ECDiE Programming Library

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.