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<p>For children affected by conflict and displacement around the world, exposure to trauma affects developing brain architecture and influences the physiological response to stress and disease, with downstream implications for children's capacity to attend to, process, and comprehend educational content. Educational mass media offers critical learning opportunities, at scale, to mitigate both the impact of learning disruption and the effects of adverse childhood experiences (ACEs) for children in these contexts. This paper presents findings from a series of formative research studies conducted across nine countries with 682 caregiver-child dyads, including displaced and migrant children and host community nationals, to inform the development of <i>Watch, Play, Learn</i>, a globally relevant series of early learning videos for children ages 3–8 affected by conflict and displacement. Findings reveal areas of congruence and dissonance across contexts in children's comprehension of educational storylines and messages and offer recommendations for future script development. Overall, these findings provide guidance for practitioners seeking to create early learning media content that is both globally relevant and contextually appropriate.</p>

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Designing Educational Media to Support Children in Contexts of Crisis and Displacement: Formative Evidence from Nine Countries

  • 期刊论文

  • 发表日期：

    2026年6月17日

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  • Kim Foulds,
  • Deborah Marie Rodríguez García,
  • Daniel LaPook

摘要

For children affected by conflict and displacement around the world, exposure to trauma affects developing brain architecture and influences the physiological response to stress and disease, with downstream implications for children's capacity to attend to, process, and comprehend educational content. Educational mass media offers critical learning opportunities, at scale, to mitigate both the impact of learning disruption and the effects of adverse childhood experiences (ACEs) for children in these contexts. This paper presents findings from a series of formative research studies conducted across nine countries with 682 caregiver-child dyads, including displaced and migrant children and host community nationals, to inform the development of Watch, Play, Learn, a globally relevant series of early learning videos for children ages 3–8 affected by conflict and displacement. Findings reveal areas of congruence and dissonance across contexts in children's comprehension of educational storylines and messages and offer recommendations for future script development. Overall, these findings provide guidance for practitioners seeking to create early learning media content that is both globally relevant and contextually appropriate.