Why is early childhood care and development in emergencies so important?

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