Resource repository: ECD relevant COVID-19 guidance
ECPC COVID-19 response: Resource hubs
Childhood USA | Early Years | ECDAN | End Violence Against Children (EVAC)
ANECD | ISSA | KAICIID | Make Mothers Matter | Queen’s University Belfast
Sesame Workshop | UNICEF | World Vision | Yale Child Study | Yale Sch Medicine
COVID-19 resource database
Guidance for children, parents/caregivers, educators, employers, health practioners, policymakers/government officials, and researchers
This sortable repository of knowledge is provided by the ECPC. Output included here, although not explicitly endorsed by the ECPC, has been selected and deposited based on its credibility and relevance to early childhood development and the COVID-19 global response. The ECPC does not assume responsibility for vetting the guidance included in the Repository. Additional resources will be added as they become available.
These activities focus on age-appropriate skills and interests for little ones. The key is letting the children lead the play while you watch and follow.
Access this list of activities by Care.com.
This electronic resource, expressed in a friendly way to share with parents, is a creative way to spend time with young children at home and promote early learning while playing.
Access this resource at Teaching Mama.
Read this guideline of non-violent methods of child disciplining by the Suzuki Assoc of the Americas.
UNICEF calls for increased support for parents forced to raise their babies and young children in conflict-affected areas.
Read the press release by UNICEF. (19 Sept 2019)
“If uncertainty makes us uncomfortable and even damages our mental health, what should we do at a time when the future seems especially fuzzy? There are a few ways to approach this puzzle. We can reframe uncertainty, accept it, change the way we experience it or move our focus elsewhere.”
Read this news article by Austin Perlmutter M.D., Psychology Today (2020, April 11)
A psychologist’s advice on how to help your children deal with the many emotions they may be experiencing now.
Read this guideline by UNICEF.
Children around the world need support from their parents right now. And parents need support from their employers.
Read this guideline by UNICEF.
Children around the world need support from their parents right now. And parents need support from their employers.
Read the full article by UNICEF.
Read and join the position statement and call to action by the Early Childhood Development Action Network— ECDAN.
“Civil society, UN agencies, and other multilateral organisations have worked quickly to publish a wealth of information and projections spanning the full breadth of human development issues. The Fair Share for Children report brings these together to demonstrate the scale of devastation that the global economic response to COVID-19 will have on the world’s poorest children.”
Read the news article and access the report by the Lauretes and Leaders for Children.
“This guide pulls together information on COVID-19, what it means for child development, and easy-to-share resources that can help parents and caregivers, as well as child care providers, pediatricians, and others who work with families.”
Access this collection of resources by the Center for the Developing Child, Harvard University.
“Now more than ever, we need to understand how to build cellular resilience for a lifetime of health for our kids. Our kids are facing an epidemic of chronic illness—by 2025, 8 in 10 kids will have a chronic diagnosis. We’ve seen with COVID-19 that preventable lifestyle diseases are the #1 risk factor for serious complications and death. “
Listen to this podcast episode by Broken Brain with Dhru Purohit (2020, August 6)
“Research shows that as many as 85 million more girls and boys worldwide may be exposed to physical, sexual and/or emotional violence over three months as a result of COVID-19 quarantine.”
Read this downloadable report by World Vision International.
Global coordination is urgently needed to prevent the COVID-19 crisis from becoming a child-rights crisis.
Read this article by UNICEF (2020, Nov. 11).
Browse fun seasonal activities by month to find play activities that promote your child’s development all year.
Access this resource of monthly play activities at Zero to Three.
Grade R- 9 daily guides for parents to support and encourage children’s learning at home.
Access these guides by UNICEF South Africa.
“Teachers across the country finished the 2019-20 year in a whirlwind of anxiety and confusion as their schools suddenly switched to distance learning because of the coronavirus. Now they’re planning for the start of a new school year full of uncertainty.”
Read the interview by Catherine Gewertz, Education Week News (2020, July 21).
Access this resource that includes guidelines and activities by the Aga Khan Foundation.
Main webpage of child-facing, COVID-19 relevant content in Arabic.
Access these resources by Sesame Street.
Collection of COVID-19 relevant videos in Arabic for young children .
Watch these videos by Sesame Street.
Zhou F, Yu T, Du R, et al. Clinical course and risk factors for mortality of adult inpatients with COVID-19 in Wuhan, China: a retrospective cohort study [published correction appears in Lancet. 2020 Mar 28;395(10229):1038] [published correction appears in Lancet. 2020 Mar 28;395(10229):1038]. Lancet. 2020;395(10229):1054-1062. doi:10.1016/S0140-6736(20)30566-3
Watch SG Guterres make his historic appeal to religious leaders on UN Web TV. (transcript available)
“As UNHCR and UNICEF, we are committed to do more — and better — in this crisis and beyond for refugee children, their families and communities, and those who host them.”
Read the joint statement by Henrietta Fore, UNICEF Executive Director, and Filippo Grandi, UN High Commissioner for Refugees (20 April 2020).
Tips and instructions for parents who need to prepare long periods of time in the house with children.
Read this activity guide by Zero to Three.
Read the World Children’s Day advocacy brief (UNICEF, 20 November 2020)
“Peace remains the most powerful means to reduce violations against children. I echo once again the Secretary-General’s call for a global ceasefire, not only as we fight the COVID-19 pandemic, but beyond, as children in armed conflict and their families urgently need peace – and the protection that comes with it,” Special Representative of the Secretary-General for Children and Armed Conflict (CAAC), Ms. Virginia Gamba
Read this news article by the Office of the Special Representative of the Secretary-General for Children and Armed Conflict (2020, June 15).
“Unless the world acts now, the COVID-19 pandemic and accompanying global recession, will trigger “years of depressed and disrupted economic growth”, the UN chief warned on Wednesday.”
Read the report and see the accompanying video by Secretary-General António Guterres (2020, July 01).
Learn more about this new Sesame Street initiative to support family during the COVID-19 health crisis.
Caring for preschoolers at home while schools are closed: expert guidance on maintaining structure, routine, and healthy habits for learning and growing at home.
“This report warns that global progress to end child labour has stalled for the first time in 20 years. The number of children aged 5 to 17 years in hazardous work – defined as work that is likely to harm their health, safety or morals – has risen by 6.5 million to 79 million since 2016. “
READ the report by UNICEF and the International Labour Organization (ILO) (June 2021).
Interim guidance for employers in a rapidly changing global situation.
Read this report guide by the International Finance Corporation (IFC).
“This guidance note is a companion to IFC’s Global Guide for Employer-Supported Childcare and outlines ways in which employers can support the care and family needs of their employees during the Coronavirus (COVID-19) pandemic and fulfill their obligations under the UN Guiding Principles on Business and Human Rights. “
Read this guidance note by the International Finance Corporation (IFC).
Read the full report by The World Bank (2012).
“The government is doing its part to ensure our children have access to as well as are safe online, but we call on everyone - parents, caregivers and teachers to do their part in keeping our children safe online.”
Read this Media Advisory by UNICEF (2020, April 23).
“Around 2.8 million children and adolescents aged 0–19 years and 1.3 million pregnant women living with HIV globally may experience adverse effects due to COVID-19 control measures. In addition, the 13.8 million children who have lost parents due to AIDS may disproportionately suffer.”
Access this UNICEF news report with interactive data visualization (2020, July).
Video message from civil society (including ECPC member, Joanna Rubinstein CEO Childhood USA) in support of the United Nations Secretary-General’s policy brief calling for global action on mental health amid the COVID-19 pandemic.
Sesame Street coloring pages adapted by UNICEF LACRO (Spanish).
Download these coloring pages by Sesame Street and UNICEF LACRO!
“The paper thereby follows in the footsteps of the 2030 Agenda for Sustainable Development which acknowledges that “there can be no sustainable development without peace, and no peace without sustainable development.” It exemplifies the role of ECD in supporting the achievement of the SDGs, and in particular Goal 16. The concepts described in the paper align with recent directions in peacebuilding that aim to operationalize socio-economic development interventions so that they simultaneously transform relationships and build social support networks capable of mitigating violent conflict risks.”
Read the ECPC Background Paper. (Information Brief in multiple languages and automated video included)
Simplified explanation of COVID-19 and prevention measures for parents to pass on to young children. Based on WHO recommendations.
Read this guideline by iACT.
“As a parent, you want to do everything you can to protect your child. The coronavirus disease (COVID-19) pandemic has brought with it new challenges for families across the globe. UNICEF Parenting is here to be your partner in navigating this health crisis by providing you with accurate, reliable information on the best ways to keep your family safe.”
Access this resource collection by UNICEF.
“As we advance our knowledge of the global challenges presented by COVID-19, we are leading new research projects to address COVID-19, supporting local, national and international efforts to expand our knowledge of the pandemic and deploying this enhanced intelligence to develop solutions that will benefit our society here in Northern Ireland, across the UK and globally.”
Access this resource collection by Queen’s University Belfast.
Expert tips to help you deal with COVID-19 parenting challenges.
Read this guideline by UNICEF.
Resources to support the provision of education in places affected by COVID-19, with particular focus on distance learning, alternative education, e-learning, and psychosocial support.
Access this resource by INEE—Interagency Network for Education in Emergencies.
The earliest years are most important for a child’s development, and missing out on learning now could have devastating impact on their future growth. As national leaders in early childhood education, Save the Children is committed to help children and families during this uncertain time by providing learning resources for our nation’s youngest learners.
Access these learning resources at Save the Children.
Access this resource hub by the World Health Organization (WHO).
The latest COVID-19 news and resources, as well as tips to protect you and your family.
Access this resource hub by UNICEF.
How to protect yourself and your children ( avaibale in English, French, Spanish and Arabic).
Read this guideline by UNICEF.
The response to the novel coronavirus, which causes the disease COVID-19, has shuttered businesses across the country. Child care providers are no exception. A recent survey from the Bipartisan Policy Center found that 60 percent of licensed providers have already closed and many of those that have remained open have reduced spaces or hours. Troublingly, these closures may not be temporary.
Read the full news story by Steven Jessen-Howard and Simon Workman, Center for American Progress (24 April 2020).
An illustrated story book for chidren to understand COVID-19 and lockdown measures.
Read this storybook by Nosy Crow!
Global status report on preventing violence against children calls for more government action and warns of ‘dramatic impact’ of COVID-19.
Read the news article by the World Health Organization (WHO) (18 June 2020). Downloadable report included.
Access this resource hub by the World Health Organization (WHO).
“As many as 30 million children are at risk of disease and death because of the secondary impacts of the COVID-19 pandemic. World Vision’s Aftershocks report considers what would happen if the devastating secondary impacts of the 2015-2016 Ebola outbreak on children were replicated in the 24 most fragile countries covered by the UN’s COVID-19 humanitarian appeal.”
Read this downloadable report by World Vision International (ENG) / (Spanish)
Read this fact sheet by Watchlist on Children and Armed Conflict.
Repository of UNICEF Innocenti’s accelerated research on COVID-19 and children with important papers coming on education, social protection, child protection and more.
Access this resource hub by UNICEF Innocenti.
“Lockdowns, travel restrictions, resource cutbacks and other measures to curb the spread of the new coronavirus are putting victims of human trafficking at risk of further exploitation, while organized crime networks could further profit from the pandemic, according to the UN Office on Drugs and Crime (UNODC).
Read the full news story by UN News (06 May 2020).
Access this Resource Hub at World Vision International.
“This guide provides practical examples and recommendations that spur the growth of existing interfaith initiatives, and the establishment of new ones, to address some of the many challenges related to COVID-19, while emphasising the development and strengthening of cross-community relations through dialogue.
Read this COVID-19 guide by The International Dialogue Centre (KAICIID) (2020).
Together with global leaders UNICEF, WHO, CDC and others, Childhood USA have developed important COVID-19 Parenting Tips for Keeping Children Safe Online.
Access these selected resources by the World Childhood Foundation, USA.
Guidance and tools for decision makers, practitioners and responders – from UNICEF experts across sectors, across the world.
Access this resource hub by UNICEF.
“Early Years is closely monitoring this continually evolving situation and actively engaging with key relevant Departmental and agency representatives on associated issues. We continue to encourage our members and stakeholders to regularly review relevant advice and guidance being issued by the appropriate agencies and authorities for Northern Ireland and the Republic of Ireland.”
Access this collection of resources by Early Years—the organisation of young children.
24/7 parenting resources in 70 languages! Parenting for Lifelong Health provides open-access online parenting resources during COVID-19. We are working with the World Health Organization, UNICEF, the Global Partnership to End Violence Against Children, the Internet of Good Things, USAID and Centers for Disease Control and Prevention.
Access this resource by Parenting for Lifelong Health.
UNESCO is supporting countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning.
Access this resource by UNESCO.
Coronavirus / COVID-19: Explained to Parents of Young Children Booklet (UNICEF & Department of Social Development South Africa) translated to South African Sign Language.
Watch this video by UNICEF South Africa.
“To the children living through these waking nightmares, a ceasefire could mean the difference between life and death.”
Read the position statement by UNICEF Executive Director, Henrietta Fore.
“Coronavirus (SARS-CoV-2) is profoundly impacting lives around the globe. Isolation, contact restrictions and economic shutdown impose a complete change to our psychosocial environment. As the pandemic is evolving through phases, ESCAP is evaluating the impact these phases will have on child and adolescent psychiatric service provisions.”
Read the full position statement by the European Society for Child and Adolescent Psychiatry (ESCAP).
One-pager for parents/caregivers on caring for their children and themselves.
Read this guideline by iACT.
Read the appeal issued on 23 March 2020, UN Secretary-General António Guterres urged warring parties across the world to lay down their weapons in support of the bigger battle against COVID-19: the common enemy that is now threatening all of humankind.
Includes podcast.
“The list of educational applications, platforms and resources below aim to help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure.”
Access this resource compendium by UNESCO.
Ninety-nine per cent of the world’s children live with some form of pandemic-related movement restrictions; Sixty per cent live in countries with full or partial lockdowns.
Read the position statement by UNICEF (09 April 2020).
“Yale’s Dr. Fred Volkmar, a leading authority on autism and related disorders, spoke with YaleNews about the needs of such children and ways parents and other caregivers can help them during the public health crisis.”
Read this news interview by Anita Norman, Yale News (2020, July 13).
“Our allies in states across the country are sharing regular updates on their states’ responses to the COVID-19 emergency.”
Access this collection of resources by the Alliance for Early Success.
Prof Maureen M Black, Susan P Walker, Lia C H Fernald, Christopher T Andersen, Ann M DiGirolamo, Chunling Lu, Dana C McCoy, Günther Fink, Yusra R Shawar, Jeremy Shiffman, Amanda E Devercelli, Quentin T Wodon, Emily Vargas-Barón, Sally Grantham-McGregor. (2017). Early childhood development coming of age: Science through the life course. The Lancet. Pages 77-90. doi: org/10.1016/S0140-6736(16)31389-7
A compendium of resources for parents, educators, administrators, child protection workers, health practitioners, and policymakers in a variety of languages including Russian.
Access this resource hub at ECDAN.
Roberton, Timothy, Emily D. Carter, Victoria B. Chou, Angela R. Stegmuller, Bianca D. Jackson, Yvonne Tam, Talata Sawadogo-Lewis, and Neff Walker. ”Early estimates of the indirect effects of the COVID-19 pandemic on maternal and child mortality in low-income and middle-income countries: a modelling study.” The Lancet Global Health (2020).
Read this journal article in The Lancet.
“While the COVID-19 pandemic will increase mortality due to the virus, it is also likely to increase mortality indirectly. In this study, we estimate the additional maternal and under-5 child deaths resulting from the potential disruption of health systems and decreased access to food.”
Find the recordings of our webinars and useful resources for professionals, families and communities.
Access this compendium of resources by the International Step-by-Step Association (ISSA).
Yoshikawa, Hirokazu, Alice J. Wuermli, Pia Rebello Britto, Benard Dreyer, James F. Leckman, Stephen J. Lye, Liliana Angelica Ponguta, Linda M. Richter, and Alan Stein. ”Effects of the Global COVID-19 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions.” The Journal of Pediatrics (2020). doi.org/10.1016/j.jpeds.2020.05.020
Read this groundbreaking article co-authored by ECPC members (bolded names).
Learn more about event, “Preventing and Combating Child Sexual Abuse and Exploitation: Towards an EU Response, which emphasized the importance of online safety during the COVID-19 pandemic, which has children spending more time online than ever before.”
This toolkit outlines the four phases in the interative audio instructive (IAI) program cycle as they pertain to ECD programming in a facilitated group setting (early childhood classrooms, non-formal community learning centers, or other adult-led group childcare settings), with a particular focus on community-based early learning initiatives as a means of increasing access.
Access this publication by The World Bank and the Education Development Center (EDC).
Five tips for parents to help children - and yourself - stay healthy and happy during COVID-19.
Watch this video message by Dr. Pia Britto, UNICEF ECD Chief and ECPC Vice-Chair.
This document offers (interim) recommendations for employers to mitigate the negative consequences stemming from COVID-19.
Read this report guide by the International Labour Organization (ILO).
A workbook to Help Kids Cope During the Coronavirus Pandemic. Additional resources included. Available in English and Spanish. [Content for slightly older children or with the aid of a caregiver.]
Access this workbook by Scholastic and the Yale Child Study Center.
Five play ideas for families involving minimal resources at home.
Access these play ideas by LEGO.
“ At the World Bank Group, we are stepping up and doing all we can to help these countries respond to the health emergency posed by COVID-19, contain the economic damage, and start planning for long-term recovery. The protection and well-being of refugees depends on this support now more than ever.”
Read this news report by Axel Van Trotsengurg, World Bank Blogs (2020, June 19)
“The guidelines aim to inform the decision-making process regarding school reopening, support national preparations and guide the implementation process, as part of overall public health and education planning processes. It is designed to be a flexible tool that can be adapted to each context and updated as the situation changes. The guidelines outline six key priorities to assess the readiness of those schools and inform planning.”
Read and download the guidelines from UNESCO, UNICEF, the World Bank, the World Food Programme and UNHCR.
“Social distancing and sheltering at home can increase mood instability and restlessness, and an upsurge of domestic violence has become apparent, typically as a spouse or partner abuse. But children are not spared. Damage happens when a parent or caregiver acts or fails to act, causes injury, emotional harm, or risk of serious harm to a child.
Read the news article by Frank J. Ninivaggi M.D., F.A.P.A., Psychology Today (2020, June 16).
Read this guide by the World Health Organization (WHO).
This digital library has multiple books categorized by level. The books can be translated to multiple languages.
Access this resource by Global Digital Library.
The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities.
Read this report guide by the UNICEF, WHO and the International Federation of Red Cross (IFRC).
Comprehensive tips and ideas for employers on how to support parents during COVID-19 (to be used for advocacy with employers and governments).
Read this report guide by UNICEF Mongolia.
This Guidance Note aims to provide humanitarian child protection practitioners, particularly child protection advisors and program managers, with guidance on how to engage in responses to infectious disease outbreaks to ensure children’s protection needs are taken into account in preparedness for, and during responses to, the outbreaks. The Guidance Note draws upon lessons learned during infectious disease outbreaks globally in a variety of contexts. Available in English and Arabic.
Read this guidance note by The Alliance for Child Protection in Humanitarian Action.
Resources in Spanish for parents to play and learn with their children at home.
Access these resourcs by Too Small to Fail, the Clinton Foundation.
“In many parts of the world, children, parents, teachers, healthcare workers and other members of the community do not have access to basic handwashing facilities at home, in healthcare facilities, schools or elsewhere.”
Read the full statement by UNICEF (13 March 2020).
Poster/Image with tips for parents on teaching healthy habits.
Read this guideline by UNICEF South Africa.
Poster/Image with tips for parents on activities for young children at home.
Read this guideline by UNICEF South Africa.
Colouring book depicting good practices for practicing good sanitation and hygeine.
One-pager with simple instructions to help children cope with stress.
Tips for having age appropriate discussions to reassure and protect children.
Read this guide by UNICEF.
Tips for having age appropriate discussions to reassure and protect children.
Read this guideline by UNICEF.
About
How parents and children can stay healthy during the COVID-19 pandemic.
Read this guideline by UNICEF.
“Being aware of our uncertainty is a necessary precursor to managing it. Effective awareness means pausing, taking a strategic stop, and assessing the situation and the unknowns. We’re now being confronted with data that looks actionable — even though logically, we know it’s incomplete and volatile. But even when knowledge is limited, we have tools to help us make decisions systematically and analytically. Whether we’re assessing the meaning of the latest unemployment numbers or the impact of local romaine lettuce shortages, we can use a simple four-step process to work with and through ambiguity to make careful, reasoned decisions.”
Read this news article by Cheryl Strauss Einhorn, Harvard Business Review (2020, August 28)
Watch this video together with children to learn how to sneeze and cough safely. Remind them that when they feel a tickle in their noses or throats, they should remember the right way to sneeze and cough! Sneezing or coughing into your upper sleeve or elbow helps keep germs off your hands and away from other people. It’s easy as 1, 2, 3.
Watch this video by Sesame Street.
Eight tips from UNICEF to talk to children about coronavirus. Available in English and French.
Read this guideline by UNICEF.
In this video we will specifically talk about how to teach science at home, the problems teachers and families face, and what lessons to learn after the pandemic. What will be the benefit of teaching science in the future? Danièle Perruchon, representative of the World Organisation for Early Childhood Education (OMEP) at UNESCO and President of OMEP France.
Watch this video by World OMEP.
This guide, which is adapted from a UNICEF guide for business, includes measures that business leaders can take to achieve both short- and long-term positive impacts.
Read this guide by the International Chamber of Commerce and UNICEF.
Safe fun and learning during the coronavirus disease (COVID-19) outbreak.
Collection of nine case studies of initiatives to enhance and sustain ECCE for vulnerable populations. Provides practical examples of initiatives and adaptation for regional context.
Access this publication by UNESCO and ARNEC.
Read this briefing note, developed by the Inter-Agency Standing Committee’s (IASC) Reference Group on Mental Health and Psychosocial Support. (Available in multiple languages.)
Read this report by the Inter-Agency Standing Committee (IASC) (2020, March 17).
Richter LM, et al. (2017). Investing in the foundation of sustainable development: pathways to scale up for early childhood development. Lancet. 389(10064):103-18.
“And to be sure, little of what we’re experiencing now is pleasant. But it’s worth remembering that boredom is a normal emotional state that we shouldn’t conflate with a serious illness like depression. That doesn’t mean, however, that we shouldn’t address it.”
Read this opinion news article by Richard A. Friedman, The New York Times (2020, August 21).
“The current crisis offers almost limitless opportunities to reimagine the future of our societies and economies by learning the lessons of the past. We believe our long-term prosperity and resilience will depend on how much we prioritize the needs of the youngest generations and those who care for them.”
Read and join the joint COVID-19 position statement by the International Step-by-Step Association (ISSA), EuroChild, Roma, and the European Public Health Alliance.
“People-centered justice approaches are needed to respond to the urgent challenges that the pandemic poses. They will help societies manage the institutional, social and economic fallout from the COVID-19 outbreak and can help build more just societies for the future. “
Access this COVID-19 resource collection by Pathfinders at New York University (NYU).
Six tips for maintaining physical and mental health during lock down.
How families with children can keep their homes healthy and safe during the COVID-19 outbreak.
Read this guideline by UNICEF China.
NPR discusses its newly popular Coronovirus Comics available in Chinese, Arabic, Braille, Finnish, Bahasa Indonesia, German and Italian.
On 25 March, the United Nations Secretary-General Antonio Guterres will launch a COVID-19 Global Humanitarian Response Plan. The Secretary-General will be joined by the UN’s Under- Secretary-General for Humanitarian Affairs Mark Lowcock, WHO Dr. Tedros Adhanom Ghebreyesus, and UNICEF Executive Director Henrietta Fore.
“Through a joint statement, these leaders call for an urgent, united effort to address violence against children as part of the broader response to COVID-19. Everyone has a role to play in this response, including the international community and leaders from every sector. Specifically, the statement acknowledges that governments should ensure COVID-19 prevention and response plans integrate age-appropriate, gender-sensitive measures to protect children from violence, exploitation and abuse.”
Read the full position statement by End Violence Against Children (EVAC).
“There are already an estimated 152 million children in child labor, 73 million of which are involved in hazardous work and the global health crisis is further exacerbating the situation further.”
Read this news article by Discourse on Development (Devdiscourse) (2020, June 27).
In the event that children are out of school or childcare program for a prolonged period of time due to weather, illness, travel, or school closures, here are ideas for caregivers and families to continue learning and playing.
Access this resource by the Somerille Early Education.
“The devastating, compounding impacts of economic depression, COVID-19, the Beirut Port explosions and political instability”
READ the UNICEF report June 2021.
“When schools reopen in the aftermath of a crisis, we cannot assume that students will return just because the school gates are open. Many children will face difficult and demanding circumstances that work against their re-entry to school. Targeted back-to-school interventions help ensure children return to school, especially if they prioritise those hardest to reach.”
Read this news report by Wongani Grace Taulo, UNICEF USA (2020, June 15).
From uniting behind the science to the power of small actions.
Read this article by UNICEF.
An initiative offering online games and activity ideas with LEGO bricks etc., to support learning from home.
See this initiative by LEGO.
Poster/Image with tips for learning about shapes.
See the poster by UNICEF South Africa.
These little booklets were developed by the Department of Basic Education and UNICEF to support parents and their young children with reading, pictures and ideas that focus on the early learning and development of children from birth to five years.
This booklet is the first in a series and is available in all official languages of South Africa: English, Afrikaans, isiNdebele, isiXhoza, isiZulu, Sepedi, Sesotho, Setswana, siSwati, tshivenda, and Xitsonga.
Read the booklet by UNICEF South Africa.
A helpful 2-page guide on making time for play during COVID19.
Read this guideline from Sesame Street.
Scientists, scholars, and physicians across Yale are actively engaged in research, innovation, and clinical efforts to combat COVID-19 (2019 Novel Coronavirus). This website seeks to facilitate collaboration at Yale and across the world by transparently communicating our research progress and patient care initiatives.
Access this portal of resources by the School of Medicine, Yale University.
“I urge governments, civil society, health authorities and others to come together urgently to address the mental health dimension of this pandemic.”
Read SG António Guterres full speech at United Nations COVID-19 Response. Video presentation included.
“Raising strong, empowered girls requires strong, deliberate action in normal times – all the more so during a global crisis. And while Covid-19 is forcing the world to do just about everything differently, it’s also an undeniable opportunity to do things better.”
Read the opinion article by Michelle Obama and Melinda Gates, CNN Opinion (2020, August 7).
A set of play, games, reading materials (e.g. 12 story books), and short videos. Games can support both children and caregiver’s social emotional needs. This package can also use as a training material for community volunteers after the epidemic.
Access this resource by UNICEF China.
Daily activities package including good morning music, a main activity to help teachers arrange an online “small class” (within 30 minutes) , storytelling activities (8 books for 3-6 children) and more with one way to play a material/toy etc. (text + Video) . Daily life rules and health habits are integrated. All activities can support children’s psychological well-being.
Access this resource by UNICEF China.
Youngest children and caregivers face a double emergency.
Read this statement by Moving Minds Alliance.
Story book designed to be read to children by caregivers, which teaches COVID-19 and hygiene/prevention measures.
Read this storybook by the Inter-Agency Standing Committee (IASC).
Story book designed to be read to children by caregivers. Teaches about COVID-19 and hygeine/prevention measures. (Available in multiple languages.)
Access these storybooks by the Inter-Agency Standing Committee (IASC).
An expert midwife on how to best protect yourself and your baby.
Read this guideline by UNICEF.
The coronavirus pandemic has upended everything from crucial preventive care to early learning.
Read this article by Catherine Pearson, Huffpost (2021, April 22).
“The taxonomy proposed in this Background Paper locates non-formal and alternative education within the broad landscape of education program options relevant to crisis- and conflict-affected contexts (Figure 1). It is intended to provide a shared understanding of the boundaries, relationships, and intersections between NFE and other forms of education, with the goal of supporting funders, policymakers, and implementers in conceptualizing how education programs may serve out-of-school adolescents and youth most effectively.”
READ the Background Paper by The Inter-agency Network for Education in Emergencies (INEE) (2020).
“The position of the United Nations on racism is crystal clear: this scourge violates the United Nations Charter and debases our core values. Every day, in our work across the world, we strive to do our part to promote inclusion, justice, dignity and combat racism in all its manifestations.”
Read the full transcript by the UN Office of the Secretary-General (09 June2020).
A hand picked list of free resources to keep your children (and yourself) playing.
Access this resource by Humans Who Play / Follies.
“Now, more than ever, communities, governments and organizations must work together to ensure parents and caregivers get the support they need for themselves and their children.”
Access the Nuturing Care COVID-19 resource database.
“We at KAICIID are reaching out to inspire people to take action and respond to the needs of their communities. We are showcasing stories of hope from diverse religious communities around the world and highlighting resources and training on how to use online tools to worship, spread messages of cooperation and engage in practical measures to alleviate suffering.”
Access this resource collection by the KAICIID Dialogue Centre.
From KAICIID News -
“Building trust and establishing safety are core ingredients in any relationship,” said Abu-Nimer, “but especially between people who are from different cultures, languages, backgrounds, and religions.”
Abu-Nimer explained that due to lack of mobility and social distancing restrictions, the pandemic “has struck at the heart of these core ingredients.”
The main challenge, he said, has been to modify offline practices to make them successful online.
He identified a few key challenges for organizations wanting to foster dialogue online. The first major obstacle, he said, “is people can hide behind their screens or their mics, shutting off their camera or muting their voice.”
Fact sheet on readiness, response, and helping children cope. Lays out how to help children of various ages, including pre-school aged children, ages 6-12, and ages 13-18.
Access this guideline by the National Child Traumatic Stress Network.
How do you keep your family healthy and happy in the coronavirus lockdown? Mercy and Linda put your questions – from giving birth in a pandemic to how to explain Covid-19 to kids - to two experts: Dr Pia Rebello Britto, UNICEF’s Chief of Early Childhood Development, and Dr Steve Wall, Senior Director of Newborn Health at Save the Children.
Listen to this podcast by Parentland, BBC News.
Six posters with key messages:
- One on One Time
- Keeping it Positive
- Structure Up
- Manage Bad Behaviour
- Managing Stress
- Talking about COVID-19
Access these posters by WHO and the Institute of Global Health, UCL.
Lisbeth Gouin, presents us with the new world that will have to come after Covid-19, both for education and in general. Lisbeth GOUIN is a certified teacher of French national education, specialized in the education of children with disabilities, she represents OMEP for 10 years at UNESCO, participates in the collective work of NGOs / UNESCO for reflection, organization of forums or Days international organizations on education, global citizenship and, more specifically, education for peace.
Watch this video by World OMEP.
Poster/guideline for parents on maintaining routines.
Read the poster by UNICEF South Africa.
Find fun activities and play ideas to support early learning for infants and toddlers.
Access this resource at Zero to Three.
“In such times, it is essential to stay informed of the latest guidance and resources around COVID-19 and its effects on women, children an adolescent health, from credible sources. PMNCH has therefore developed the below compendium of resources that brings together the latest evidence-based information on women, children and adolescent health in the context of COVID-19.
Access this compendium of resources by the Partnership for Maternal, Newborn and Child Heath (PMHCH).
- WHO Strategic Preparedness and Response Plan,
- the updated Global Humanitarian Response Plan,
- the UN Framework for the Immediate Socio-economic Response to COVID-19, and
- the Secretary-General’s UN COVID-19 Response and Recovery Fund.”
Read this position paper by World OMEP.
“Understanding the current status of violence prevention and response services is therefore essential to assessing risks to children. A new UNICEF publication, Protecting Children from Violence in the Time of COVID-19: Disruptions in prevention and response services, documents what has happened to such services across the world.”
Global coordination is urgently needed to prevent this health crisis from becoming a child-rights crisis.
Without urgent action, this health crisis risks becoming a child-rights crisis.
Read the full article by UNICEF.
Article on how to communicate with children about COVID-19 while taking into account their psychological health
Read this journal article by The Lancet.
Read the full journal article at the Journal of Political Economy.
“The United States remains fully committed to the UN’s work in ending the impact of armed conflict on children whenever possible. The United States, under the Biden-Harris administration, has prioritized global COVID-19 relief, with over $4 billion pledged to COVAX over this year and next. We know that our global COVID-19 assistance program will be a critical element in addressing the multitude of factors impacting children in violent conflict.”
READ the full remarks by Trina Saha, Deputy Political Coordinator. United States Mission to the United Nations (7 May 2021).
Quick, easy, and fun activities for you to do with your baby or toddler (ages 0-5). For each topic, you’ll find three detailed activities, lots of handy “more ideas,” and tips to help you get the most out of the time you spend with your child.
Access this resource by the Massachusetts Department of Early Education.
“This real-time emergent learning brief draws on evidence from current country experiences and identifies emerging mental health risks; highlights programme responses and adaptations; and outlines key points for programming, advocacy and systems change. ”
A helpful 2-page guide on routines during COVID-9.
Read this guideline from Sesame Street.
“By the text, the Council encouraged Member States to support and integrate youth into decision-making processes, recognizing their unique role in strengthening the national, local and community-based capacities in conflict and post-conflict situations to prepare for and respond to increasingly frequent, severe weather events and natural hazards, as well as public health challenges that affect young people’s life and their future, including the COVID-19 pandemic.”
Read the press release by UN News (2020, July 14).
Read this third of a three-part series looking at how social-emotional learning strategies can support teachers of students with learning differences during the pandemic, by Christina Cipriano and Gabrielle Rappolt-Schlichtmann, EdSurge (2020, June 25) .
Watch this video together with children and explain that when you take good care of yourself, you’re taking good care of others, too. Then talk about other ways we can show how much others mean to us.
While children and families everywhere continue to feel the effects of the COVID-19 pandemic, a new Sesame Street special episode from Sesame Workshop and the LEGO Foundation will bring playful learning and support in managing big feelings to viewers across the world.
Watch this fun and educational video by Sesame Streets’ Caring for Each Other Initiative.
“Social and emotional learning (SEL) can provide us with the basis for support and inclusion through the pandemic and beyond. We can reframe this difficult time as an opportunity to connect, to care for each other, to innovate and to move us all toward a more inclusive practice where all teachers and students can thrive.”
Read this first of a three-part series looking at how social-emotional learning strategies can support teachers of students with learning differences during the pandemic, by Christina Cipriano and Gabrielle Rappolt-Schlichtmann, EdSurge (2020, June 4) .
“The message is clear: We must not allow lifesaving health interventions to fall victim to our efforts to address COVID-19.”
Read UNICEFs Executive Director Henrietta Fore’s full statement at UNICEF.
Ludvigsson, JF. Systematic review of COVID‐19 in children shows milder cases and a better prognosis than adults. Acta Paediatr. 2020; 109: 1088– 1095. https://doi.org/10.1111/apa.15270
“On Nelson Mandela International Day, 18 July, UN Secretary-General António Guterres delivered the 18th Nelson Mandela Annual Lecture.”
Read the news article by UN Sustainable Development Goals (SDGs) (2020, July 18).
- Includes video of speech by UN Secretary-General António Guterres
UNICEF tips on how to speak to younger children about COVID-19.
Read this guideline by UNICEF.
Toolkit and graphics for parents to play and learn with their children at home, and share that knowledge with their networks.
Access these resources by Too Small to Fail, the Clinton Foundation.
Activities to play with todlers and children at home, keep the fun and stimulate learning.
Access these activities by sitters.co.uk.
Twenty toddler super fun learning activities to engage young children with a hands-on approach.
Access this resource by Teaching 2 and 3 Year Olds.
“In this first episode from a special COVID-19 series of The Brain Architects podcast, Center Director Jack P. Shonkoff, M.D. discusses the COVID-19 pandemic in the context of early childhood development. He offers advice to help ensure that adults and the children they care for don’t experience the long-term effects of stress, and explains how society can work together to continue to support healthy development.”
Listen to this podcast by the Center for the Developing Child, Harvard University.
“In addition to the declaration of ten human rights treaty bodies, the Committee further urges States to respect the rights of the child in taking measures to tackle the public health threat posed by the COVID-19 pandemic.”
Read the full position statement by the United Nations Human Rights (UNHR), Office of the High Commissioner (08 April 2020).
Office of the United Nations High Commissioner for Human Rights. (2008). The right to health. Factsheet 31. Genera, Switzerland: OHCHR.
By Jack P. Shonkoff, M.D. and David R. Williams, Ph.D.
Read this guide by the Center for the Developing Child, Harvard University.
- Tips for families including age-appropriate responses to common questions
- Guide to self-care
- Activities for young children experiencing social distancing
Access this resource by Zero to Three.
From NGO Committee on Migration:
“CoM member organization Amal Alliance has launched a podcast series entitled “We Are In This Together.” The series aims to offer practical activities and ideas for supporting the mental and emotional well-being of children in vulnerable communities throughout the pandemic. The promoted activities require no special materials and encourage child development in the areas of hygiene, empathy, tolerance, patience, and healthy expression. The content is available in English, Spanish, French, and Arabic. Follow the links below to listen and share!”
“Based on my research about the psychological effects of digital technology, I’ve seen that when children and teens spend a great deal of time isolated at home and gazing at screens their social skills and self-esteem can suffer and they may become lonelier. Fortunately, there are ways to lower those risks while young people spend way more time than usual at home.”
Read the news article by Elizabeth Englander, The Conversation (2020, August 3)
Fortunately, a trauma lens can inform our parenting as the pandemic continues. Research has shown that social support is a key protective factor following upsetting experiences. Care and concern from a trusted adult are what children need most right now.
Read this guideline by Meghan Goslin, PhD, Associate Research Scientist in the Yale Child Study Center.
# 11 - 20: easy, daily, playful learning activities for young children up to 5 years at home.
Access these activities by UNICEF South Africa.
Learning materials for children aged 3-14 across a range of subjects,;multimedia. Available in English and Swahili.
Access this toolkit by Ubongo!
“UN Secretary-General António Guterres is calling for concerted global action to quash the “tsunami” of hate speech that has risen alongside the COVID-19 pandemic.”
Read the full news story by UN News (08 May 2020). Video presentation included.
“And I ask everyone, everywhere, to stand up against hate, treat each other with dignity and take every opportunity to spread kindness.”
Watch the video by António Guterres (United Nations Secretary-General) who an appeal to the global community (07 May 2020).
Transcript included.
Watch this video message by António Guterres (UN Secretary-General) on the effect of the COVID-19 Pandemic on Children (16 April 2020).
“Millions of children are still in grave danger of being sold, sexually exploited and recruited for use in hostilities, and that the economic cost of COVID-19 poses a threat to achievements.”
Read the full news story by Children and Armed Conflict (Office of the Special Representative to the Secretary-General).
“In a report released today, titled “Coming Together for Refugee Education,” UNHCR, the UN Refugee Agency, predicts that unless immediate and bold action is taken by the international community to beat back the catastrophic effects of COVID-19 on refugee education, the potential of millions of young refugees living in some of the world’s most vulnerable communities will be further threatened.”
Read the news article by UNHCR and access the report (2020, September 03).
UNICEF has been working with partners to prepare and respond to the epidemic of COVID-19 around the world, knowing that the virus could spread to children in any country or community.
Watch this video message by UNICEF Executive Director, Henrietta H. Fore.
“Backed by the findings of a new report, UNICEF is now urging governments to introduce or expand their own child benefit programs — and to make them universal and unconditional.”
Read this UNICEF news report by Maryanne Buechner (2020, June 24).
This week, a group of current and former senior executive leaders from some of the nation’s largest and most visible companies penned a letter to Congress requesting that relief funding be directed to the child care industry. The nation’s recover from the economic downturn caused by the COVID-19 crisis will rely on a stable child care industry so millions of working parents can return to job sites.
A paper to:
- compile and review illuminating case studies of technology-supported interventions to deliver education services that promote equitable access to children and youth in environments affected by crisis and conflict; and
- to provide recommendations for the design and implementation of technology-supported education interventions.
Read this paper by USAID.
How to safely get routine vaccinations for your child during the COVID-19 pandemic.
Read this Fact Sheet by UNICEF.
“With internet use increasing, and parents pulled in many directions, supervising kids’ online activity is both harder and more important than ever before. In this temporary new world, the key is to find a balance between remote learning, watching videos and online gaming, and everything else that helps foster a healthy, balanced lifestyle.”
Read the full news story by Graig Silliman, Verizon (26 March 2020).
“Now, several months into the pandemic, researchers across the globe are attempting to find out how the health and socioeconomic crisis brought about by the coronavirus is affecting children’s exposure to violence.”
READ the article by UNICEF Executive Director Henrietta Fiore (30 October 2020).
“With 90 countries in lockdown, four billion people are now sheltering at home from the global contagion of COVID-19. It’s a protective measure, but it brings another deadly danger. We see a shadow pandemic growing, of violence against women.”
Read the full position statement by Phumzile Mlambo-Ngcuka, Executive Director of UN Women.
“Through CONAPP, Perry and their peace and justice studies peers want to build a community that lasts beyond the conference and empowers all students to feel like their voices can spark change, and that their subsequent actions can make a real difference.”
Read this news article by Molly Foster, Gettysburg College (2020, June 17).
“In a series of recorded interviews conducted by MMM teams, we hear their stories seldom covered in mainstream media from our grassroots members across the globe, as they reveal the unique challenges their organizations are facing during this global crisis.”
Watch this video series by Make Mothers Matter (MMM).
“Inspired by the actions of young people across the world we’ve compiled a set of actions that anyone can take to join the fight against misinformation and stigma, and to promote community support and spirit, divided by the time it will take you to get involved, so you can decide how you can best contribute.”
Access this multi content type resource by UNICEF.
Watch this video together and sing along as you wash your hands. Talk with children about the importance of hand-washing—it helps keep us healthy and it helps keep germs away! Act out the steps of hand-washing and then practice together.
Watch this video by Sesame Street.
In alliance with the Comfenalco compensation fund, our Master’s Program in Early Childhood: Education and Development leads this webinar that invites you to enjoy time with the boys and girls who, due to current contingencies, must stay home.
Watch this webinar by Fundación CINDE.
“Deprive people of interactions with peers, and their social skills will atrophy. This is yet another side effect of the pandemic.”
Read this news analysis article by By Kate Murphy, The New York Times (2020, September 01).
“COVID-19 Right Now” featuring Kaveh Khoshnood, PhD, MPH, Associate Professor of Epidemiology and Program Co-Director for the Global Ethics Program at the Yale Institute of Global Health; and James Hamblin, MD, MPH, Lecturer in Health Policy and Management
Watch this video by Yale Health Policy and Management with guest Professor Kaveh Khoshnood, ECPC Expert Consultant.
يعنى ايه كورونا يا ماما ؟_@Karamella channel حواديت كرميلة #stay_home#stay_safe #corona #COVID_19
A story written by a child social worker to help children make sense of the current situation.
Read this story by By Amy Bamforth, MS(Ed.), LICSW., Somerville Public Schools
“Make Mothers Matter is, as ever, primarily concerned with mothers. They are living through this period in very different ways. For, while we are all concerned, our individual circumstances mean that the consequences are far from uniform: this crisis also exacerbates inequalities.”
Read the full position statement by Make Mothers Matter (MMM).
“In an earlier essay, we discussed how teachers are leaning into SEL to adapt student services and unlock opportunities that, just months ago, may have seemed impossible. Another major hurdle that the pandemic has presented relates to accessibility and understanding how remote learning works—or doesn’t work—for many of our most vulnerable students, particularly those with learning differences.”
Read this second of a three-part series looking at how social-emotional learning strategies can support teachers of students with learning differences during the pandemic, by Christina Cipriano and Gabrielle Rappolt-Schlichtmann, EdSurge (2020, June 12) .
UNICEF Executive Director Henrietta H. Fore’s discusses UNICEFs work on COVID-19 and other issues.
Access this video playlist by UNICEF.
Graduates of KAICIID’s Social Media as a Space for Dialogue Programme have launched a series of online campaigns in response to a rise in hate speech during COVID-19, working to combat discrimination, promote good health practices and provide much-needed humanitarian aid.
“The dramatic impacts of the COVID-19 pandemic, have laid bare “weaknesses in our systems and societies”, a top official told the UN’s key international forum on sustainable development which began on Tuesday, warning that “a new dynamic” is needed to overcome the negative shocks. “
Read this news report by UN News (2020, July 7).
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