Navigating crises and emergencies

Exploring the profound impact of crises and emergencies on children, families, and communities in contemporary Australian society. This section of the portfolio delves into effective strategies and support systems.

Understanding the context

Crisis and emergency scenarios for the early years in Australia can be seen in both instances of natural disasters occurring suddenly in the environment, such as the destructive bushfires experienced by Australia from 2019 to 2020 and the extensive flooding events, and also in long-term displacement, or individual family-level emergencies (Chavez Marinkovic et al., 2022).

From a sociological perspective, resilience theory provides the best framework for understanding this context. According to Resilience Theory, the capacity for a child to manage a crisis situation and to survive is not an innate characteristic but is cultivated using "Ordinary Magic," which refers to creating stable and supportive relationships while preserving a predictable environment (Gurwitch et al., 2007). In addition, Bronfenbrenner’s Ecological Systems Theory reveals that a natural disaster at the "Macrosystem" or "Exosystem" level will eventually impact the "Microsystem" life of the child (Grace, Townley, & Woodrow, 2022).

Place-based research highlights the fact that the welfare of the child is intrinsically connected with the restoration of his/her community (Moore et al., 2014). The child will lose his/her "Sense of Place" due to the destruction of local landmarks, parks, or the early childhood institution, and this is an integral part of self-identity creation (Chavez Marinkovic et al., 2022). This issue continues to evolve from a "response to disasters" model to a "disaster preparedness" framework wherein the educator assumes an active role and teaches the child that communities have the potential to prepare and restore themselves (Cologon & Hayden, 2017).

Impact on children and families

The effects of crises on children are shown by a significant reduction in their sense of security. Regression is common for many children, with symptoms including a regression in toilet training or increasing separation anxiety because they see the world as unpredictable (Cologon & Hayden, 2017). As many children lack the ability to verbalize their concerns, the resulting trauma might be "acted out" via aggression or, on the contrary, avoidance (National Scientific Council on the Developing Child, 2020).

When considering impacts on families, they would manifest themselves in a "state of chronic high arousal." Displacement or losing a house leads to instant "identity loss" and, consequently, a financial shock that might prevent the parent from being emotionally available (Moore et al., 2015). This stress will tear the family network at its seams precisely when it is needed the most (Wong, Hayes, & Wise, 2017). Regarding early childhood service delivery, the educator’s role is defined as a "Secondary Responder," who needs to establish a "secure base" and "circle of security."

Social policy and Australian responses

Under the NQS, services are required to have strong emergency and evacuation plans (Quality Area 2) (ACECQA, 2018). On a national scale, the Australian Disaster Resilience Strategy has become more concerned with the vulnerability of children, resulting in policies that involve children in disaster preparation (Australian Government, 2021).

According to data from the AIFS (2023), children who experience a severe natural disaster are likely to be vulnerable in their development in all five areas of the AEDC framework (Australian Institute of Family Studies, 2023). Policies such as the Pillowcase Program of the Red Cross affect practices by creating a new curriculum focused on "Resilience Education," instructing children how to create an emergency kit and find "Safe People."

Strategies for practice

Play-Based Intervention: Offering "rescue" and "medical" kits in dramatic play centers where children can relive their experience through role-play and recover a sense of control (Cologon & Hayden, 2017).

Environmental Control: Involving children in initiatives for sustainability to offer a healthy channel for expressing worries related to the environment (OECD, 2019).

Consistency as a Protective Factor: Continuing regular routines to foster routine as a shield (ACECQA, 2022).

Place-Based Cartography: Enabling children to mark safe spots and helpers in the community to restore connections (Moore et al., 2014).

Calming Disaster Literacy: Holding disaster drills in age-friendly language to lessen terror (Australian Red Cross, n.d.).

Community and professional partnerships

Australian Red Cross: Offers preparedness programs and recovery services (Australian Red Cross, n.d.).

GIVIT: Helps facilitate donations that can assist distressed families (GIVIT, n.d.).

MensLine Australia: Assists fathers who are dealing with crises (MensLine Australia, n.d.).

Councils: Provide recovery centers and rebuild communities (Australian Government, 2021).

Suicide Call Back Service: Offers crisis counseling assistance (Suicide Call Back Service, n.d.).

Resources for educators and children

Programs & Websites

Red Cross Pillowcase Program: Teaches children how to prepare for emergencies (Australian Red Cross, n.d.).

Birdie’s Tree (Queensland Health): Aids children in coping with their disaster-related experiences (Queensland Health, n.d.).

Be You Disaster Recovery Framework: Instructs educators on assisting children’s post-disaster mental well-being (Beyond Blue, n.d.).

UNICEF ‘Kids in Crisis’ Portal: Offers displaced children access to resources (UNICEF, n.d.).

 

Books for Children

  1. 'Flood' by Jackie French: Discusses resilience of communities in case of natural disasters (Chavez Marinkovic et al., 2022).
  2. 'Fire' by Jackie French: Discusses cycles and resilience of nature (Chavez Marinkovic et al., 2022).
  3. 'The Tomorrow Book' by Jackie French: Discusses environmental responsibility and hope (OECD, 2019).  
  4. 'Storm Whale' by Benji Davies: Discusses care and empathy in emergencies (Cologon & Hayden, 2017).

 

Videos, Shows, and Podcasts

  1. "Birdie and the Fire": Provides information about staying safe and recovering from an emergency (Queensland Health, n.d.).
  2. "Ready Kids": Instructs children on emergency preparedness in a kid-friendly manner (Australian Government, 2021).
  3. "Sesame Street: Resilience": Helps kids cope emotionally after an emergency (Wong et al., 2017).
  4. 4."ABC Kids: Emergency Services": Encourages trust in community (Australian Institute of Family Studies, 2016).