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VOLUME 7 NUMBER 1 JUNE 2021 Special Issue on Early Childhood Development in Emergencies EDITORIAL NOTE Accessible Strategies to Support Sweta Shah and Joan Lombardi Children’s Mental Health and Wellbeing in Emergencies: Experience EiE RESEARCH ARTICLES from the Rohingya Refugee Camp Effects of Two Early Childhood Samier Mansur Interventions on the Developmental Outcomes of Children in Post- COMMENTARIES Earthquake Nepal Newborns in Fragile and Humanitarian Jonathan Seiden, Valeria Kunz, Sara Settings: A Multi-Agency Dang, Matrika Sharma, and Sagar Partnership Roadmap Gyawali Saverio Bellizzi, Lori McDougall, Sheila Manji, and Ornella Lincetto Early Childhood Development in the Aftermath of the 2016 Wildfires Supporting Maternal Mental Health in Alberta, Canada and Nurturing Care in Humanitarian Julie L. Drolet, Caroline McDonald- Settings Harker, Nasreen Lalani, Sarah McGreer, Bernadette Daelmans, Mahalakshmi Matthew R. G. Brown, and Peter H. Nair, Fahmy Hanna, Ornella Lincetto, Silverstone Tarun Dua, and Xanthe Hunt EiE FIELD NOTES Children with Developmental Home Visiting in the Middle East: Disorders in Humanitarian Settings: Reflections on the Implementation of A Call for Evidence and Action Reach Up and Learn Xanthe Hunt, Theresa Betancourt, Katelin Swing Wilton, Aimée Vachon, Laura Pacione, Mayada Elsabbagh, Katie Maeve Murphy, Ayat Al Aqra, and Chiara Servili Abdullah Ensour, Iman Ibrahim, Anas Tahhan, Kayla Hoyer, and Christine BOOK REVIEWS Powell Collaborative Cross-Cultural Research Methodologies in Early Care and Building Resilience and Mitigating Education Contexts edited by Samara the Impact of Toxic Stress in Young Madrid Akpovo, Mary Jane Moran, Children: A Model for Transforming and Robyn Brookshire Parenting and Male Caregiving in Amy Jo Dowd El Salvador Fabiola A. Lara Early Childhood Development in Humanitarian Crises: South Sudanese Implementing a Humanitarian Needs Refugees in Uganda by Sweta Shah Assessment Framework for Early Kate Schwartz Childhood Development: Informing Intervention Design for Displaced Rohingya Communities in Bangladesh Kim Foulds, Naureen Khan, Sneha Subramanian, and Ashraful Haque BRAC Humanitarian Play Lab Model: Promoting Healing, Learning, and Development for Displaced Rohingya Children Erum Mariam, Jahanara Ahmad, and Sarwat Sarah Sarwar JOURNAL ON EDUCATION IN EMERGENCIES Editor-in-Chief: Dana Burde, PhD, New York University ISSN 2518-6833 Lead Editors for the Special Issue: Open-source publication; distribution free of charge; available in soft copy only Sweta Shah, PhD, International Early Childhood Development Consultant Copyright © 2021, Inter-agency Network for Education in Emergencies (INEE). Joan Lombardi, PhD, Center for Child and Human Development, Georgetown University Senior Managing Editor: Heddy Lahmann, PhD, New York University Deputy Managing Editor: Nathan Thompson, New York University Editorial Board: Carine Allaf, PhD, Qatar Foundation International Ragnhild Dybdahl, PhD, OsloMet – Oslo Metropolitan University Mark Ginsburg, PhD, University of Maryland Inter-agency Network for Education in Augustino Ting Mayai, PhD, Sudd Institute Emergencies Ruth Naylor, PhD, Education Development Trust c/o International Rescue Committee S. Garnett Russell, PhD, Teachers College, 122 East 42nd Street, 14th floor Columbia University New York, NY 10168 Sweta Shah, PhD, International Early Childhood Development Consultant inee.org/evidence/journal James Williams, EdD, George Washington [email protected] University New York University Editorial Assistants: International Education Program Sneha Bolisetty, New York University 246 Greene Street, Suite 300 Deanna Pittmann, New York University New York, NY 10003 Claudia Segura, New York University Ruqaiyah Zarook, New York University Technical Reviewers: Amanda Blewitt, New York University Emily Dunlop, New York University Haider Fancy, New York University João Souto Maior, New York University Copy Editor: Dody Riggs Designer: Patrick McCarthy VOLUME 7, NUMBER 1 JUNE 2021 Special Issue on Early Childhood Development in Emergencies EDITORIAL NOTE Sweta Shah and Joan Lombardi .......................................................................................................................5 EiE RESEARCH ARTICLES Effects of Two Early Childhood Interventions on the Developmental Outcomes of Children in Post-Earthquake Nepal ....................................................................................................................... 14 Jonathan Seiden, Valeria Kunz, Sara Dang, Matrika Sharma, and Sagar Gyawali Early Childhood Development in the Aftermath of the 2016 Wildfires in Alberta, Canada .......................... 54 Julie L. Drolet, Caroline McDonald-Harker, Nasreen Lalani, Sarah McGreer, Matthew R. G. Brown, and Peter H. Silverstone EiE FIELD NOTES Home Visiting in the Middle East: Reflections on the Implementation of Reach Up and Learn ..................80 Katelin Swing Wilton, Aimée Vachon, Katie Maeve Murphy, Ayat Al Aqra, Abdullah Ensour, Iman Ibrahim, Anas Tahhan, Kayla Hoyer, and Christine Powell Building Resilience and Mitigating the Impact of Toxic Stress in Young Children: A Model for Transforming Parenting and Male Caregiving in El Salvador .............................................................................. 96 Fabiola A. Lara Implementing a Humanitarian Needs Assessment Framework for Early Childhood Development: Informing Intervention Design for Displaced Rohingya Communities in Bangladesh ................................. 112 Kim Foulds, Naureen Khan, Sneha Subramanian, and Ashraful Haque BRAC Humanitarian Play Lab Model: Promoting Healing, Learning, and Development for Displaced Rohingya Children .............................................................................................................................. 133 Erum Mariam, Jahanara Ahmad, and Sarwat Sarah Sarwar Accessible Strategies to Support Children’s Mental Health and Wellbeing in Emergencies: Experience from the Rohingya Refugee Camp ....................................................................................................... 150 Samier Mansur COMMENTARIES Newborns in Fragile and Humanitarian Settings: A Multi-Agency Partnership Roadmap .......................... 164 Saverio Bellizzi, Lori McDougall, Sheila Manji, and Ornella Lincetto Supporting Maternal Mental Health and Nurturing Care in Humanitarian Settings ................................... 171 Bernadette Daelmans, Mahalakshmi Nair, Fahmy Hanna, Ornella Lincetto, Tarun Dua, and Xanthe Hunt Children with Developmental Disorders in Humanitarian Settings: A Call for Evidence and Action ...... 184 Xanthe Hunt, Theresa Betancourt, Laura Pacione, Mayada Elsabbagh, and Chiara Servili BOOK REVIEWS Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts edited by Samara Madrid Akpovo, Mary Jane Moran, and Robyn Brookshire ...............................................196 Amy Jo Dowd Early Childhood Development in Humanitarian Crises: South Sudanese Refugees in Uganda by Sweta Shah ............................................................................................................................ 199 Kate Schwartz CONTRIBUTORS ...................................................................................................................................................202 June 2021 3 JOURNAL ON EDUCATION IN EMERGENCIES Editorial Note Author(s): Sweta Shah and Joan Lombardi Source: Journal on Education in Emergencies, Vol. 7 No. 1 (June 2021), pp. 5-12 Published by: Inter-agency Network for Education in Emergencies Stable URL: http://hdl.handle.net/2451/62219 DOI: https://doi.org/10.33682/m5tn-wvc9 REFERENCES: This is an open-source publication. Distribution is free of charge. All credit must be given to authors as follows: Shah, Sweta and Joan Lombardi. 2021. “Editorial Note.” Journal on Education in Emergencies 7 (1): 5-12. https://doi.org/10.33682/m5tn-wvc9. The Journal on Education in Emergencies (JEiE) publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE), defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocation, higher and adult education. Copyright © 2021, Inter-agency Network for Education in Emergencies. The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. EDITORIAL NOTE Sweta Shah and Joan Lombardi1 Children learn constantly from birth to the age of eight. What happens in these early years, starting with pregnant women’s physical and mental health, affects children’s long-term health, learning, and behavior. As babies and toddlers explore and learn to play peekaboo, they are developing thousands of neural connections each second. While children gradually gain confidence and independence, their emotional connection with their parents remains important throughout life. Parents and primary caregivers are children’s first and most important teachers, their protectors, and their emotional anchors. What a child is exposed to in his or her environment, the love she or he receives from a caring adult, and the opportunities available to him or her are the critical building blocks of life. When these building blocks are strong, children thrive. When young children experience
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