  to  highlight  the  priority  of   staffs’  competence  development.  

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VI.  

Why develop  this  program?  

Background This  program  is  a  competence  development  program  for  staff  at  child  care  institutions.  The   program  deals  with  the  issue  of  how  to  improve  the  professional  care  giving  skills  for  staffs   working  with  young  children  in  public  care.  This  involves  both  daily  practises  and   organizational  development.   This  knowledge  was  implemented  and  tested  by  child  caregivers  in  Europe  as  part  of  the   project  FAIRstart  (www.train.fairstartedu.us    ),  supported  by  the  European  Life  Long   Learning  program  for  the  period  December  2008  –  November  2010.  Being  assessed  by  the   European  Commission  and  users  as  a  very  successful  program,  FAIRstart  was  approved  to  be   part  of  a  Transfer  of  Innovation  project  to  be  further  developed  and  transferred  to  new   countries,  new  target  groups  and  new  context  for  child  care.  This  process  took  place  in  the   period  December  2011  –  November  2013.   Including  both  project  phases,  the  FAIRstart  program  has  now  been  tested  and  monitored  in   Romania,  Italy,  Spain,  Cyprus,  Turkey,  Bulgaria,  Latvia,  Poland  and  Denmark.   As  the  program  has  also  met  great  interest  outside  the  European  member  states,  it  has  been   possible  to  translate  the  program  into  a  total  of  26  languages  (www.fairstartglobal.com  ).   These  translations  have  to  a  large  extent  been  made  by  volunteer  translators,  academics  and   care  professionals.    

Why develop  the  FAIRstart  program?  

In total  1.5  million  European  children  and  youth  rely  on  public  care,  receiving  no   parental  care.  90.000  European  children  younger  than  three  are  in  public  custody  in   institutions  or  in  foster  families.  They  are  a  high  risk  group,  though  they  are  not  all   orphans.  They  may  have  living  parents,  but  their  parents  face  poverty,  migration,   drug  or  other  kinds  of  abuse,  and  are  unable  to  care  for  their  children.  

As EU  citizens,  these  children  have  basic  rights,  such  as  good  professional  care  and   human  relations,  a  secure  base  and  opportunities  for  learning  basic  and  emotional   skills.  

The best  results  of  care  giving  (brain  development,  social  function,  school  and   education)  are  obtained  if  you  improve  care  giving  practices  for  young  children  from   birth  to  age  three.  This  program,  however,  also  includes  training  sessions  for  working   with  older  children  and  youth.  

Many institutions  and  foster  families  are  isolated  from  society,  have  staffs  with  low   status  in  society  and  very  limited  budgets  for  training  professional  care  principles  and   education.  

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This is  why  the  FAIRstart  SBM  program  focuses  on  practical  professional  care  giving  for   the  youngest  children.  However,  the  theory  concepts  and  care  giving  practices  are  also   very  useful  when  working  with  older  children  and  youth.  

How was  the  program  developed?     The  program  was  developed  in  project  cooperation  with  the  internationally  recognised  expert  in  child   care  development,  psychologist  Mr  Niels  Peter  Rygaard,  Denmark,  who  works  professionally  on  a   knowledge  base  of  scientific  studies  of  work  with  children  placed  outside  home  and  it  was  tested  and   developed  by  people  like  you:     § Leaders  of  child  care  institutions   § Professional  care  practitioners.     Their  professional  experience  and  feedback  has  ensured  that  the  program  was  modified  and  designed  to   be  as  useful  in  daily  practice  as  possible,  and  feedback  has  also  caused  that  this  version  has  more  sessions   and  comes  in  two  versions:  one  for  institutions,  and  one  for  foster  family  settings.  The  first  version  of  the   program  targeted  infant  and  toddler  caregivers  but  this  version  also  includes  work  with  school  age   children  and  teenagers.  Thanks  to  the  cooperation  between  the  European  Union,  governments,   educational  and  private  institutions,  NGO  organizations,  scientists  and  daily  professional  users,  the   program  is  today  a  very  efficient,  down-­‐to-­‐earth  low  cost  training  program,  providing  education  and   linking  science,  decision  makers  and  caregivers  in  a  strong  union  for  the  benefit  of  children  and  youth   without  parental  care.    

SCIENTIFICALLY  AND  EVIDENCE  BASED  METHODS     It  has  been  a  key  concern  for  the  developers  of  the  FAIRstart  SBM  program  that  recommended  methods   are  ethical  and  evidence  based  for  the  improvement  of  child  development.  This  goal  is  achieved  by  the   cooperation  with  Mr  Niels  Peter  Rygaard.  Moreover,  universities,  child  psychiatrists,  psychologists  and   educational  professionals  in  each  of  the  countries  have  been  invited  into  the  development  of  the   program.  The  cooperation  has  caused  international  scientific  interest,  and  currently  a  special  Issue  of   Infant  Mental  Health  Journal  has  invited  researchers  in  child  care  worldwide  to  describe  how  their  results   influence  political  decision  makers  in  the  area  of  children  at  risk,  and  how  their  research  is  used  in   education  and  intervention  programs.      

CORE ELEMENTS  OF  THE  FAIRSTART  TRAINING   The  core  of  the  FAIRstart  training  program  is  10  basic  principles:  they  describe  what  the   program  tries  to  help  you  accomplish  –  and  why  –  by  giving  you  an  opportunity  to  think   about  the  implications  for  your  daily  practices.  It  is  about  improving  childcare  for  young   children,  and  the  theoretical  reasons  for  doing  so.     These  principles  are,  in  short:  

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To ensure  that  local  partners  in  the  program  are  active  co-­‐developers  of   good  practice.  

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To increase  early  brain  activity  and  development  by  daily  stimulation.  

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To develop  coherent  care  giving  in  order  to  promote  secure  attachment  in  children.  

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To practice  and  be  aware  of  social  interaction  in  any  practical  task.  

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To help  children  overcome  loss  and  create  a  positive  identity  in  spite  of  divided   backgrounds.  

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To develop  family  like  groups  for  the  children  in  order  to  promote  normal  attachment   and  social  skills.  

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To develop  peer  relations  in  family  groups  for  attachment  and  social  development.  

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To provide  basic  social,  emotional  and  cognitive  learning  opportunities  for  children.  

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To let  the  children  participate  in  society  life  and  establish  communication   between  the  institution  and  the  local  environment.    

   

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To provide  help  for  transition  from  institution  to  life  in  society:  provide   children  with  knowledge  about  their  UN  stated  rights  and  how  to   exercise  them,  and  inform  youth  in  public  care  about  contraception.  

  THANK  YOU!   The  transFAIR  project  team  thanks  you  for  your  endeavour  to  improve  care  for  Europe’s  abandoned   children!  We  hope  the  program  will  benefit  your  institution.      

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Handbook - a guide for FAIRstart users  

How to practice the FAIRstart training program in child care institutions. This version is English and for institutions

Handbook - a guide for FAIRstart users  

How to practice the FAIRstart training program in child care institutions. This version is English and for institutions

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