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

, Alliance for Human Development, Canada ; , Department of Psychology, Canada

International Journal of Educational Development Volume 66, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

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.

Citation

Proulx, K. & Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes. International Journal of Educational Development, 66(1), 1-7. Elsevier Ltd. Retrieved April 18, 2019 from .

This record was imported from International Journal of Educational Development on March 15, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2019.01.007

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