UNDERSTANDING CHILD’S
GROWTH AND
DEVELOPMENT IN THE
CONTEXT OF EMERGENCIES
Session 2
OBJECTIVES
At the end of the session, the participants shall be able to:
1. recognize the difference of growth and development;
2. identify different domains of development;
3. describe the needs of young children in emergencies;
4. recognize the importance of play to children’s growth and development
during emergencies; and
5. demonstrate knowledge on how to support young children’s growth and
development during emergencies.
ACTIVITY 1
Safeguarding Rights, Supporting Growth and Development
4 Groups:
Group 1 – Survival
Group 2 – Development
Group 3 – Protection
Group 4- Participation
ACTIVITY 1
GROWTH OR
DEVELOPMENT
GROWTH OR DEVELOPMENT?
1. Increase in weight of an infant.
2. Walking with ease while holding onto big
furniture.
3. Change in height.
4. Speaking in 4-word sentences.
GROWTH
Quantitative change in size or
structure
Can be easily measured
DEVELOPMENT
Qualitative change following a
progressive series
Integrates different domains
DOMAINS OF
DEVELOPMENT
GROSS
MOTOR
Involves movements of the entire body, trunk, and/or limbs
FINE MOTOR
Involves movements of the hands and fingers
SELF-HELP
DOMAIN
Refers to abilities relating to daily activities
RECEPTIVE
LANGUAGE
Refers to the ability to understand the spoken word
EXPRESSIVE
LANGUAGE
Refers to the ability to use the spoken word to convey one’s
thoughts and needs
COGNITIVE/
INTELLECTUA
L
Relates to the ability to think, reason, understand concepts, and
problem solve
SOCIO-
EMOTIONAL
Involves the ability to respond in age and culturally appropriate
manner to social situations and interpersonal relationships
PRINCIPLES OF GROWTH
AND DEVELOPMENT IN
THE CONTEXT OF
EMERGENICES
EVERY CHILD
IS UNIQUE
Early years are foundational for later growth and development
Growth and development are affected by heredity and the
environment
Each child has a unique set of genes and comes from different
environments making them unique
EVERY CHILD
IS UNIQUE
Children may respond to emergency situations differently
depending on:
• Age
• Severity of stress on the child
• Presence or absence of nurturing and caring adult during and
after the emergency
Signs of stress exhibited by children depending on their age
group (UNICEF, 2014; Plan, 2013):
Children 0 to 3 years Children 3 to 4 years
• Child may become irritable and • Child may become aggressive and/or
restless exhibited by prolonged fearful
episodes of crying • Child may regress to past behaviors
• Child may become unresponsive or (bed wetting incontinence, regression
withdrawn from external stimuli of speech)
• Child may cling excessively to the • Child may play out events of violence
caregiver
EVERY ASPECT GROWTH AND
DEVELOPMENT IS INTERRELATED
AND INTERDEPENDENT
Good health and nutrition are key in ensuring that children are growing
well.
Children’s physical health and well-being affect different domains,
which may affect other domains (e.g. motor, cognitive, socio-emotional).
Child’s growth may affect his development especially when the child’s
nutritional status is malnourished, stunted, or wasted
EVERY ASPECT GROWTH AND
DEVELOPMENT IS INTERRELATED
AND INTERDEPENDENT
Emergency situations affect children’s health and nutrition through
the following (Kousky, 2016):
• Disruption of food supply
• Lack of clean and potable water
• Discontinuation of health and nutrition services
• Unavailability of medical facilities/treatment
EVERY ASPECT GROWTH AND
DEVELOPMENT IS INTERRELATED
AND INTERDEPENDENT
Emergencies also affect the cortisol (stress hormone) levels in
pregnant women and lactating mothers (First 5 LA, n.d.), which can
be transferred to the child in utero and through breastmilk:
• High levels of cortisol in the child’s body may negatively affect brain
development
EVERY ASPECT GROWTH AND
DEVELOPMENT IS INTERRELATED
AND INTERDEPENDENT
Emergencies also affect the nutrition of pregnant women and
lactating mothers (Plan, 2013), which also affects the child in utero
and that being nursed:
• Micronutrient deficiencies in the mother are deficiencies in the child,
which may gravely affect brain development and overall growth and
development of the child (Prado and Dewey, 2014)
LEARNING AND DEVELOPMENT
SHOULD BE ATTENDED TO IN A
POSITIVE AND RESPONSIVE MANNER.
Different age groups have different characteristics and needs.
• Infants and toddlers: nurturing care of and secure relationships with
parents, family members and other caregivers are crucial to their growth
and development as they are dependent on the adults around them for their
needs
LEARNING AND DEVELOPMENT
SHOULD BE ATTENDED TO IN A
POSITIVE AND RESPONSIVE MANNER.
Different age groups have different characteristics and needs.
• Pre-kindergarten age (3-4 years old) children need safe spaces for play and
exploration which would contribute to developing different skills (e.g.
Child Friendly Spaces appropriate for young children)
LEARNING AND DEVELOPMENT
SHOULD BE ATTENDED TO IN A
POSITIVE AND RESPONSIVE MANNER.
Children’s learning and development are also shaped by their
interaction with their environment – which involves the physical
and social spaces surrounding them
What do children need?
LEARNING AND DEVELOPMENT
SHOULD BE ATTENDED TO IN A
POSITIVE AND RESPONSIVE MANNER.
Young children have unique needs in emergencies (Save the
Children, 2007).
Reliance on caregivers Mobility
Safety and protection Nutritional needs
Communication and Developmental needs
identification Routine and Comfort
LEARNING AND DEVELOPMENT
SHOULD BE ATTENDED TO IN A
POSITIVE AND RESPONSIVE MANNER.
In the same way, health and nutrition needs of pregnant women and
lactating mothers should be addressed even in times of emergencies
Likewise, safe spaces for breastfeeding mothers should be provided
where they can safely and comfortably nurse their children
CHILD MUST PRACTICE NEWLY
ACQUIRED COMPETENCIES
Very young children develop skills and competencies as they grow
as indicated in the Core Developmental Milestones for Children
These skills and competencies can be practiced, even in emergency
settings, if they are provided with opportunities or activities to use
them
Play is one of the best avenues where children can continually
practice the use of their skills and competencies.
Play in emergencies lessens the effects of toxic stress (UNICEF,
2014) and provides the following benefits (Ginsburg, 2007; Plan,
2013; UNICEF, 2014)
PHYSICAL
MOTOR
• Development of eye-hand coordination
• Development of gross and fine motor skills
• Attainment and promotion of good health
LANGUAGE
• Helps child express himself or herself orally
• Allows child to attach meaning to words and build vocabulary
• Useful for developing listening, speaking, writing and reading
skills
COGNITIVE/
INTELLECTUA
L
• Stimulates senses for brain development
• Provides non-threatening way for the child to understand his or
her experience in the emergency
• Encourages curiosity, flexibility in problem solving and
decision-making
• Provides opportunities to discover and create
SOCIO-
EMOTIONAL
• Promotes prosocial behavior and social skills
• Builds sense of competence, control, perseverance and
resilience, which allows the child to cope with uncertainty
• Serves as a social venue where adult-child bonds can be
strengthened
• Allows child to face challenges and make sense of own
experiences
• Helps the child participate in his or her own recovery from the
emergency
EVERY CHILD IS A THINKING, FEELING,
MOVING, AND INTERACTIVE HUMAN
BEING
Very young children develop skills and competencies as they grow
as indicated in the Core Developmental Milestones for Children
These skills and competencies can be practiced, even in emergency
settings, if they are provided with opportunities or activities to use
them
What do you think are the roles we
have as adults in ensuring that
children grow and develop
adequately during times of
emergencies? Why do you think so?
SYNTHESIS
1. Write down 3 new concepts you have learned that will
be useful in planning for young children’s needs in
emergencies.
2. Place one new concept on one metacard each.
