Education Cluster Thematic Case Study Series
INEE Global Education Cluster - 2012 Integrating Early Childhood Development (ECD) activities into Nutrition Programmes in Emergencies: Why, What, and How
This series of case studies examines eleven different national Education Clusters and their responses surrounding five thematic areas: 1) Using the INEE Minimum Standards, 2) Working with the national authorities, 3) Early Childhood Education, 4) Gender, and 5) Youth. Through the backdrop of concrete examples, this report offers analysis, lessons learned, and recommendations for successful implementation of educational programming with the INEE Minimum Standards. In this way, the report explores to what degree the Education Cluster system addresses cross-cutting issues. Countries represented in this report include Uganda, Pakistan, Myanmar, Vanatu, Kenya, OPT, Nepal, Sri Lanka, Zimbabwe, DRC, and Bangladesh.
UNICEF & WHO - 2012 INEE Thematic Issue Brief: Early Childhood Development
Developed by UNICEF and the World Health Organization, this document helps to give practical advice on how to integrate early childhood development activities with nutrition programs in emergencies. The report gives examples of stimulation activities for children, explains what is most effective in early childhood development programs, and addresses some of the possible challenges associated with such an endeavor. The appendices give more tangible steps to undertake when setting up an emergency feeding program in order to integrate early childhood education activities.
INEE - 2010 Starting Up Child Centered Spaces in Emergencies: A Field Manual
This brief summarises the mainstreaming of Early Childhood Development in the INEE Minimum Standards Handbook.
Christian Children's Fund - 2008 ECD Guidelines for Emergencies: The Balkans
This tool is aimed at NGO/UN programme staff working in Child-Centered/Friendly Spaces, MOE or other ministry working with infants/pre-school aged children and their communities. It offers practical guidance on setting up Child Centered Spaces in emergency settings.
Cuninghame, C., T. Hyder, and D. Kesler, H. Penn ed. Children as Zones of Peace: Working with Children Affected by Armed Violence
This tool was written to support Save the Children's Emergency Preparedness Plan for the Balkans. The content covers Early Childhood Development activities for emergencies and should be used as a quick reference guide when there is a need for informal, stimulating and community-based ECD programmes in conflict and emergency contexts.
Evans, J. (Consultative Group on Early Childhood Care and Development) - 1996 Helping Children Rebound: Strategies for Preschool Teachers After the 2005 Hurricanes
This issue of the Coordinator's Notebook focuses on how to work with children involved in or affected by organised violence in order to ensure that they are still provided with the best possible early childhood experiences.
Heroman, C. and Bilmes, J. (Teaching Strategies) - 2005 Action Sheet 5.4: Facilitate support for young children (0-8 years) and their care-givers
This booklet addresses the special needs of young children who have experienced hurricanes and targets teachers, who it hopes to support in helping children to begin to rebound from their experiences.
IASC - 2007 Helping Children Cope with the Stresses of War: Manual for Parents and Teachers
This action sheet has been taken from the Inter-Agency Standing Committee's Guidelines on Mental Health and Psychosocial Support (the full document can be found in the Psychosocial section of the Toolkit). The key actions it outlines are 1. Keeping children with their families and familiar care-givers, 2. Promoting the continuation of breastfeeding, 3. Promoting play, nurturing care and social support and 4. Care for the care-givers themselves.
Macksoud, M., UNICEF - 2000
This tool provides advice on issues children experience such as bed-wetting, clinging, bedtime problems, night terrors, schoolwork, anxieties and more. The tool is geared towards parents and caregivers to help them understand children's responses to the stresses of war and how they can help children to cope with such stresses. Spanish
Early childhood care and development in emergencies: A programme guide
Para ayudar a los niños a hacer frente a las tensiones de la guerra: Un manual para padres, madres y maestros
Macksoud, M., UNICEF - 2000
Esta herramienta ofrece consejo sobre los problemás que experimentan los niños tales como orinarse en la cama, aferrarse, problemás del hora de dormir, pesadillos, trabajo escolar, la ansiedad y más. La herramienta está dirigida a padres y cuidadores para ayudarles a comprender las respuestas de sus niños a los tensiones de la guerra y cómo pueden ayudar a sus niños para hacer frente a tales tensiones.
Plan - 2012 Investing in the Youngest: Early childhood care and development in emergencies
The overall aim of this guide is to promote consistent, high quality Early Childhood and Care in Development (ECCD) in emergencies programming. This guide is divided into three parts. In Part 1, the Background explains what is meant by ECCD, why it is such a crucial ingredient in emergencies programming, and key considerations to prevent exclusion or discrimination among certain groups. In Part 2, Taking Action provides practical guidance about how to prepare for, implement and monitor ECCD interventions in emergencies. In this Part, you will find specific sections that include interventions for each phase of emergencies programming, presented by sector and by children’s age groups. A last section describes monitoring and evaluation of ECCD in emergencies. In Part 3, Resources includes the references, a glossary, and index.
Plan - 2012 The Unique Needs of Children in Emergencies: A Guide for the Inclusion of Children in Emergency Operations Plans
This document outlines the different impacts that disasters and emergencies can have on young children. It also shows in emergencies programming is already helping to limit those impacts. Plan’s experience of providing support to the very youngest children in humanitarian situations has shown that eight key components are critical to protecting children from physical, social-emotional, cognitive, and psychological harm. These components are: 1. Strengthening children’s protective environment through parents and other caregivers; 2. Increasing children’s nutrition and health status; 3. Preparing children to enter and succeed in school; 4. Decreasing stress and improving psychosocial wellbeing; 5. Increasing opportunities for birth registration in emergencies; 6. Changing attitudes about girls; 7. Increasing government commitment for ECCD in emergencies; and 8. Reducing vulnerability to future disasters.
Save the Children - 2007 Let's Get Ready! Planning Together for Emergencies
This Guide is intended for personnel responsible for the development and maintenance of a community's emergency operations plan (EOP) in local emergency management agencies. It seeks to drive the active planning process and guide the creation of Children in Emergencies supplemental documents to EOPs.
Sesame Street - 2008
This newsletter is one resource out of a large series designed for parents to work with their children to prepare for emergencies and ensure that young children have mechanisms in place to know what to do should an emergency occur. Spanish
Funding the Future: Strategies for Early Childhood Investment, Costing and Financing
¡Preparémonos! Planificando juntos para emergencias
Sesame Street - 2008
Este boletín es uno de los recursos de una gran serie diseñado para los padres a trabajar con sus hijos a prepararse para las emergencias y asegurar que los niños pequeños tienen mecanismos para saber qué hacer si ocurre una emergencia.
The Consultative Group on Early Childhood Care and Development - 2008 Early Childhood Development
The Consultative Group on Early Childhood Care and Development's Coordinator's Notebook: An International Resource for Early Childhood is an annual compilation of resources. The resources in this issue cover the topics of financing, costs and additional related tools for early childhood development. There is a tool on p. 57 on estimating ECD costs that should be given particular attention, as well as the tool on p. 52.
UNESCO IIEP - 2010 Noteworthy Practices: Early Childhood Development in Emergencies
This chapter contains suggested strategies for investing in ECD activities to ensure that basic rights of children to survival, protection, care and participation are fully protected from birth to school age and onwards. There is also a matrix of the needs and potential responses when developing early childhood development programmes and guidance on creating links between home, preschool and primary school. Extracted from UNESCO IIEP's Guidebook for Planning in Emergencies and Reconstruction.
UNICEF - 2012 UNICEF Early Childhood Development Resource Pack
This document 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.
UNICEF - 2010 Emergency Curriculum and Training Planning Tool
This Early Childhood Resource Pack is designed to help programme planners and managers understand the basic elements of the best start in life for children and how to most effectively work together to achieve those goals. It combines advocacy arguments with experiences, exercises and information that can be used to develop skills and understand programming for young children in development and emergency situations. The Resource Pack is very extensive and as such could not be attached here. Please visit www.unicef.org/earlychildhood/index_42890.html in order to be able to select the section of the Pack that is most useful to you.
UNICEF - 2006 Technical Notes: Special Considerations for Programming in Unstable Situations
This matrix provides the framework for an adaptable emergency curriculum planning tool that can be used to assess what is needed to develop a basic core programme for literacy and numeracy; for psychosocial healing; for recreation, sports and expression activities; for early childhood development; and for other emergency themes. From UNICEF's Education in Emergencies Resource Toolkit.
UNICEF - 2000 Early Childhood Development Kit: A Treasure Box of Activities
Chapter 9 of UNICEF's 'Technical Notes: Special Considerations for Programming in Unstable Situations' focuses on Early Childhood Development and Protection. It discusses the basic principles and rationale for ECD programmes, identifying needs and developing appropriate interventions.
This kit contains numerous activities for caregivers to use with children who are caught in conflicts and emergencies (ages 0-6 years). These activities were carefully designed to help develop skills for thinking, speaking, feeling and interacting with others. In theory, this kit would come with many toys and tools. However, using this resource can help give caregivers ideas for activities that they can implement with or without the exact materials that are being referred to. Arabic | French | Portuguese | Russian | Spanish
Arabic: Early Childhood Development Kit: A Treasure Box of Activities
Le kit pour le developpement de la petite enfance: Une boite a tresors pleine d'activites
Le Kit d'activités pour le développement de la petite enfance contient de nombreuses activités que les personnes chargées des soins aux enfants peuvent utiliser avec des enfants pris dans des conflits et des situations d'urgence (de 0 à 6 ans). Ces activités ont été élaborées avec soin pour aider à développer les compétences permettant de réfléchir, de parler, de sentir et d'interagir avec d'autres.
Kit de Desenvolvimento da Primeira Infancia: Uma Caixa de Tesouros de Atividades
Russian: Early Childhood Development Kit: A Treasure Box of Activities
General Outline of a National Early Childhood Development Policy
Conjunto para el desarrollo del niño en la primera infancia: un cofre de tesoros lleno de actividades
Este conjunto contiene numerosas actividades que los cuidadores pueden utilizar con los niños que están atrapados en conflictos y emergencias (edades 0-6 años). Estas actividades fueron cuidadosamente diseñados para ayudar a desarrollar habilidades de pensar, hablar, sentir e interactuar con otros. En teoría, este conjunto viendría con muchos juguetes y herramientas. Sin embargo, utilizando este recurso puede ayudar a dar a los cuidadores ideas para actividades que puedan poner en práctica con o sin el material exacto que se hace referencia.
Vargas-Baron, E. (ADEA, UNICEF, UNESCO) - 2005 Policy Indicators (for content areas and policy assessment)
This outline provides a framework for a National Early Childhood Development Policy, which can be adapted when developing other education-related policies. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'
Vargas-Baron, E. (ADEA, UNICEF, UNESCO) - 2005 Roles and Responsibilities of Early Childhood Development Co-ordinating Structures
The purpose of this tool is to help Policy Planning Teams consider a wide range of indicators previously used in many nations and provinces for possible application in National Early Childhood Development Policies. Several of the indicators also have been used in education policies. This list is not exhaustive but Policy Planning Teams can make a selection of indicators as well as create new ones for each age range and outcomes area. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'
Vargas-Baron, E. (ADEA, UNICEF, UNESCO) - 2005 The Five Phases of Participatory Early Childhood Development Policy Planning
This tool lists examples of the types of national, provincial or regional level and district level coordinating entities that can be established in a National Early Childhood Development Policy and specifies the types of roles and responsibilities each can play. The list can be adapted for policy or coordination groups focused on other education issues. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'
Vargas-Baron, E. (ADEA, UNICEF, UNESCO) - 2005 Tips for Successful Policy Planning
This chapter gives guidance on and steps for carrying out the five phases of participatory ECD policy planning, which can be adapted and used for any policy issue: preparation, situation analysis and consultation preparation; community, regional and national consultations; policy drafts and consensus building; and policy approval and adoption. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'
Vargas-Baron, E. (ADEA, UNICEF, UNESCO) - 2005 Typical Budget Outline for Early Childhood Development Policy Planning
This one-page tool provides a series of practical tips for successful policy planning that are applicable to policy planning for other education-related issues. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'
Vargas-Baron, E. (ADEA, UNICEF, UNESCO) - 2005 The importance of caregiver-child interactions for the survival and healthy development of young children
This one-page tool provides a look at a typical budget outline for early childhood development policy planning, which can be adapted to create a budget for policy planning on other education-related issues. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'
World Health Organization - 2004
This resource focuses on the importance of caregiver-child interactions.