It involves conducting play-oriented, group sessions in a club format with children and their parents (or other adult relatives) in Seljametya neighbourhood with a high number proportion of Roma families.
The approach involves learning through experience using the strengths of children and parents, and the diverse range of intelligence that each child possesses. Using games and a variety of subtle methods, facilitators encourage parents and children to engage with the idea of learning but in circumstances…
Below, EQ completes a framework for talking about successful practice that features in our publication – “Evaluation of Childcare & Family Support Services focusing on the Impact on Beneficiaries: Inherent Difficulties, Ethics, Key Principles, Suggested Approaches and a Selection of Related Tools”. This was produced in the context of a programme focusing on the evaluation of social services for children and families funded under the Bulgarian Swiss Cooperation Programme.
Framework for presenting successful practice
“It is not feasible to eliminate all risk. However, we have an obligation to protect people – employees, clients and members of the public with whom we interact – as far as it is ‘reasonably practicable’.
Risk can be associated with the actual, legitimate operations we perform in the provision of services in line with the technical proposal provided to the municipal authority or the physical environments and circumstances in which they are legitimately performed.” How do we define ‘risk’?…
From time to time, most parents wonder if they are doing the right thing. Of course, the ‘perfect’ parent does not exist. Everyone run into difficulties and worries about the impact on their children.
One of their main sources of worry is discipline and how they can make their children behave acceptably. It may be a great difficulty for a lot of parents. It seems that everyone has his/her own opinion about how to successfully care for children. Does leniency…
Equilibrium’s manual on Experiential Education is based on the execution of a single project in which a proportion of the work was undertaken in rural areas.
It, nevertheless, contains a detailed section providing safety advice for those working with children and young adults in the outdoors and we recommend it as reading material for teachers and youth workers who are considering taking parties out of the larger towns or cities.
We all know that a fairly comprehensive body of educational theory exists that challenges the idea that children require instruction in order to become educated.
It is also widely recognized that a particular style of instruction can be inappropriate for a particular child at a particular stage in his / her development. Maria Montessori recognized that educational material, if framed appropriately, can be ‘self-correcting’ and that children can learn at their own pace through exploration and the weighing-up of options.…
In the context of a project largely funded by the British Embassy in Sofia named ‘Green Schooling as an Alternative to the Summer Green School’, EQ did a series of workshops with groups of teenagers that allowed the exploration of the entire World of Trees from a variety of perspectives – their
- remarkable capabilities
- contribution to the balance of nature
- contribution to mankind
- impact on the human consciousness throughout the ages
As a participant in the project – ‘Reinforcement of Non-formal Education and the Social Participation of Youth in Youth Centres’ – EQ has undertaken to explore the theme of ‘Institutions and organisations of the European Union’ in the context of devising and piloting the implementation of a methodology in informal education.
This methodology is geared towards the fulfilment of the project aims expressed in the following terms in the Memorandum of Agreement jointly signed by EQ and ARSIS – Association…
For many years now Equilibrium has working relationships with teenagers who are clients of Ruse’s Complex for the Social Support of Children and Families or students from schools with which.
These relationships normally entail the provision of informal workshops in response to issues raised by teaching staff or school psychologists / pedagogical advisors. The extensive communication with the teens provoked us to dedicate time, space, personnel and resources to the promotion of two initiatives that run in parallel – Music…