Why is early childhood care and development in emergencies

Disasters disrupt young children’s development

So what is Plan International doing about it?

Download our report for more informationplan-international.org/eccdinemergencies

so important?The first 8 years of a child’s life are the most criticalKey brain connections are made during this time, which provide the foundations for each child’s future learning, well-being and prosperity

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Strengthening children’s protective environment

through parents and other caregivers

Increasing children’s

nutrition and health status

Preparing children to enter and succeed in

school

Decreasing stress and improving

psychosocial well-beingIncreasing

opportunities for birth registration in emergencies

Changing attitudes about

girls

Increasing governments’ commitment to ECCD in

emergencies

Reducing vulnerability

to future disasters

Plan’s 8 key

interventions

1.5 billionchildren in 42 developing countries were affected by crises between 2002 and 2006

The collapse of essential services means many children under 5 do not reach their developmental potential due to:

• malnutrition

• poor health

• poverty

• lack of early stimulation

and learning

Our report recommendsIncreasing financial and human resource investment in early childhood care and development (ECCD) in emergencies

Establishing global minimum standards and frameworks for ECCD in emergencies

Building a stronger evidence base for ECCD in emergencies

plan-international.org/eccdinemergencies

Typhoon Ondoy 2009: Plan Philippines initiated an ECCD in

emergencies programme in existing childcare centres, in tented

child-friendly spaces and in safe outside locations. As Plan had

been working with the government on ECCD services prior to the

typhoon, the relationships with the government and communities

were in place to get activities up and running quickly.

The programme incorporated Plan’s eight key interventions (see

over). As a result, ECCD workers interviewed said primary school

teachers in one neighbourhood could tell which children had been

to the local centre. The children had a basic understanding of

counting, colours and shapes generally taught in primary

school, which other children did not have. The children’s

social and problem solving skills were also more developed

compared to children who did not go to the centre.

Providing ECCD-related activities as part of a humanitarian

response also boosted the existing skills and knowledge of the

community. ECCD caregivers’ approach to supporting children

changed after training sessions, becoming more dynamic

and child-centred. More children began attending the centres

as parents perceived the teaching methods to be of a higher

standard than existing government-run centres. In turn, this

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eccdinemergencies

CaSe STudy

offered an opportunity to improve the skills of caregivers

in government-run centres. Plan worked with the

Department of Education to provide teacher training to

increase knowledge and skills in psychosocial well-being,

climate change adaptation, and child-centred teaching methods.

► This case study was taken from Plan’s report

Investing in the youngest: Early childhood care and

development in emergencies

► How to download Plan’s report

early childhood care and development (eCCd) in emergencies during Typhoon Ondoy, Philippines

credit: Plan / Mike Alquinto