Education of Young Children Caught in Disasters
Springer International Publishing (Verlag)
978-3-032-13682-4 (ISBN)
- Noch nicht erschienen - erscheint am 15.03.2026
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This book addresses different types of disasters, both human crises and environmental disasters, and their implications on the education and social-emotional development of young children (birth through age 8). This volume is a new edition to Assisting Young Children caught in Disaster: Multidisciplinary Perspectives and Interventions" that highlighted 14 different disasters. This edition revisits some of the main topics in the previous edition from 2018 and also focuses on some recent crises, such as community and school violence, infectious diseases, recent gang activities in Haiti, and child trafficking during and after the COVID-19 pandemic. Furthermore, it provides strategies regarding trauma-informed practice and coping with the aftermath of violence, terrorism, and living in war torn contexts.
As both the research literature and current events indicate, almost every day, children around the world experience some type of a crisis. According to UNICEF s 2023 report, .. there have been an unprecedented number of humanitarian emergencies natural and human-made unfolding around the world. These include violence, armed conflicts, floods, earthquakes, and hurricanes. Children who experience these conflicts most likely also experience poverty and become more vulnerable to malnutrition and diseases.
As the previous edition indicates, such crises and trauma have various consequences on the lives of children such as Post-Traumatic Stress Disorder (PTSD) and depression. Although governments and agencies have done a large amount of work to address the needs of children affected by disasters, early childhood teachers often still feel helpless and not prepared to address these needs in their classrooms. This new edition provides both pre- and in-service early childhood teachers with such support.
Judit Szente is Professor of Early Childhood Development and Education at the University of Central Florida, USA. Her research interests include global issues in early childhood, international development, and early childhood teacher education. She is a former United Nations Representative of the Association for Childhood Education International and participated in teaching/learning programs in Bulgaria, Denmark, England, Ethiopia, Finland, Hungary, Italy, Japan, and the United States. She currently serves as Editor-in-Chief of the 'Journal of Early Childhood Teacher Education', and as an Editorial Board Member of 'Early Childhood Education Journal' and 'Educating the Young Child: Advances in Theory and Research, Implications for Practice'.
Chapter 1: Introduction: HUMAN CRISES AND THEIR IMPLICATIONS ON THE EDUCATION AND THE SOCIAL-EMOTIONAL DEVELOPMENT OF YOUNG CHILDRE. Chapter 2:Humanitarian Crisis in Syria.- Chapter 3: Assisting Refugee and Internally Displaced Young Children to Transition to New Schools and Communities.- Chapter 4:The Impact of Community Violence and School Violence Exposure on the Developmental Outcomes of Young Children of Color.- Chapter 5: Finding Consolation, Comfort, and Hope Through Picture books During Times of School and Community Violence.- Chapter 6:Homelessness Comes to School: Serving Our Most Vulnerable Students.- Chapter 7: The Impacts of the COVID-19 Pandemic on Child Trafficking: Trends and Responses.- Part 2:ENVIRONMENTAL DISASTERS AND THEIR IMPLICATIONS ON THE EDUCATION AND THE SOCIAL-EMOTIONAL DEVELOPMENT OF YOUNG CHILDREN.- Chapter 8:Psychosocial Considerations for Children During Infectious Disease Outbreaks.- Chapter 9:Occurrence, Consequences, and Prevention of Frostbites in Children.- Chapter 10:Storying Toward Hope: Vignettes of Crises in Early Education.- Chapter 11:Picture book Rehearsals for Life s Disasters.- Part III: Conclusion.- Chapter 12(+) Assisting Young Children Caught in Disasters: Lessons and Implications.
| Erscheint lt. Verlag | 15.3.2026 |
|---|---|
| Reihe/Serie | Educating the Young Child |
| Zusatzinfo | XII, 244 p. 29 illus., 28 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik |
| Schlagworte | academic and social-emotional development of children • bibliotherapy frameworks • child homelessness in the USA • children's cognitive, emotional and physical development • children’s cognitive, emotional and physical development • children's picture books to prepare for disasters • children's Post-Traumatic Stress Disorder • child trafficking during and after the COVID-19 pandemic • community and school violence • disasters' implications for early childhood settings • impact of community violence on children • left-behind children's stress and adjustment • neighborhood violence in communities of color • North American schools in systemic colonization • psychosocial impact of infectious disease outbreaks on children • refugee young children transitioning to new schools • research-based disaster-specific interventions • students' mental wellbeing in Syria |
| ISBN-10 | 3-032-13682-2 / 3032136822 |
| ISBN-13 | 978-3-032-13682-4 / 9783032136824 |
| Zustand | Neuware |
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