Mapping educational needs for disaster resilience in early childhood: multi-perspective community assessment

Abstract

This study examines the pre-program knowledge levels, needs and expectations of preschool teachers and parents regarding disasters, first aid and psychological resilience, with a view to informing the development of an early childhood disaster resilience education program. The study was conducted using a qualitative case study design, with data being collected through semi-structured interviews with 17 preschool teachers and 48 parents. The collected data were analysed using both descriptive and content analysis methods, with the MAXQDA software. Both teachers and parents emphasised the importance of educating children about natural disasters in an age-appropriate and psychologically safe manner. While teachers focused on drills, safety behaviours and emotional regulation, parents highlighted disaster kit preparation and communication strategies. The use of art was seen as a critical tool for emotional expression and psychological recovery by both groups. The results indicate that preschool teachers and parents perceive a strong need and express support for the development of a developmentally appropriate and holistic disaster resilience education program for early childhood.