|Date Created||Title||All Thesaurus Terms||Notes||Expanded Number|
|01-Jan-1971||Manual on Feeding Infants and Young Children. Chapters 2 and 3, 2nd Edition, by Margaret Cameron and Yngve Hofvander. PAG Advisory Group of the UN System, FAO/WHO/UNICEF.||Infant feeding; Child nutrition; Manuals||9 pp
The documents covers only Chapters 2 and 3 of the 2nd Edition of the Manual. Chapter 2 deals with Lacation, Chapter 3 with Weaning. Includes graphics, photos and charts.
|01-Oct-1971||Feeding the Preschool Child. Report of a PAG working group. FAO/WHO/UNICEF.||Infant feeding; Preschool children; Child nutrition; Family Planning||62 pp
A report of the Protein Advisory Group (PAG) ad hoc Working Group on Feeding the Preschool Child. Covers: nutrition in utero; nutrient requirements of infants and young children; family planning; sociocultural dynamics of breastfeeding; home-prepared weaning foods; standards and regulations for infant weaning foods; channels for influencing feeding; surveys; milk intolerance; nutrition and infection; feeding in times of disaster; nutrition in medical training.
|01-Jan-1973||Puppetry. A tool for teaching. Instructional guide for teachers on the use of puppetry in education, by Jeffrey Peyton and Barbara Koenig. Printed under a grant from the New Haven Foundation.||Communication media; Programme support communications||94 pp
The guide shows how to make puppets from simple, inexpensive materials, and suggests a wide variety of stories that can be staged with puppets in a classroom context.
|01-Jan-1975||PSC. India. Preparation for Understanding. Helping Children to Discover Order in the World Around Them, by Keith Warren (text) and Julia Warren, (drawings), © UNICEF 1975, printed by Kumar Printers, New Delhi.||Education for development; Child development; Learning; India; Programme support communications||25 pp
The book is based on the idea that before children can understand a thing, they need experience such as sensory perception, seeing, touching, etc, and choosing, sorting, arranging, putting things together. While teaching in school uses only words, these simple games and exercises use ordinary items such as pebbles, sticks, leaves, grains, lentils and other things available to a child in a rural setting. Games are illustrated with simple drawings. The children are taught, for instance, to arrange a handful of pebbles into small, medium and large in three rows, then rearranging the pebbles into one long row from the smallest to the largest; creating patterns with leaves, lentils, sticks; hanging a package from a stick, and noticing that the stick gets heavier to hold if the package is placed farther out.
|01-Jan-1975||PSC. India. Let's Play. An Illustrated Book for Child Care Workers on how to Teach Simple Nutrition and Health Messages to Children. UNICEF, New Delhi||Child development; Nutrition education; Child health; India; Communication for social change||23 pp
No date or author given in the document. Based on similarity to other dated material, it seems to have been produced by UNICEF's office in New Delhi, probably around 1975-1977.
|16-Aug-1976||PSC. Nepal. Dummy for recruitment of women teachers. With memo giving details of its production.||Communication for development; Communication for social change||12 pp
This is a small, stapled pamphlet of 12 pages, including covers, measuring 6x6 inches overall. The contents consist entirely of photos and large print captions. The pictures are of women in teaching situations, mainly with kindergarten and grade school level students. All text is in the local language and script. The accompanying memo, from W. Burlingame, PSC to HK Kuloy, Country Rep, discussing the utility of the proposed pamphlet, and options for getting reproduced.
|01-Nov-1976||Handbook of Puppetry Concepts and Models for the Bilingual-Bicultural Language Arts Curricula. Written for the Connecticut Migratory Children's Program, by Jeffrey Peyton and Barbara Koenig. Printed in Willimantic, CT.||Child development; Communication media; Programme support communications||39 pp
Specific applications of puppets for teaching schoolchildren of different age groups. Includes patterns for making puppets.
|01-Jan-1977||PSC. India. Localized Production of Communication Materials. The Baroda Project, by June Mehra, UNICEF, NewDelhi||Child development; Child psychology; Nutrition education; Child health; India; Communication for social change||59 pp
This was a pilot project, started in Baroda, Gujarat, to demonstrate a comprehensive approach to communication. Ideally, communications materials should be produced at the district level or lower. The objectives of the project were to produce communication materials that would provide parents with information and create awareness of the imprortance of proper nutrition, child care, personal hygiene and environmental sanitation. See also article in PSC Newsletter, Vol 1, No 3, which describes the Baroda Project (CF-RAI-USAA-PD-GEN-2007-000154).
|01-Jan-1978||The Ice-Berg Project. An Action Program for Quick Organizing of F.P. Communication Units in Developing Countries". Unpublished undated paper by Bjorn Berndtson, Chief, PSC, UNICEF Hq, New York||Technical cooperation; Educational guidance; Radio; Information exchange; Communication technology||5pp. Discusses how to bring knowhow and equipment to a chain of nations who may apply for assistance from the Swedish International Development Assistance Agency (SIDA) in the field of information, education and communication by means of a team that moves from country to country.||CF-RAI-USAA-PD-GEN-2007-000155|
|03-Mar-1981||PSC Workshop, Ocho Rios, Jamaica. Two memos listing documentation distributed at the Americas Workshop on Communication for Social Development, 22-29 April 1981||Workshops; Publications; Communication for development; Programme support communications; Communication for social development||Two memos from FJ Pelucio Silva, Regional Information Officer, TARO Santiago, to RRN Tuluhungwa, Chief, PSC Service, UNICEF Hq, New York.
The memos list the resource material being made available at the workshop for consultation by participants (5 copies of each document); and documentation to be distributed to each participant (50 copies of each document)