Blogue Fatherhood Engagement in Early Childhood Development in Emergencies Fathers’ engagement in early childhood development is essential for the wellbeing of children; however, it is often not prioritized in emergency responses. Why does this need to change, and what can be done to encourage meaningful engagement of fathers in children’s development and learning?
Recurso Caregiver-Reported Early Development Instrument (CREDI) Long Form - China The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The 117-item Long Form used in China gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health.
Recurso Caregiver-Reported Early Development Instrument (CREDI) Short Form - Brazil The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The Short Form used in Brazil gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health, and takes less than 5 minutes per respondent.
Recurso Caregiver-Reported Early Development Instrument (CREDI) Long Form - India The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The 117-item Long Form used in India gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health.
Blogue Alternative Ways to Continue ECD Interventions During COVID: Learning Form UNICEF Funded EIE Project of Plan International Bangladesh This blog, written by INEE member Md. Ramjan Ali, provides an overview of some alternative initiatives of Plan International Bangladesh to continue Early Childhood Development during COVID-19.
Recurso Supporting young children with disabilities in humanitarian settings The webinar was moderated by Rosangela Berman Bieler, UNICEF’s Global Advisor on Disability, and included brief presentations on foundational concepts for disabilities-inclusive programming, and alternatives to address young children with disabilities needs.
Evento Supporting young children with disabilities in humanitarian settings The webinar will be moderated by Rosangela Berman Bieler, UNICEF’s Global Advisor on Disability, and will include brief presentations on foundational concepts for disabilities-inclusive programming, and alternatives to address young children with disabilities needs. We will also reserve time for Q&A and discussion.
Recurso Looking at Play Through the Eyes of Rohingya Children in Cox’s Bazar Our data show that Rohingya children demonstrate a tremendous amount of spontaneous and creative activity in their everyday lives, despite the many challenges in the Cox’s Bazar camps. This brief provides fresh perspectives into the remarkable resilience and creativity these young children possess.
Recurso Fathers’ Perceptions of Play: Evidence from the Rohingya Camps In 2020 and 2021, NYU-TIES set out to better understand how parents perceive play in Cox’s Bazar in Bangladesh. This brief highlights some of the most critical findings supported by multiple data sets, focusing in particular on the role of fathers in supporting playful learning and concluding with reflections on how these findings might be valuable for future program implementation and research.
Recurso Rapid retooling and adaptation of EIE data processes and programming : Pashe Achhi Model in Early Childhood Education in Emergencies in the Rohingya Camps of Bangladesh In March 2020 BRAC explored alternative approaches and designed a telecommunication model, Pashe Achhi, to support all the direct beneficiaries during the pandemic. The objective of the intervention was to be connected with the beneficiaries and promote children’s wellbeing and development through play-based learning, positive parenting, and self-care practices of caregivers.
