Nurturing care for early childhood development

I am not sure how long it will take before governments take the importance of ECD more seriously but there are a number of initiatives,that can help:

[FRAMEWORK] Nurturing care for early childhood development
WHO, UNICEF, World Bank Group

The Nurturing Care Framework was created in response to strong evidence and growing recognition that the early years are critical for human development. It sets out the most effective policies and services that will help parents and caregivers provide nurturing care for babies. To reach their full potential, children need the five inter-related and indivisible components of nurturing care: good health, adequate nutrition, safety and security, responsive caregiving and opportunities for learning.Investing in early childhood development is one of the best investments a country can make to boost economic growth, promote peaceful and sustainable societies, and eliminate extreme poverty and inequality. Equally important, investing in early childhood development is necessary to uphold the right of every child to survive and thrive. The Framework provides an evidence-based road map for acton and outlines how policies and services can support parents, families, other caregivers and communities in providing nurturing care for young children. It calls for attention to be paid to communities where children are most at risk of being left behind.

The Nurturing Care Framework is designed to mobilise a coalition of parents and caregivers, national governments, civil society groups, academics, the United Nations, the private sector, educational institutions and service providers to ensure every baby gets the best start in life.

Click here to download.


Tracking of aid to early childhood development needs to improve

All the evidence is there -in fact we have known about the importance of ECD for future lives for decades and now we have the neuroscience to support this. So why does health and nutrition,rather than the whole child be the focus of attention of donors -is it because it is easier?

This blog was written by Asma Zubairi, a researcher at REAL Centre at the University of Cambridge. How much do donors spend on early childhood development? This is the key question for our new report for Theirworld Just beginning: Addressing inequality in donor funding for Early Childhood Development. Early Childhood Development (ECD) is widely recognised […]

via Tracking of aid to early childhood development needs to improve — World Education Blog

The importance of community volunteers to increase students’ learning outcomes: the case of Educate Girls in India

Having been involved in community volunteers and early childhood education I can testify to the quality of many of these volunteers who come with a commitment to do their best for children who often miss out on educational opportunities.What is particularly important is their role in increasing equity, as children who are often disadvantaged by not speaking the national language or who,for no fault of their own , live too far away from the nearest school can access education and often are more ‘school ready’ than other children who have attended a pre-primary class (see example from Tanzania).


By Radhika Iyengar, Gita Johar, Lucia del Pilar Haro and Sarah Montgomery The idea of community members providing basic health services to local households has been in existence for 50 years. The health community has been effectively using Community Health Workers (CHW’s) to address the shortage of health staff in local clinics for many years. […]

via The importance of community volunteers to increase students’ learning outcomes: the case of Educate Girls in India — World Education Blog

Thematic case studies – Education

If you are interested in Education in a variety of countries, it is worth taking a look at the new series of thematic case studies :

The Thematic Case Study Series – a collaborative effort between INEE and the Global Education Cluster – seeks to capture lessons learned and examples of good practices from country-level Education Clusters. This initial report specifically explores the following five thematic issues:

  1. Using the INEE Minimum Standards
  2. Working with national authorities
  3. Early Childhood Development (ECD)
  4. Gender
  5. Youth

In-depth interviews were conducted with 13 Cluster Coordinators and five thematic experts to inform the thematic case studies. Each case study consists of three major sections:

  • Country cases: Three country-specific examples of national Education Clusters’ work and discussion surrounding the thematic issue.
  • Analysis and lessons learned:Presents some of the key lessons learned based on an analysis of the country cases
  • Recommendations: Three lists of recommendations, based on the case study’s findings: one aimed at global and regional education stakeholders, one at INEE and the other at national education stakeholders

The primary audiences for these case studies are Education Cluster actors, including Cluster Coordinators, lead and partner agency actors, and government representatives, as well as UN and NGO education staff and those working in other relevant sectors at both national and global levels.

We hope you enjoy reading the studies and will find them useful and applicable to your work. For more information, and to request a template for drafting similar case studies of your own, please contact

This document is freely available for download on the INEE website here.

e-Toolkit for Early Child Development (ECD) – new resource

From the latest INEE newsletter:

e-Toolkit for Early Child Development (ECD)

(Terre des hommes Italia)

This e-Toolkit on ECD has been developed as a result of two years working with preschool children in the Gaza Strip. The toolkit is made of four booklets that can be downloaded separately or all together.


This resource is available here.


Pre-school education stories

The Cinderella of the education system?

Early Childhood Education and Care is such an important component of an education system,yet still maintains a low profile in terms of real investment in children.It still has to be separated from ‘real education’ (which of course can be beneficial in terms of attitudes towards what constitutes play and what is work in school). However the transition can be too brutal and many countries (including Vietnam) include a school readiness program, which is focused on the children -but perhaps it is the primary schools that need to change and be ready for the children and be more child friendly.

It is time to go to the ball!

From INEE:

Early Childhood in Emergencies Working Group
The Early Childhood in Emergencies Working Group (EEWG) works under the umbrella of the Consultative Group on Early Childhood Care and Development (CGECCD).

The EEWG is co-convened by UNICEF and Save the Children and includes more than 100 organizations and individuals working in early childhood, emergencies and other related fields.

The purpose of the EEWG is to analyze and synthesize information gathered from research, case studies, successful practices and tools from the fields of EC and Emergencies and to use this information to:

  • Develop tools and publications and to disseminate this information
    for use by global actors and stakeholders in EC and Emergencies.
  • Advocate for improved investments, policies, and commitment to
    action related to young children in Emergency and Transition
  • Inform the current gap in understanding that EC programming in
    Emergency situations needs to include the diverse needs of
    children in each phase of the emergency, transition and normalcy.
  • Inform capacity development of EC and Emergencies’ stakeholders
    to effectively act for children in these settings.

What is our strategy and what we do?
Through collaboration with other like-minded agencies, individuals, and experts, including:

1.    The Inter-agency Network on Education in Emergencies (INEE) through the EC in Emergencies Task Team .  Key activities include:

    • Development of a Position Paper and brief which explores current and emerging issues related to young children and emergencies, as well as recommendations for future action (currently in process).
    • Revision of the INEE Good Practice Guide for Early Childhood Development ; this will feed into the revision process of the INEE Minimum Standards, and be integrated into INEEMinimum Standards training.

2.    The Agency Learning Network on the Care and Protection of Children in Crisis-Affected Countries (CPC Learning Network) through one of 6 Global Technical Groups . Key activities include:

  • Review of existing policies/strategies on EC in emergency and transition situations.
  • Advocacy and practical guidance for mainstreaming of ECCD into the emergency coordination mechanisms, such as the Cluster approach.
  • Establishment of an EC in Emergencies knowledge database with information from Northern and Southern sources and contexts.
  • Provision of practical guidelines, tools and materials with process, output and outcome indicators for effectively monitoring and evaluating the impact of ECCD programs on children, caregivers, families and
    communities in Emergencies.
  • Development of strategies for EC inclusion in early preparedness phases to mitigate the negative impacts of emergencies and to strengthen community empowerment and ownership
  • Support to research and knowledge generation in EC in Emergencies

Manuals and Guidelines

This section includes manuals and guidelines on how to implement ECCD in Emergencies programming:

Delivering Education for Children in Emergencies: A Key Building Block for the Future (International Save the Children, 2008)

This new report from Save the Children demonstrates that it is possible to provide quality education even in the midst of conflict. Moreover, while the international community is beginning to meet the challenge, there is much more that can be done if donor governments would rise to the occasion.

Starting Up Child Centered Spaces in Emergencies: A Field Manual (Kostelny, K., 2008)

To help mobilize communities on behalf of children during and after emergencies, Christian Children’s Fund (CCF) has developed a Child Protection Approach that utilizes diverse tools, including Child Centered Spaces (CCSs) as a means to reach and support children. This manual is divided into three sections: 1) A description of CCF’s child protection framework, which includes CCF’s vision as it relates to child protection, child well-being, and child rights. It also describes CCF’s Deprivation, Exclusion and Vulnerability Model, and explains the strategic rationale for establishing Child Centered Spaces; 2) A list of 13 practical recommended steps for implementing CCSs. Throughout this section, field examples are provided to demonstrate steps of the CCS process in different emergency contexts. A quick checklist is also supplied for each step, indicating the key elements and activities for the step. The steps are intended to serve as guidelines, as each emergency situation is unique and requires adaptation of the approach within the local context; 3) Lastly, there is a compilation of annexes, references, and resources for working with CCSs.

IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (Inter-Agency Standing Committee, 2007).

This set of guidelines enable humanitarian agencies, workers, and communities to implement a set of multi-sectoral responses to support people’s mental health and psychosocial well-being in the midst of an emergency.  With a definite focus on social interventions and supports, these guidelines also highlight the importance of utilizing local resources (e.g., teachers, health workers, healers, women’s group, etc.) to promote psychosocial well-being.  The guidelines also include attention to protection and care of people with severe mental disorders. Of particular importance to early childhood care and development, see Action Sheet 5.4: Facilitate support for young children (0-8 years) and their caregivers. This section reveals suggestions and key actions to support young children (0-8 years) experiencing emergency situations.