Early Childhood Development (ECD) In Emergency Workshop
Country Coordinator and Facilitator Capacity Building
August 22-24, 2011
Bangkok, Thailand
Overview
The United Nations Children's Fund (UNICEF) New York Headquarters Early Childhood Development Unit and UNICEF Regional Office for East Asia and the Pacific (EAPRO) jointly organized a three-day workshop to facilitate the proper use of the ECD in Emergencies Toolkit in Asian countries. Officially launched in 2009, the ECD in Emergencies Toolkit aims to provide a stimulating and engaging educational environment for young children in emergency contexts. Responses about the kit from UNICEF country offices have been positive but there remains ample need for capacity building at both the national and local level to ensure the kits are properly used. As the possibility for natural emergencies and transitional movement in the East Asia and Pacific region is significant appropriate coordination and use of the ECD kits, either produced by UNICEF or locally assembled, is vital to maintain progressive early childhood development in emergency settings.
Opening Remarks
Cliff Meyers, Regional Education Advisor for UNICEF East Asia and Pacific, began the session by giving a brief overview of Early Childhood Development (ECD) in emergencies in the Asian region. He emphasized that as a result of recent ECD reports, assessments, workshops, and country feedback there is an essential need for increased efforts in capacity building throughout Asia. Additional effort is also needed to enhance inter-sectoral coordination, specifically between nodal ministries and agencies dealing with ECD and the focal points within the individual countries’ emergency clusters. Mr. Meyers stressed the importance of contextualizing ECD in emergencies and noted the importance of local input and customization to the ECD in Emergency programs as no one particular program will fit all countries and environments. There is an expressed need for carefully evaluated indigenization of resource materials and tools, and training. Lastly, he emphasized the importance of capacity mapping, specifically investigating what research and analysis already exists in similar programs and how resilience is imbedded in such programs thus strengthening and empowering local communities to care for their young children.
Mr. Meyers concluded by indicating how workshops can provide tools, methodologies, and strategies for capacity building for ECD in Emergencies within the Asian region. To maintain such progress it is therefore critical to:
•Develop a thorough understanding in regional communities regarding the beliefs, expectations, and dynamics surrounding children’s development
•Conduct a preliminary analysis of vulnerabilities and strengths in the community
•Understand already existing “signaling systems” of communication networks in the community to further strengthen and capitalize on such networks
•Critically assess Early Warning Systems in disaster-prone communities
•Invest in analysis of pertinent indicators, and strengthen evidence-based, contextually relevant policies for ECD in Emergencies
•Establish strong intersectoral coordination mechanisms that involve key stakeholders from both ECD and emergency clusters
Workshop facilitators Tami Farber and Vijaya Singh provided an overview of ECD with particular emphasis on the UN legal framework that supports the inalienable and universal rights of children and how these rights must be provided in moments of crisis. Particularly in emergency settings, children are often the most marginalized and vulnerable and therefore require strategic intervention to facilitate their needs. Many national governing bodies and programs could benefit from an understanding that food, clothing, and shelter are not the only basic needs during emergencies as education and care within the early years age category is also a fundamental need. As psychological, social, and physical development occurs rapidly during early childhood it is a crucial time period with lack of appropriate care sometimes resulting in impaired lifelong developmental consequences. Government assistance and policy is needed to make these programs sustainable while programs can be further enhanced through strategic public private partnerships. Many caregivers are unable to provide proper care in times of crisis because they are often concerned with their own well-being. Special attention should be made to facilitate the holistic needs of the child as the lack of holistic approaches is often a recurring key issue; further development in this area is needed and the challenges and barriers of the ECD community need to be considered from a holistic perspective. There is ample opportunity to simultaneously build a sense of community during times of crisis, through collaboration with multiple stakeholders the establishment of ECD can have long standing benefits for the individual child and the community.
Facilitator & Participant Expectations
- Participants are expected to improve their ability to introduce, implement and maintain the ECD training package in their native country
- Participants are expected to effectively integrate ECD into the emergency response strategy and strengthen existing networks and working groups
Participant expectations from workshop:
How can we take ECD into homes?
Who is responsible for looking after the ECD Kit?
How to roll out a complete plan?
How to ensure cultural relevancy?
How much flexibility with acceptable standards?
How to better develop training capacities?
How to best get the kit to local villages?
What is the best way to come up with standards?
How to better coordinate and collaborate?
Comments & Suggestions
Workshop participants unanimously agreed the UNICEF ECD video summarized many of the their beliefs and expectations such as those related to children’s rights and the use of ECD as a cross cutting intervention. Although the video gave an accurate reflection of reality in the field there were suggestions on how to improve the video: (i) Despite an observed lack of 0-3 years in the field more information for the 0-3 years age range should be shown, including a possible list of resources and links at the end of the video. (ii) The addition of children voices into the video as the image of children communicating and enjoying themselves will have a stronger message to the audience of the video. (iii) A message that suggests we must also build capacity of the other players involved and not just the educational capacity of the children, e.g. leaders of the community, elders of the community. The support, leadership, and guidance of the local community is essential to enable proper early childhood development.
Approach to Training
The essential components of the participatory training approach were reviewed and modeled throughout the workshop. Principles of participatory learning share several of the same theories of adults learning which include: (i) participants must have the responsibility to think and establish their own conclusions. (ii) participants must generate understanding by relating the learning experience to their own values, beliefs, and experiences. (iii) participants must apply new knowledge and skills and receive feedback on their performance. The importance of facilitating trans-local learning experiences where new ideas are transferred to new environments and developed into new unique ways was encouraged and referred to as scaling across not scaling up.
Setting the Context for ECD in Emergencies
Research indicates that early childhood is the most critical phase of brain development and the experiences of early childhood form a foundation for lifelong learning and productivity. Children who experience stress and trauma are therefore vulnerable to compromised development of their full capacity and functioning as productive adults. Neurobiological evidence suggests that exposure to toxic stress and an elevated presence of stress hormones during early childhood can alter and negatively affect brain architecture. Many of the beneficial outcomes of limited stress exposure are negated when the child cannot effectively cope or manage the stress by themselves. Exposure to prolonged and intensive stress may cause one of more of the following conditions: depression, weight loss, bed-wetting, hyperactivity, sleeping disorders, and irritability and concentration difficulties.
Participants shared the types of behavior observed with children in stressful environments:
- Crying for no reason
- Blank look, disconnect, no feeling
- Playing without noticing anything around
- Afraid of the water, dark
- Clinging to others
Comments & Suggestions
Emphasis was placed on the awareness and importance of indigenous knowledge and cultural practices. Careful examination of how these practices influence and work in the local community should be considered. It was noted that ECD programs do not always require structured activities as programs can also emphasize the basic practice of sharing and listening. Caregivers should be made aware their positive assistance and interaction can potentially have a greater impact on the child than the trauma experienced as a result of the emergency. Local ECD programs should incorporate psychosocial support training for the caregiver as they may benefit from additional knowledge and skills to help assist the children. Collaboration with local universities, parents, communities, as well as other children can help children who have experienced stress appropriately identify and deal with their feelings.
The Importance of Play
The right to play is recognized by the UN as a basic human right that should be indebted to every child. It is a universal interdisciplinary process of self expression based on imagination. Play provides a window to understand reality and is best accommodated when it is free of expectations and failure. In emergency contexts play can help the child cope with complex psychological difficulties and provide healthy emotional release. Caregivers need to ensure all abilities and levels of children are considered with special attention to the most marginalized. The establishment of play facilities where all abilities and levels are accommodated can also help to attract children who are reluctant to participate in ECD programs. Once play is established the caregiver can enhance the experience by promoting partnership with one another, offering physical help, and following the lead of the child by viewing the experience from their perspective.
Comments & Suggestions
Participants stressed the importance of utilizing play as a healing modality. Play often creates a sense of normalcy in stressful environments and may be welcomed by children who have adult responsibilities. Adult caregivers should be aware that aside from simple ground rules there is no right or wrong during playtime. It is essential for caregivers to acknowledge all levels and abilities of play for various children in emergencies as students with different disabilities are often marginalized. Caregivers should also be made aware they are not required to know how to deal with every child and situation. Recommendation was made for using crayons as part of the healing process by asking the child to identify and draw images indicative of their feelings. The assembly of toys from inexpensive local materials can foster creativity and resourcefulness in adulthood. Additional training concerning the facilitation of play and establishing appropriate environments and toys was requested by participants.
Inside the ECD Kit
The ECD kit is a learning tool that helps children both play and learn through the basic understanding of symbols, pictures, and letters. The kit can be complimentary to other ECD programs and when combined with other programs becomes holistic. The contents of the kit were tested in seven countries and were enhanced based on two years of comments and recommendations. The basic kit targets the 0-6 years age group, can accommodate up to 50 young children, and contains 36 different materials such as puzzles, games, art supplies, and hygiene accessories. Kits are assembled, stored and shipped from the UNICEF Copenhagen distribution center at a cost of 350 USD each. Similar educational kit exists from UNICEF and other organizations, such as School in Box, but differ in their purpose and targeted age groups. The ECD Kits are highly durable and transportable in areas with basic infrastructure. Three guidebooks are included in the kit: (i) a facilitator guidebook for trainers (ii) a coordinators guidebook to assist with the implementation of the kit at the country level (iii) an activity guidebook explaining and illustrating activities that can be done in the absence of materials. Activities are arranged in order of progressive difficulty and can be used in different ways for various age groups. Detailed information that explains how the activities work, what behavior patterns to pay attention to with the children, extended activities, and safety tips are also included.
Comments & Suggestions
The Asian region orders the least amount of ECD Kits primarily due to high costs that do not include shipping charges. Locally manufactured kits that model the UNICEF Kit and adapt the contents to local culture and materials are encouraged; distribution to neighboring countries should be considered. Caregivers are given comprehensible supportive materials but would still benefit from additional training regarding the proper use of the kit. Participants requested information regarding what other kits or materials could be used until the ECD Kits arrive. Translation of the accompanying text and manuals into local languages will need to be done prior to the implementation of local caregiver training programs.
Making Toys and Story Books for Young Children
Purchased toys are not required to develop critical cognitive and motor skills in children therefore depending on locally available materials in emergency settings provides ample opportunity for the construction of meaningful toys. The process of making toys locally can be a stimulating learning experience for both the child and family members if collaboration is encouraged. Ownership of a newly created toy can also help nurture the healing process as they return or move from the temporary emergency area with the toy.
Factors to consider with the use of toys:
- How does the toy support small and large motor skills?
- How does the toy support social, emotional, and intellectual growth?
- Does the toy address any gender issue?
- What ages are the toys designed for and how will it be used?
- What area of development does it encourage?
- Will it keep the child’s interest or will the interest quickly diminish?
- Will the toys grow along with the child?
- Is the toy safe?
- Will it break easily?
- Can the toys be used in many ways or only one?
- How can it be used with babies and different age groups?
Entry Points for Emergency Planning
Multiple entry points exist for the introduction ECD emergency kits in various environments, they include:
Needs Assessment & Evaluation – The appropriate use of aggregated data in emergency situations can convey clear messages to stakeholders and motivate action towards the implementation of kits. Data that clearly indicates how many young children are out of school and who have limited or no access can be utilized by NGOs, government and UN organizations to mobilize strategic planning and funding for ECD in emergency programs.
Water & Sanitation – How to effectively use water collection locations as an entry point should be considered when choosing where to host the ECD program. Dialogue at higher levels should be encouraged as water collection areas serve as an ideal location to disseminate information to adults and parents as well as conduct ECD activities; short messages can be delivered while waiting in line.
Parenting Effectiveness – Several modes of delivery for strategically introducing ECD to parents include visual messages that capture and maintain interest, media through radio, and targeting of extended family such as grandparents. Informational ECD sessions for the parents can be conducted while children are playing. Parents of young children who do not want to be separated from their parents should be encouraged to continue ECD activities at home. ECD programs can also be introduced in cooperation with local health authorities by offering activities while children are waiting for services.
Establishing an Ideal ECD Kit Environment
Participants shared their practical experience in establishing nurturing environments for children to play and learn. The following elements should be considered during the establishment of kit use location:
Safe environment
Healthy environment
Floor mats
Colorful
Available materials
Loving environment
Familiar environment
Parental involvement
Community support
Proper storage of the kit must also be considered, as this will vary on the local environment. Kits should be stored in an easily accessible location typically a school, church, health center, or government building. Barriers to establishing an ideal learning environment include lack of caretakers, parents, volunteers and government support as well as chaotic, tense, and un-secure surroundings. Caregiver organization skills, enthusiasm and commitment levels are also of significant importance in establishing stimulating environments. Attention should be given to develop slightly structured routines with children as this will create a sense of normalcy and contribute to a calmer and stimulating atmosphere.
Implementing ECD Interventions
The initial planning of strategic ECD Kit implementation is best supported when both a situational analysis and needs assessment have been conducted beforehand. A distinction between the purposes of both documents should be clarified with the situation analysis consisting of an on-going document that is broader in scope compared to a more focused and rapidly compiled needs assessment. An analysis of existing ECD activities should consider the following questions: