Background of the Study

As stated by The American National Red Cross (2019), disasters ravaged millions of lives.
The growth of the population, climate change, and urbanization are the mutilated live conditions for
people in communities that are highly at risk and vulnerable to disasters and infectious diseases.
Disasters amalgamated the consequences of poverty and inequity while eroding costly development
gains. Eighty-five percent of those exposed to disasters dwelled in developing countries (United
Nations Development Programme, 2013). Actions were taken to prevent the publicity of existence,
assets, social and business activities, and commonplace resources from a natural hazard, along with
mitigations, are essential to the awareness, education, preparation, and caution systems can reduce
the demanding impacts of a natural disaster on groups. Improvement trends in the United States
highlight the need to disseminate a brand new obligation to mitigation. In society, advances in the
fields of hazard and danger assessment are providing decision-makers with progressively accurate
and proper instruction on the possible impacts of the natural disaster. New alertness and education
programs need to be established to promote incorporation of the lessons discovered from calamity
and the information from social research into mitigation exercise. (The National Academies Press,
1991). Children are exposed to multiple vulnerabilities during and after a natural disaster, including
but not limited to threats to their physical health, psychological impacts, and disruptions to their
education (Peek, 2008). Children are often more adversely affected by disasters than adults (Kousky,
2016; UNISDR, 2015). It is estimated that about 175 million children per year are affected by natural
disasters attributed to climate change (Codreanu et al., 2014). The number of children seriously
injured or dying from such disasters each year is unknown but immense, and added to this are the
mental consequences. Estimates are that 5–43% of affected children will experience post-traumatic
stress disorder (PTSD), and many suffer from depression, anxiety or other mental health
disturbances (Kar, Citation2009). Some of the schools in Davao City are conducting a Disaster
Preparedness Activity to help each student on what to do in terms of any upcoming calamities.
According to Mac Mamon (2017), the Department of Education (DepEd) implements one of the
contingency of the Philippine Disaster Risk Reduction and Management act of 2010 (DRRM Act) to
promote this activity preparedness in the school curriculums and any other school programs, and to
boost the level of resiliency of the students toward natural disasters. The City Government of Davao
established the Central 911 on 2004 in performing the mitigation process needed for the city. They
built 911 buildings and bought vehicles in fulfilling the readiness against suburban hazards.
Furthermore, the City was recognized as the best government emergency management system
(Sunstar Davao, 2018). While it is true that children are vulnerable and require protection during a
disaster, children also have unique capacities (e.g., important skills, different perspectives, teaching
abilities) that can contribute to household and community efforts to reduce the risks and impacts of
disasters (Fothergill, 2017).
 There has been a notable increase in school-based disaster risk reduction programs that
actively involve children in disaster mitigation and preparedness initiatives. These programs
encompass a range of activities, including hazard identification, drills, evacuation planning, home
adjustments, and risk communication (Pfefferbaum et al., 2018). Studies conducted by Amri et al.
(2018) and Johnson et al. (2014) have demonstrated that disaster risk reduction programs can
effectively enhance children's knowledge of disaster risks and preparedness. These programs play a
crucial role in equipping young individuals with the essential information and skills to navigate and
mitigate the impacts of disasters. One of important disaster education is for students, especially
early childhood students who have a good memory and tend to imitate what was taught. This
becomes the main capital, because with early childhood disaster learning, they will always
remember about how to deal with natural disasters until they enter adolescence and adulthood.
One of the most effective ways to improve knowledge, understanding and skills is to teach disaster
mitigation education in schools from childhood until high school levels. The survey results in Japan
showed that people who survived the disaster due to self-efficacy reached 35 percent, saved by
families 31, 9 percent, rescued by neighbors 28.6 percent, by SAR team 17 percent and others 0.9
percent (BPBD Klaten, 2016). This research seeks to address this knowledge gap by conducting a
comprehensive evaluation of existing early childhood disaster preparedness programs. By examining
the program design, implementation strategies, and outcomes, this study aims to provide valuable
insights into the factors that contribute to the success or failure of these initiatives. Ultimately, the
findings of this research will inform the development of more effective and evidence-based early
childhood disaster preparedness programs, helping to ensure the safety and well-being of young
children in the face of emergencies

Theoretical Framework

Conceptual Framework

Scope and Limitation

Significant of the Study

This study will be conducted in Batasan Hills, Quezon City, Philippines, a densely .
Addressing a Critical Need: The Philippines is highly vulnerable to natural disasters, and
ensuring the safety of young children during emergencies is paramount. This study directly
addresses this critical need by evaluating the effectiveness of disaster preparedness
programs in early childhood settings.

 Addressing a Critical Need: The Philippines is highly vulnerable to natural disasters,

and ensuring the safety of young children during emergencies is paramount. This
study directly addresses this critical need by evaluating the effectiveness of disaster
preparedness programs in early childhood settings.

 Filling a Knowledge Gap: While there is increasing awareness of the importance of

disaster preparedness in early childhood, research on the effectiveness of programs
in the Philippines is limited. This study aims to fill this knowledge gap by providing
valuable data and insights specific to the local context.

 Improving Program Effectiveness: The findings of this study will inform the
development and implementation of more effective disaster preparedness programs
for young children in the Philippines. It will identify best practices, challenges, and
areas for improvement, leading to better preparedness and safer outcomes for
children.

 Enhancing Community Resilience: By strengthening disaster preparedness in early

childhood settings, this study contributes to building community resilience.
Empowered educators and families are better equipped to protect children during
emergencies, creating a safer and more secure environment for all.

 Informing Policy and Practice: The study's findings will provide valuable information
for policymakers, educators, and community leaders involved in disaster
preparedness. It will inform the development of guidelines, policies, and training
programs that promote effective and culturally appropriate disaster preparedness
practices in early childhood settings.

This study has the potential to make a significant contribution to the safety and well-
being of young children in the Philippines, particularly in vulnerable communities like
Batasan Hills, Quezon City. By evaluating existing programs and identifying areas for
improvement, this research can help ensure that all children are better prepared to face the
challenges of natural disasters.
Statement of the Problem

This study aims to answer the following questions:

1. What are the key components of effective early childhood disaster preparedness programs?

2. How do these programs influence children's knowledge of disaster risks and safety procedures?

3. Do these programs help children become more emotionally and mentally prepared for disasters?

4. Do these programs help children become stronger and better able to handle disasters?

Locale of the study

This study will be conducted in Batasan Hills, Quezon City, Philippines, a densely populated
area vulnerable to natural disasters like typhoons, earthquakes, and floods. The
community's diverse range of early childhood education centers and daycare facilities,
representing various program types (public, private, community-based), provides a rich
context for studying the implementation and effectiveness of disaster preparedness
programs. Batasan Hills' diverse population and history of community involvement in
disaster response initiatives offer valuable insights into local perspectives and practices. The
location's accessibility facilitates participant recruitment, program observation, and data
collection. By focusing on this specific locale, the study aims to provide valuable insights into
the effectiveness of disaster preparedness programs in a high-risk community in the
Philippines, contributing to the development of more effective and culturally relevant
interventions for young children.