Ukrainian Step by Step Foundation highlights significant impacts of psychological first aid training
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Ukrainian Step by Step Foundation highlights significant impacts of psychological first aid training
Since the onset of the war in Ukraine in 2022, the ISSA Network has advocated and mobilized to incorporate psychological first aid (PFA) into humanitarian assistance for children and families displaced by the war.
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The publication was created by Group for Children and Youth "Indigo", in cooperation with “Sreten Mladenovic Mika” Primary School and the Faculty of Philosophy, Nis University.
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The Foundational training on psychological first aid (PFA) and trauma-Informed practices for young children and their caregivers fills a critical knowledge and skills gap in the early childhood workforce capacity, which surfaced due to the current humanitarian crisis created by the war in Ukraine. Many questions need to be answered to ensure that the needs of young refugee children and their caregivers are met, and that early childhood practitioners are protected while providing this much-needed support.
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The Foundational training on psychological first aid (PFA) and trauma-Informed practices for young children and their caregivers fills a critical knowledge and skills gap in the early childhood workforce capacity, which surfaced due to the current humanitarian crisis created by the war in Ukraine. Many questions need to be answered to ensure that the needs of young refugee children and their caregivers are met, and that early childhood practitioners are protected while providing this much-needed support.
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Non-formal education for refugee children in Moldova
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TOY to Share, Play to Care is a two-year project (January 2019 – January 2021) that builds on previous work undertaken by International Child Development Initiatives (ICDI), a Netherlands-based non-governmental organization. Specifically, it follows upon the project TOY for Inclusion, 2017-2019.The TOY to Share, Play to Care consortium comprises ten partner organizations based in nine European countries.
Issa Practices
The COVID-19 pandemic and its mitigation measures have created an extra burden for grass-roots organizations and the communities they serve. Although ensuring sustainability of their programmatic work and finding innovative ways to meet the diverse needs of the families and children, especially of those living in vulnerable and adverse contexts, have always been at the core of their everyday work, the shock caused by COVID-19 is unprecedented in terms of speed, scope, and intensity.
Issa Practices
The Trust for Social Achievement Foundation – Bulgaria has been engaged since the onset of the pandemic in Bulgaria in searching for appropriate mechanisms to support the learning process for disadvantaged children, particularly those who face challenges to participate in the online distance learning, as well as those in remote or underserved locations for whom early learning and care programs were interrupted.We have partnered with several business and with our network of partners from the local communities to provide equipment (laptops, PCs) for children in need.
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Two months without school and preschool. Two months without learning? Not at all, because playing is learning!
During the COVID-19 virus lockdown, we all heard and read many things about children and families.
Like schools and preschools, families and children had to re-organize themselves from one moment to the other: teleworking, pre-teaching, closed parks, different kinds of rules, and concerns about safety, possible learning issues and how to tackle them. Teachers would enter the houses virtually, bring paper exercises, and pencils were dropped in the mailbox.
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This month, ISSA Member International Child Development Initiatives (ICDI), launched the book Intergenerational Learning in Practice, which is published by Routledge[1].
