In this Research Article, authors Jonathan Seiden, Valeria Kunz, Sara Dang, Matrika Sharma, and Sagar Gyawali provide quasi-experimental evidence of Save the Children’s ECD centers improving preacademic skills in children living in emergency contexts.
Authors Julie L. Drolet, Caroline McDonald-Harker, Nasreen Lalani, Sarah McGreer, Matthew R. G. Brown, and Peter H. Silverstone argue that ECD service delivery and infrastructure, critically inadequate in the months after wildfires devastated Fort McMurray, Alberta, are a vital part of disaster risk reduction and emergency preparedness.
In this Field Note, authors Katelin Swing Wilton, Aimée Vachon, Katie Maeve Murphy, Ayat Al Aqra, Abdullah Ensour, Iman Ibrahim, Anas Tahhan, Kayla Hoyer, and Christine Powell outline the International Rescue Committee’s experience adapting a home-visiting ECD intervention for refugees and internally displaced persons in Jordan, Lebanon, and Syria.
In this Field Note, Fabiola A. Lara examines how the rollout of Save the Children’s Toxic Stress Mitigation Model in El Salvador addressed the needs and wellbeing of caregivers, as well as those of children, and engaged fathers and grandfathers in children’s early development in innovative ways.
In this Field Note, authors Kim Foulds, Naureen Khan, Sneha Subramanian, and Ashraful Haque illustrate how Sesame Workshop brought affected populations to the table to plan the design and scope of an ECD intervention and offer a framework for involving recipients in planning humanitarian programming.
In this Field Note, authors Erum Mariam, Jahanara Ahmad, and Sarwat Sarah Sarwar argue that community participation in the design of ECD centers has led to the creation of learning spaces that foster a sense of belonging and cultural pride for displaced children in Cox’s Bazar, thus supporting their psychosocial wellbeing.
In this Field Note, author Samier Mansur discusses No Limit Generation’s innovative video training platform for aid workers, ECD professionals, educators, and caregivers, and suggests that the scale and accessibility technology-supported capacity-building is a sustainable way to support ECD in humanitarian settings.
In this Commentary, authors Saverio Bellizzi, Lori McDougall, Sheila Manji, and Ornella Lincetto discuss how growing recognition of the need for coordinated support for newborns in humanitarian settings led Save the Children, UNICEF, UNHCR, and WHO to develop a seminal mapping of actions to ensure that babies and mothers survive and thrive in emergency contexts.
In this Commentary, authors Bernadette Daelmans, Mahalakshmi Nair, Fahmy Hanna, Ornella Lincetto, Tarun Dua, and Xanthe Hunt bring attention to the cascading effects of caregivers’ mental health for children’s development and outline an agenda for interagency priority-setting and research to support mothers’ and newborns’ mental wellbeing.
In this Commentary, authors Xanthe Hunt, Theresa Betancourt, Laura Pacione, Mayada Elsabbagh, and Chiara Servili present the principles that should guide action to support children with developmental disorders and other disabilities and make recommendations for programming, policy, and future research.
In this review of Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts, edited by Samara Madrid Akpovo, Mary Jane Moran, and Robyn Brookshire, Amy Jo Dowd highlights the practical lessons that this edited volume offers for conducting ECD research that is mindful of context, positionality, relationship, and reciprocity across cultures.
In this review of Early Childhood Development in Humanitarian Crises: South Sudanese Refugees in Uganda by Sweta Shah, Kate Schwartz highlights how Shah draws from a rich variety of disciplines, contexts, and frames to provide a comprehensive picture of ECD in humanitarian settings: its potential, its limitations, and its critical role for children living in crisis and conflict.
Marking the launch of JEiE’s special issue on early childhood development in emergencies, contributing authors, issue editors, and guest speakers will highlight efforts to address the needs of young children and families living in humanitarian situations, and what we have learned from these efforts.
The toolkit is a set of materials directed towards children, parents, caregivers and teachers in various settings, which promote psychosocial wellbeing and link with key life skills to strengthen social and emotional learning.
This programming and influencing package includes resources developed for programmes that aim to increase male engagement in nurturing care and early childhood development (ECD), as well as in maternal health and wellbeing.
The purpose of this webinar was to promote uptake of the Mind the Gap report and Closing the Gap policy paper. The webinar situated the report and policy paper in the broader gender and EiE landscape, including global commitments like the Charlevoix Declaration on Quality Education.
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.
The year 2020 will be remembered as a year like no other. The COVID-19 pandemic has disrupted all facets of life, causing millions of deaths around the world and leading to human suffering, economic recession, restrictions on human mobility and severe limitations on daily life.
This 30-minute webinar highlighted the recent launch of the new INEE Community of Practice. The INEE team provided both motivation for participation in this novel space as well as practical advice about joining and using the Slack-based platform.
Standard operating procedures for emergencies and disasters for schools are an essential part of school disaster management policy. They are a set of written and required safety procedures to be known and followed by all school workers and students, in the event of disasters or emergencies.
