early childhood development (ecd) in emergencies

Early Childhood Development (ECD)

in Emergencies

Learning Objectives

At the end of this session, participants will be able to:

Describe what is Early Childhood Development in emergencies (ECDiE).

Explain the rationale for ECDiE.

Describe some key program components of ECDiE.

Explain potential partnerships in ECDiE.

INEE and Global Education Cluster

What is ECD and how is it different in emergencies?


A field that focuses on young children’s holistic development to ensure their overall well-being during the early years (0 to 8 years)

Focuses on all sectors that can support children’s development & well-being – education, child protection, health, nutrition, WASH

It helps to ensure children keep developing as they should and that any negative impacts of emergencies do not affect children’s continued positive development.

ECD programming includes support for pregnant women and lactating mothers as well.

Sometimes also referred to as Early Childhood Care and Development (ECCD), Early Childhood Education (ECE). ECE when the focus on the education piece only.

What is Early Childhood Development (ECD)?


Emergencies pose additional challenges and risks for young children.

Emergency programs can be shorter term so objectives and expectation of what can be achieved may have to be modified.

The manner of implementing ECD may be different given the changed context. For example, you may not have physical structures, and you may have to do activities outside. You may not be able to do all aspects of ECD immediately.

How is it different in emergencies?


Why provide ECD in emergencies?


Why provide ECD in emergencies?: Protective environment weakens

Why provide ECD in Emergencies?: Nutrition and Early Stimulation

2. Sufficient nutrition and early stimulation in the first 1,000 days after conception is critical for a child’s brain development and physical growth. In many emergency countries there is both chronic and acute malnutrition. In an emergency, a child with chronic malnutrition can tip into acute malnutrition.

1,000 Days from conception to 2 years as most critical!! See this video!!


Evidence of Nutrition WITH Early Stimulation BETTER!


Source:

10

Why Provide ECD in Emergencies? : Toxic Stress and Psychosocial well-being

4. Early childhood between 0-8 years is a critical period of development. This is a critical time when children are able to learn a lot through interaction, stimulation and play.

How much does your brain develop in the first 3 years of life?

How much does your brain develop in the first 5 years of life?

Why Provide ECD in emergencies?: Brain Development


Source:

Why provide ECD in Emergencies?

5. Reduces inequality and can provide the same chances of success to all children.

6. Children have a right to early stimulation, education and other services in emergencies based on the Convention on the Rights of the Child.

7. Services for small children in emergencies, particularly Disaster Risk Reduction education, can increase children’s, parents’ and communities’ resilience to disasters.


Why Provide ECD in Emergencies?: ECD is Cost Effective

ECD in Emergency program design


- ECD can be implemented ANYWHERE and with very little money!!

- Through Child friendly spaces- Temporary Health/Nutrition centers- Temporary shelters- Through home visits- Outside under a tree

Where to Implement ECD in Emergencies


- 5 groups- 20 minute brainstorm an ECD program design- Who will lead which activity for ECD? Will the education

sector lead or will partnership be required? How can education colleagues ensure children’s holistic needs are met? How do we ensure integrated programming?

- Gallery Walk – 10 min.

TOTAL TIME: 35 minutes

EXERCISE: ECD Program Design


- Rapid Assessment and Assessment- Sports, dance, music activities in Child Friendly Spaces- Non-formal education and learning through PLAY- Activities in mother tongue in early years; can progress

to bilingual and multi-lingual- Training of caregivers/facilitators- Education for parents, community and pregnant women- Supplemental feeding; provision of micronutrients- Health check ups and immunizations- Health/hygiene education- Home visits and play sessions

Wrap Up: Some Program Activities for ECD in Response Plans


- The Education sector can partner with the following sectors in some ways:- Child Protection, Health, Nutrition – for Parenting

Education- All sectors - Assessment- Nutrition – early stimulation, play and nutrition in a

Therapeutic feeding center- Health – early stimulation, play, vaccinations, parenting

education through health clinic or mobile health clinic- Child protection and WASH – pre-school education

Potential Partners for ECDiE


1. UNICEF Early Childhood Development in Emergencies Integrated Programme Guide

2. UNICEF - Early Childhood Development Kit: A Treasure Box of Activities, Activity Guide

3. UNICEF – ECD Kit Handbook for Caregivers

4. UNICEF/WHO - Care for Child Development Package

5. Plan International ECCD in Emergencies Program Guide

6. UNICEF/WHO – Integrating ECD activities into Nutrition Programmes in Emergencies

7. The Consultative Group on Early Childhood Care and Development – Noteworthy Practices Early Childhood Development in Emergencies

8. INEE – www.ineesite.org

9. Plan International – Investing in the Youngest: Early Childhood Care and Development in Emergencies

10. ARNEC – Early experiences matter: resource package for serving children up to age three.

11. The Consultative Group on Early Childhood Care and Development – Early Childhood in Emergencies working group http://www.ecdgroup.com/focus-areas/emergencies/

Want to Learn More?: Additional Resources


Supplementary Content


Child Development (30 min)

Physical Cognitive

Social Emotional


Development for 0-3 years

22INEE and Global Education Cluster

Exponential brain development. -Highly sensitive to conditions in the environment. Early stimulation through social interactions (particularly with a caregiver) crucial to helping the brain develop.

Development of attachment to parents/caregivers. Development of gross and fine motor skills (ie. Rolling, sitting,

crawling, walking, holding, clapping, pincer grasp) Starting as parallel play and moving to more social play Highly dependent on parents and other caregivers for health

care, nutrition, social, emotional nurturing, for cognitive and language development. But also agents of their own development, especially as children get older.

First 1,000 days for a strong foundation Language development begins – direct language inputs very

important. Children can handle learning multiple languages at once.



Children’s gross and fine motor skills and self-help skills improve.

They become relatively more independent and more aware of themselves as individuals.

Children, especially the most vulnerable, benefit from all opportunities for learning. Children learn best through play.

Children learn at their own pace and greatly benefit from being read to. Care and nurturing from caregivers, interactions with other children help them to recover from shocks, regain self-confidence and enjoy taking part in activities.

More cooperative play with peers, pretend play etc… (Peer relationships)

Survival & growth continue to depend on proper health and nutrition

Language develops more, but grammatical mistakes still occur. Still an ideal time to introduce multiple languages.



Children come to master more complex levels of thinking, feeling, speaking and interacting with people and objects in the environment.

Peer relationships are increasing more important. A new language can be learned quickly as can other

skills. They are more aware of themselves and their capacities. Self-regulation This is the period of their transition to primary school

and the world at large. Better concentration and ability for more academic learning (ie. Reading, math), but play and hands on learning is still best.

Health and nutrition still important.

Impact of Emergencies on Young Children


Effects of Emergencies on the whole child

PhysicalInjury, hunger,

lead to sickness

CognitiveLack of interest to go to school,

Unable to focus

Social

separated from friends, homeless,

feeling alone, withdrawn, Not speaking

EmotionalFear, Anxiety


Possible Behaviors for young children during emergencies

Anxious clinging to caregivers Increased temper tantrum, disobedience, aggression,

fighting Changes in eating and sleeping patterns Fear (ie. Separation, going to bed, going outside) Startling easily Loss of acquired skills (ie. bedwetting, self help and

language) Apathy and lack of interest in things and others

(withdrawal) Regression in speech development, speech difficulties Getting bored quickly with doing activities Unexplained aches and pains, upset stomach Hyperactivity or decrease in activity Inability to concentrate


- 5 Small Groups- You are the Education Cluster and a Rapid Assessment indicates

a huge need related to small children.- Design an ECD response.

- Decide which activities the Education Cluster will lead and where the Education Cluster will need partners to ensure children’s holistic needs

- You have 30 min.- Each small group presents – 10 min. (5 min. to present and 5 min.

to provide feedback/ask questions)- Wrap up

EXERCISE: Design ECD in emergency Programs (90 min.)

Small Groups – 4-5 groups You are about to meet a humanitarian donor.

How will you convince them to fund ECDiE? Take 20 minutes to discuss and develop your

argument. Put your main points on flip chart. Each group present their argument in 2 minutes

(10 minutes total) Everyone else rates the advocacy presentation

with dollar signs with $, $$, $$$, $$$$ based on the strength of the presentation.


Advocacy Exercise (40 minutes)

early childhood development (ecd) in emergencies

Documents

emergencies ecdie

emergencies programming

aspects of ecd

education colleagues

education piece

early childhood education

good ecd programming

positive impact of ecd