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Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes

Proulx, Kerrie ; Aboud, Frances

International Journal of Educational Development, April 2019, Vol.66, pp.1-7 [Peer Reviewed Journal]

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  • Title:
    Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes
  • Author/Creator: Proulx, Kerrie ; Aboud, Frances
  • Language: English
  • Subjects: International Education ; Early Childhood Development ; Disaster Risk Reduction ; Indonesia ; Preschool Quality ; Education
  • Is Part Of: International Journal of Educational Development, April 2019, Vol.66, pp.1-7
  • Description: Keywords International education; Early childhood development; Disaster risk reduction; Indonesia; Preschool quality Highlights * Disaster risk reduction (DRR) education can improve the quality of preschools, children's DRR-related knowledge, and areas of early learning. * Findings suggest that preschool children can effectively participate in DRR activities in ways that would likely minimize some disaster risks. * Future studies using randomized, control trials and longitudinal designs are needed. Abstract Research on disaster risk reduction (DDR) initiatives for preschool-aged children is lacking and the potential contribution of young children (e.g. under 6 years old) to reducing the risks and impacts of natural disasters has been largely overlooked in DRR programming. Using a quasi-experimental evaluation design, this study examines the short-term effects of a preschool-based DRR program in rural Indonesia on children's early learning and the quality of preschool settings. The randomly selected sample comprised of 102 children who had attended preschools with the DRR program (intervention group) and 101 children who had attended neighboring preschools without DRR programming (comparison group). Overall, the results provide preliminary support for the integration of DRR into the early childhood education sector. The DRR intervention improved the quality of the preschool environment and young children's DRR-related knowledge. Results on children's early learning outcomes (e.g. reading, writing, mathematics) were mixed. Recommendations for further research are outlined and considerations for future programming in this emerging area. Author Affiliation: (a) Alliance for Human Development, Lunenfeld-Tanenbaum Research Institute, Mount Sinai Hospital, 60 Murray Street, Toronto, ON, M5T 3L9, Canada (b) Department of Psychology, McGill University, 2001 McGill College Avenue, Montreal, QC, H3A 1G1, Canada * Corresponding author. Article History: Received 6 October 2017; Revised 29 January 2019; Accepted 31 January 2019 Byline: Kerrie Proulx [proulx@lunenfeld.ca] (a,*), Frances Aboud [frances.aboud@mcgill.ca] (b)
  • Identifier: ISSN: 0738-0593 ; E-ISSN: 1873-4871 ; DOI: 10.1016/j.ijedudev.2019.01.007