Why is early childhood care and development in emergencies
so important?
The first 8 years of a child’s life are the most critical Key brain connections are made during this time, which provide the foundations for each child’s future learning, well-being and prosperity
Disasters disrupt young children’s development The collapse of essential services means many children under 5 do not reach their developmental potential due to:
1.5 billion
children in 42 developing countries were affected by crises between 2002 and 2006
• malnutrition
• poverty
• poor health
• lack of early stimulation and learning
So what is Plan International doing about it? Our report recommends
Strengthening children’s protective environment through parents and other caregivers Reducing vulnerability to future disasters
08 Increasing governments’ commitment to ECCD in emergencies
07
8
02
Plan’s 8 key interventions
06 Changing attitudes about girls
01
Increasing children’s nutrition and health status
05
03
Preparing children to enter and succeed in school
Increasing financial and human resource investment in early childhood care and development (ECCD) in emergencies Establishing global minimum standards and frameworks for ECCD in emergencies Building a stronger evidence base for ECCD in emergencies
04
Increasing opportunities for birth registration in emergencies
Decreasing stress and improving psychosocial well-being
Download our report for more information plan-international.org/eccdinemergencies
Case study
credit: Plan / Mike Alquinto
Early childhood care and development (ECCD) in emergencies during Typhoon Ondoy, Philippines Typhoon Ondoy 2009: Plan Philippines initiated an ECCD in
offered an opportunity to improve the skills of caregivers
emergencies programme in existing childcare centres, in tented
in government-run centres. Plan worked with the
child-friendly spaces and in safe outside locations. As Plan had
Department of Education to provide teacher training to
been working with the government on ECCD services prior to the
increase knowledge and skills in psychosocial well‑being,
typhoon, the relationships with the government and communities
climate change adaptation, and child‑centred teaching methods.
were in place to get activities up and running quickly.
► This case study was taken from Plan’s report
The programme incorporated Plan’s eight key interventions (see
Investing in the youngest: Early childhood care and
over). As a result, ECCD workers interviewed said primary school
development in emergencies
teachers in one neighbourhood could tell which children had been to the local centre. The children had a basic understanding of counting, colours and shapes generally taught in primary school, which other children did not have. The children’s social and problem solving skills were also more developed compared to children who did not go to the centre. Providing ECCD-related activities as part of a humanitarian response also boosted the existing skills and knowledge of the community. ECCD caregivers’ approach to supporting children changed after training sessions, becoming more dynamic and child‑centred. More children began attending the centres as parents perceived the teaching methods to be of a higher standard than existing government‑run centres. In turn, this
plan-international.org/eccdinemergencies
► How to download Plan’s report 1. Scan the QR code on your mobile phone using a free QR code reader, or 2. go to plan-international.org/ eccdinemergencies