Nigeria

This course is designed for people who wish to deepen their knowledge on trauma-informed practices and intervention for children in care who suffered traumatic events.

This joint statement from the EU, GRULAC and the Group of Friends of Children and the SDGs expresses support for the appeal by the United Nations Secretary-General António Guterres for countries to prioritize children’s education, food, health and safety amid the COVID-19 pandemic.

To aid understanding of the impact of COVID-19 on girls and young women, as well as talking to girls in lockdown, Plan International has re-examined four previous studies of crises to try and get a clearer picture of the insecurity and vulnerability facing girls now.

This study was carried out to determine the pattern of dermatological conditions and contributing factors among children living in orphanages in Dar es Salaam, Tanzania.

This study uses a representative sample of foster youth to investigate youth-level and county-level predictors of youths’ roles in their transitional independent living plan (TILP) development and satisfaction with the care decision meetings.

This webinar focuses on strengthening family and caregiving environments, a standard that was added to reflect the new focus on the socio-ecological model.

Family Alliance is currently looking to recruit new trustees for its Board.

In this webinar, Zeinab and the Case Management Task Force hosts a discussion on adapting child protection case management in the context of COVID-19.

El programa de Educación del Diálogo Interamericano, Early Childhood Development Action Network (ECDAN) y la Oficina Regional para América Latina y el Caribe de UNICEF convocan un seminario virtual para reflexionar sobre cómo la emergencia ha afectado a la primera infancia y qué respuestas están organizando los gobiernos para responder a la cambiante situación y asegurar que los objetivos de desarrollo infantil continúan recibiendo la atención necesaria.

This paper, by drawing on the different meanings held by documentation in ECEC contexts, in terms of viewing it as ‘equipped with agentic power’ (Alasuutari and Kelle 2015) reflects on the meanings of (pedagogical) documentation in alternative care settings, as a transitional space between ‘being spoken for’ and ‘speaking for oneself’, in light of a rights-based and pedagogical framework.