ECDiE Programming Library

The purpose of this systematic research review was to evaluate the efficacy of Early Childhood Development (ECD) parenting programmes and examine the elements of programming that maximize its benefits to young children and their families.    

This second edition provides messages for all types of hazards including 13 major hazards and family disaster preparedness.  The revised key messages, in this second edition, are updated to cover additional hazards and have been reviewed for integration of climate change messages, messages regarding pets and livestock and child protection-specific guidance during crises and emergencies.

This manual provides information about MenCare 50:50 Facilitators, how to structure parenting groups, how to facilitate group sessions, and some useful general tips to use in sessions.

This training was developed to facilitate training in psychological first aid with a focus on children. It is aimed at developing skills and competences that will help child protection staff reduce the initial distress of children who have recently been exposed to a traumatic event.

This free practical training is designed for parents and people working in Early Childhood Development (ECD) who are responsible for the creation and delivery of sustainable and culturally relevant parenting programmes.

Digital version of the Activity Guide for the ECD Kit. This is an easy-to-use guidance containing suggestions on how to use each of the kit’s items.

Innovations in Birth Registration provides guidelines and activities to help define solutions to the most challenging birth registration contexts.

Theirworld believes that quality ECE can be delivered to every refugee child if teachers are equipped with the right knowledge and tools. Our report - Supporting Early Childhood Education Teachers in Refugee Settings - identifies four key ways that this can be achieved.

Inclusion in education must start in the early years when the foundation for lifelong learning is built and fundamental values and attitudes  are  formed. Inequality in learning and development emerges during early childhood, before children begin primary school. Beginning to address inclusion when children begin primary school is simply too late.

The CSSF 2022-2030 is an all-hazards, all-risks approach to protecting children and education, offering governments a practical framework to make urgent progress across a multitude of children’s rights and the sustainable development agenda.

This brief explores theory and practice on transformative education approaches and their effects on pre-primary and primary-age children’s wellbeing and learning processes in crises. It also introduces creativity-based pedagogies and emphasizes creativity’s importance in achieving transformative learning.

This document provides an introduction to types of early childhood development (ECD) in emergency settings (ECDiE) programs implemented around the world. By no means a comprehensive list, it offers a snapshot of program categories to introduce those not familiar with ECDiE interventions to types of programs that can encourage ECD in humanitarian settings as well as concrete examples of each.

Three new randomized controlled trials led by New York University Global TIES for Children (NYU-TIES) provide new insights on what works to improve children’s holistic development. The findings indicate that remote programs can support children’s development and caregivers’ well-being and demonstrate the power of integrating educational media with ECD services.

This report summarizes key insights from the ECDiE Coordinator Learning Cohort about the potential development of an ECDiE Coordinator Toolbox, including recommendations.

The toolkit provides a set of materials to assist managers and facilitators/animators in setting up and implementing quality CFS. These resources have at their core the protection of children from harm; the promotion of psychosocial well-being; and the engagement of community and caregiver capacities.

Care for Child Development (CCD) is an evidence-based approach designed to promote early learning and responsive caregiving through integration into existing services in a variety of sectors such as health, nutrition, education, and child protection. 

Noteworthy Practices: Early Childhood Development in Emergencies presents practices of note from the Philippines, Kyrgyzstan, and Swaziland with examples from practitioners who have worked with young children and are now well placed to share lessons learned, challenges, and success stories with others working in disaster risk reduction and emergency planning and response.

“The Path of Most Resilience” describes an integrated, holistic approach for assisting children affected by emergencies. This Working Paper serves as a starting point, an opportunity to outline foundational principles of the field of early childhood care and development (ECCD) in emergencies.

This guide is designed to assist UNICEF staff and partners, in establishing and operating Child Friendly Spaces (CFS) in an emergency.

The Inter-Agency Standing Committee (IASC) issued these Guidelines to enable humanitarian actors to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve peoples mental health and psychosocial well-being in the midst of an emergency.

The purpose of these principles is to give practical guidance to the field teams that establish CFSs in different types of emergencies and contexts.

The overall aim of this guide is to promote consistent, high quality ECCD in emergencies programming.

The Training for Primary School Teachers in Crisis Contexts package was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings.

This handbook will guide Save the Children emergency response personnel and implementing partners in the rapid implementation of effective Child Friendly Spaces for children during and immediately after an emergency such as a natural disaster or situation of armed conflict. 

The goal of the integrated programme guide for ECD in emergencies is to guide the humanitarian community in designing a response that takes into account the needs of young children.

The INEE Guidance Note on Gender provides strategies to ensure that girls, boys, women, and men in contexts of conflict and crisis equally enjoy the protection and learning outcomes that quality education can provide.

These guidance notes have been developed for policymakers and planners of local, regional and national government bodies and all other organizations interested or engaged in enhancing the safety of school populations and the resiliency of the buildings they occupy.

Building upon the INEE Minimum Standards, the INEE Guidance Note on Conflict Sensitive Education offers strategies for developing and implementing conflict sensitive education (CSE) programmes and policies.

The International Social and Emotional Learning Assessment (ISELA) is a cost-free, feasible, and adaptable tool that helps us understand the development of self-concept, stress management, perseverance, empathy, relationship management, and conflict resolution in children between 6-12 years. 

The United Nations Disability Inclusion Strategy provides the foundation for sustainable and transformative progress on disability inclusion through all pillars of the work of the United Nations.

The importance of parenting for infants and young children in this age group cannot be overstated. This leaflet brings together our understanding of playful experiences that lead to deeper learning, with the international conversation around high quality parenting. 

The Washington Group/UNICEF Module on Child Functioning covers children between 2 and 17 years of age and assesses functional difficulties in different domains including hearing, vision, communication/comprehension, learning, mobility and emotions.

This quick guide offers tips, practical tools and rationale for promoting early childhood development in Nutrition in Emergencies response, noting that ECD is already a part of NiE programmes but can be strengthened to more effectively support children's nutrition and development.

The purpose of this note is to support child protection in emergencies personnel to programme appropriately for 0 to 8-year-old children.

This module sets out the key actions for coordination teams to ensure that the needs and priorities of persons with disabilities are addressed through humanitarian coordination. It will equip learners with the knowledge to identify the needs and priorities of persons with disabilities and to design and monitor a response that addresses these.

This resource provides an introduction to ECD in crisis contexts-what it is and why it's important-and presents two case studies of ECD programs in crisis contexts.

Stories of children and families in life’s harshest settings who’ve played together through it all – and gone on to be happier, healthier and closer to each other.

Key facts on mental health in emergencies, and how nearly all people affected by emergencies will experience some form of psychological distress, which for most people will improve over time.

Practical advice on making humanitarian action accessible and inclusive for persons with disabilities. Once downloaded, HHoT works without an internet connection.

This guidance aims to help evaluators and others to better understand those criteria, and improve their use. It starts by describing what they are, and how they are meant to be used. Then the definitions and concepts underpinning each criterion are explained. Finally, examples provide the reader with concrete ideas for using them.

Baytna delivers psychosocial support and early years education to children age 0-6 and their caregivers. The overarching aim is to facilitate a safe environment to support the development of the youngest refugees and strengthen families by helping to build secure, positive relationships.

The CST consists of nine group sessions and three individual home visits, and focuses on training the caregiver on how to use everyday play and home activities and routines as opportunities for enhanced interaction and participation, development and learning.

The Coordination Handbook is providing CPiE actors with guidance on how to coordinate child protection responses in humanitarian contexts in order to ensure more predictable, accountable and effective child protection responses in emergencies around the world.

This curriculum guide provides support for a 6-step parenting education programme for low income families that can be adapted to the local culture and that reflects parents’ goals for their children’s development.

This guide describes over 80 activities that support children’s development in their understanding of objects, other people, numbers and language.

The Alternative Care in Emergencies (ACE) Toolkit is designed to facilitate interagency planning and implementation of alternative care and related services for children separated from or unable to live with their families during and after an emergency.

This report is a first attempt to estimate current global funding levels towards early childhood development in crisis settings. To better understand the extent to which children and their caregivers in crisis-affected contexts are supported to survive and thrive, donors, decision-makers and advocates should push for increased transparency on, and traceability of, funding for ECDiE.

This page includes material and activity ideas for young children ages 0-8 that can help them recognize their big emotions, name them, and learn strategies to cope with them in a healthy manner. The resources are sorted by social-emotional topic area. 

All Under One Roof aims to bridge the gap between good intentions and practical implementation by offering technical guidance for disability-inclusive shelter and settlement support in emergencies. 

This package of materials incorporates the most recent scientific findings on early childhood development and identifies critical caregiving skills that are necessary to boost growth and integral development of young children.