Disclaimer: This Project Funded by the European Union. Views And Opinions Expressed Are However Those of the Author(S) Only and Do Not Necessarily Reflect Those of the European Union or The European Education and Culture Executive Agency (EACEA). Neither The European Union nor EACEA Can Be Held Responsible for Them.

Resources of Training Course

Royal Holloway University of London



May 8th - 12nd, 2023





  • Name of The Training course:

Child Development/Child Well-Being in Early Childhood Education and Care (ECEC)

  •  Name of the Trainer/ Trainers:
    • Prof Ravinder Barn
    • Dr Anne Brunton,
    • Marie Berry,
    • David Holmes (Family Action),
    • Gagan Dhamu
    • Michelle Tamburrini, Ellen Brown
    • Becky Mayall
  • Number of training hours:
  • 5 days (including 1 day of nursery visits)

General Objectives:

to train Palestinian ECEC educators in teaching about child development, and child well-being (from a sociological/social policy perspective with some psychology) to include sociology of child, child rights, and childhood; child well-being (key components in the early years – relationships, ecological environment/context). To support ECEC educators to promote inquiry and reflection in Palestinian early childhood teacher education. To incorporate the micro/meso/macro context to appreciate learning and education of key concepts including socialization, attachment, resilience, and inclusion.

Specific Objectives:

(What the trainee is expected to know & do (Knowledge, Skills and competencies), (After finishing the training Course)
Who is the traning course for?

18 Academic Staff (Same members for each training)

  • Al-Quds Open University
  • Al-Aqsa University
  • Al-Rawda University College
  • Al-Ummah University College

Methodology: Didactic, group work/discussion, role-play/case vignette explorations.

Assessment Tools: Portfolio assignment to consist of own reflexive log of nursery observation; and reflexive diary of own childhood early education/care memories; formative feedback during class; and end of course Quiz/Questionnaire with multiple  choice answers (pre/post training).

Training Course Path

to include sociology of child, child rights, and childhood; child well-being (key components in the early years – relationships, ecological environment/context). View The Presentation
  • Prof. Ravinder Barn

Section One: Family Action overview, UK Policy Environment, The Importance of Play, Parent Education, The Role of the Early Years Worker, COVID-19 impacts
View The Presentation One
Section Two:The socioeconomic impact of inequalities on children, families and their communities.
View The Presentation Two


  • Dr Anne Brunton

What is a curriculum?
Generally considered to be a series of interrelated aspects
These aspects set out what we want our children to learn.

View The Presentation


  • Michelle Tamburrini
Notions of child/childhood Philosophy of childhood Historical perspective in Europe Child well-being Child rights
View The Presentation
  • Prof. Ravinder Barn

Safeguarding is an umbrella term for what we do
inorder to ensure children are safe from harm.

View The Presentation


  • Marie Berry
Supporting Resources
‘Grown-ups may not realise how much the occupation is affecting us. But we say, “Very much”. So many of us children are wounded and killed. The occupation is burying us alive. Burying our childhood.”
View The Presentation
The article describes the integration of inquiry, reflective practice, and child-centered teaching approaches in preservice teacher education at the early childhood level. The article reviews relevant literature on the forms and functions of inquiry and reflection as a form of professional development and teacher learning and also describes the current state of Palestinian teacher education and early childhood teaching and learning.
View The Presentation
  • BUAD KHALES Al-Quds University, Jerusalem, Palestine
  • DANIEL MEIER San Francisco State University, San Francisco, California, USA
This paper draws on the results of a study carried out in the West Bank, in 1999, to explore the role of education as a coping strategy among the children of Palestinian refugees, and to examine how the state of being refugees affects perceptions of the value and importance of education. The paper first reviews the background to the development of a formal education system in Palestine. and considers the different approaches to education in different political contexts, with ensuing particular reference to the West Bank.
View The Presentation
  • Salah Alzaroo
  • Gillian Lewando Hunt
This research aimed to highlight the power of reflective writing for early childhood teachers in Palestine, seven teachers in Palestine participated in this qualitative study, they were asked to write their reflections for 18 months.Data was gathered using semi-structured interviews and reflective writing journals. Data was analyzed using thematic analysis approach in order to determine the possible effects of using reflective writing with teachers on developing their reflective thinking. The results of the study indicated that reflective writing was capable of developing teachers’ reflective thinking and helped them to change their attitudes toward themselves and empower them as well.
View The Presentation
  • Buad Kahles

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Participants Receive their Certificate RHUL Training Course

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