Early childhood development in post armed conflict contexts December 11, 2014 – ARNEC Webinar Nanditha Hettitantri Macquarie University- Australia

Fragile contexts ‘Fragile states are referred to the countries that are facing particularly severe development challenges such as weak governance, limited administrative capacity, violence or the legacy of conflicts’. (The World Bank, 2007 cited in Ang, 2014, p.19)

1. the nature of conflicts- Current conflicts are presented as ‘low intensity conflict which is deep-seated racial, ethnic, and religious hatreds combined with structural cleavages and political oppression that result in the victimisation of one or more groups through the denial of their fundamental needs’ (Fisher, 2009 cited in Massaquoi, 2009, p. 61). Factors that contribute to fragility in post armed conflict contexts

2. Community engagement in conflicts & increased impact on civilians & children 3. Continued and long lasting effects of conflicts

Young children in post conflict contexts Estimated 13% of the refugees, internally displaced people and asylum-seekers in the world are young children ( UNHCR, 2011) In conflicting contexts, young children are recognised as physically, psychologically and emotionally vulnerable; They are at risk of separation from the parents and family Their survival may have threatened due to malnutrition and starvation They may have exposed to violence experiences and may suffer from effects of trauma and mental health problems They may have lost trust Their welfare and wellbeing may have affected and their rights may have violated or overlooked ( Cuninghame, Hyder, Kesler & Penn, 2011; Machel, 2001; Lloyd & Penn, 2010 ; Wessells & Monteiro, 2008)

What have been identified as young children’s needs in post armed conflict contexts? Addressing the psychological and psychosocial issues of trauma Mitigating risks of family separations Tracing families and ensuring the protection and care of young children under a trusted caregiver Provision of health and nutrition, water and sanitation and opportunities for play and education

Needs beyond survival: Young children as competent social actors and rights holders Children have shown remarkable development of coping and resilience in adversity and ability in actively and meaningfully participate to determine their lives and others’ lives (Prout & James, 1997; Wessells, 2012) Young children have rights: beyond survival, to thrive, to participate and for expression (UNCRC, 1989 & 2005)

ECD : Window of opportunity ECD can be an effective entry point for interventions that aim social cohesion and societal wellbeing (Hettitantri & Hayden, 2013) The ECD is cross-sectoral, which supports integration and cohesion (Britto, 2012)

Interventions for young children in fragile contexts ECD kits (By UNICEF, Save the Children and Plan Internationl’s Big Blue Bag) Child Friendly spaces/ Child Safe places (UNICEF, Save the Children, Child Fund)

ECD support in conflict contexts For children: Re-establish safety, security and protection Provide proper nutrition and health care Encourage the continuation of positive routine activities (i.e. learning and play) Provide information, sensitivity and care For caregivers: Provide information, sensitivity and care to cope with caregiver loss and grief Provide sensitisation on how to support children exposed to violence and/or trauma (Landers,1998, p.35 cited in Deters, 2013, p.62)

For communities: Maintain or restore basic public services Include all members of the community in reconstruction activities Offer community meetings and facilitate mutual support Foster cultural traditions that strengthen people’s sense of identity and belonging Promote communication between community groups (Landers,1998, p.35 cited in Deters, 2013, p.62) ECD support in conflict contexts

Early childhood as a critical stage Child Development theories Early experiences matter (Meaney, 2010; Shonkoff & Phillips,2000). Child’s development occurs within a socio- ecology (Bronfennbrenner, 1994) Socio-culture influence child development (Vygotsky, 1978)

Early Childhood Care and Development (ECCD) Model villages in Sri Lanka The overarching aim of the project is to have a child population with well-balanced and socialised personality in poorly resourced areas through a community based process of physical, social, psychological and cognitive development of young children (ECCD Model Village Project, 2009)

Criteria of an ECCD model village All children aged 3-5 years are attending to a pre-school/ ECCD centre. The pre-school/ECCD centres developed to be a model ECCD centre The parents and communities are well aware of and active towards provision of holistic ECCD and protective environment for young children. A protective and child friendly environment is ensured at home and in the village and the progress is monitored. Families with young children (who are experiencing economic difficulties) are provided with livelihood or credit facilities and technical knowledge for self-employment.

Criteria of an ECCD model village (contd…) The risks for children are identified and necessary actions are taken The Children’s societies are set up and the children are educated about risks and protection. The vulnerable children and children at risk are identified. The protection of such children is ensured through the support provided to their caregivers. The community participation for preventing child abuse in the village is ensured. Social problems of alcoholism, drug addiction, early marriages and family breakdowns are addressed through support services such as counselling, police and child protection authorities.

Stakeholders of the ECCD Model Village The implementation of the ECCD model village involve participation and coordination of various stakeholders of ECCD ECCD officer, village admin officer and other service providers Caregivers Village community Children (however young children’s role has not been defined)

Young children's lived experiences and perspectives in a post conflict context: A case study from Sri Lanka

Pre-school

Children’s Groups

Young children’s views and participation in ECCD model village approach and its implementation??? Thank you