How a genuinely whole-child approach can save early-childhood practitioners’ time and make better use of budgets – with a note about practitioners’ spectacles. Part 1

Peter Limbrick writes: It is my belief and my experience that a whole-child approach to babies and young children who have a multifaceted condition is the most effective spur to development and learning

- and offers practitioners opportunities to reconfigure their workload. This can take pressure o

How to apply systems thinking in support of an infant with ‘multiple disabilities’ – moving on from the old ways. Part 1

Peter Limbrick writes: First of all, when we are involved in helping a baby or young child to develop new skills and understanding, I believe the phrase ‘multiple disabilities’ has no validity – hence the single quote marks in the title. Com

A journey to the dark side of wi-fi

Editorial: Billions of people enjoy wi-fi gadgets at work, at home and at play.

Some become obsessed with the small screens, oblivious to the people around them and very unpleasant to be with.

Children and young people in school and college

Editorial: Hey Guys, do you keep your smartphone 15cm from your texticles? Not a good idea! (Women should read this too.)

Is your smartphone in you back pocket? If so, your testicles and their sperm are very close indeed to this powerful source of electromagnetic radiation.

Perhaps you think like this;

“OK. This radiation passing between my smartphone and the

Editorial: Is the children’s therapy you offer bogus? Almost certainly not, if you are a TAC Bulletin reader. But ‘Extravagant Promises Therapy’ is out there! How can parents be helped to avoid the dangers?

Parents of babies and young children with disabilities have a lot to learn very quickly. Most are new to the mystifying ‘world of disability’ and can be vulnerable to unscrupulous practitioners and agencies who need to keep money rolling in.

There are also well-meaning practitioners who offer thei

Applying systems thinking to support an infant with ‘multiple disabilities’, Part 2. Designing a multifaceted intervention system for each child

This follows How to apply systems thinking in support of an infant with ‘multiple disabilities’ – moving on from the old ways in TAC Bulletin 196

Peter Limbrick writes: In that earli

Editorial: Why do we let parents of babies and young children with disabilities get so stressed and exhausted?

Well, first of all it has to be said that people who provide services to families are not in control of what parents do or do not do.

So there are limits to what they can do to help. But here are some relevant questions:

· When do lo

Editorial: The brain is not like a computer. No computer will ever be like a brain

Peter Limbrick writes: Should this be obvious? I am not sure. I sense I am being persuaded to believe otherwise. Phrases are creeping into the language that suggest brains are comparable to computers. For instance, I am persuaded to accept t

This follows How to apply systems thinking in support of an infant with ‘multiple disabilities’ – moving on from the old ways in TAC Bulletin 196

Peter Limbrick writes: In that earli

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