Why should access to early childhood education be prioritized during the pandemic?


PRESS RELEASE –  October 26th 2020

In the context of the COVID-19 pandemic, the impact of closing early childhood programs on the long-term well-being and development of children aged zero-six needs to be taken into more careful consideration.  In the immediate urgency to prevent the spread of the pandemic, long term risks and impacts are being ignored, whereas the benefits of such closures have not been able to be clearly demonstrated by emerging research.  The following arguments offer important points in support of keeping early childhood care programs open, so policymakers can take into account the specific needs of very young children. 

It is well established that the early childhood years from zero-six,  are an extremely important formative period for neurological development and life long well being.   During this period, positive, meaningful relationships, active play, and exploration are essential to children’s well-being and development.   

Already, studies in the past years from researchers around the world are finding evidence that screen time damages young children’s developmental outcomes.   The World Health Organisation officially recommend no more than an hour of screen time for children between 2-4, and that less is better. However,  with early childhood programs closed, many children are now be exposed to far more than these recommended limits. 

While online learning may be a viable option for older children that are able to work relatively independently, it is clearly not a developmentally appropriate option for the early years.  An NIH (National Institute of Health, USA) started in 2018, already has been collecting data that shows that children that spend more than two hours a day in front of screens score lower on language and thinking, and those spending more than seven hours daily experience a thinning of the brain’s cortex which is related to critical thinking and reasoning.  More importantly, the highly addictive, dopamine stimulating effect of games that have short reward feedback loops damages children’s neurological ability to develop patience, reduces their attention span and self-regulation abilities. 

Parents that cannot access early childhood services because of closures, must juggle work responsibilities with supervising their own children, often leading to increased exposures to screentime, or even leading to neglect. Many are not in a situation in which it is feasible to hire a nanny or involve grandparents. 

In addition, the closure of structured early childhood care options forces many parents to find ways of integrating their children into their work lives.  For example,  in  Bucharest, Romania, in the past week when kindergartens were closed, many parents were found bringing their children along with them to work, to go shopping, or to public playgrounds, all of which present a lot more risk factors than bringing their child to a stable early childhood environment that must carefully respect hygiene requirements.

Meanwhile, the rate of unemployment is much higher amongst women, who are disproportionately involved in childcare.  In Romania, two-thirds of those currently unemployed due to the pandemic are women. This has a negative economic impact on the country, but it also represents a backward step in obtaining greater gender equality in the workforce.

The period of the pandemic has created additional stress on vulnerable families that are already suffering from domestic violence, alcohol abuse, physical abuse, or neglect.  Indeed, the number of cases of domestic violence has increased considerably since the beginning of 2020 until the present moment.  Closing childcare programs both reduces or eliminates the time away from a potential perpetrator while simultaneously increasing pressure on the volatile family units, putting such children at increased risk for traumatic experiences, or even potentially endangering their lives.

Keeping safe, appropriate early childhood care programs open during this period is essential for guaranteeing the long term well being of an entire generation of children.  Early childhood programs, that are strictly following the health recommendations for the prevention of the spread of the pandemic, offer a safer, more protected environment that ensures children’s overall development, than when they must stay at home in situations in which parents are not able to offer them the same level of attention, stimulation, and socialization available in a structured program. 

Indeed, there is a study from – Enric Alvarez in Spain analyzing data following the reopening of schools across five communities in Spain which did not find any consistent correlation with a spike in cases, as would be expected,   had the reopenings accelerated the spread.  A study from Yale University also did not find a higher rate of infections amongst early childhood care workers that continued to work with children in the first three months of the pandemic versus those that stayed at home.   As young children are at low risk of developing severe symptoms of COVID0-19,  these findings would seem to indicate that the benefits of face-to-face early childhood programs, especially in terms of long term impacts, may far outweigh any short term potential benefits in reducing the spread of the virus.

We request policymakers and the emergency committee in Bucharest to keep early childhood education programs open – not only daycare and after schools, but both public and private kindergartens, with, of course, all of the necessary hygienic precautions that have already been defined, and closures to happen on a case by case basis if hotspots emerge in a particular institution. 

For more details, you can contact:

Denise Deshaies

President of Neohumanist Education Association /






Green play and learning with Sardes!

Green playing & learning’ is an ISSA Peer Learning Activity developed by Sardes (the Netherlands) and the Neohumanist Education Association (AEN, Romania). In this PLA trainers will be trained to teach preschool and early years teachers how they can enrich their program with the ethics of “earth care, people care and fair share” from permaculture, and use the natural curiosity of young children to explore and discover nature.

The training

In the training ‘Green playing & learning’ ECD teachers will learn how to use young children´s curiosity for nature and how to embed the permaculture principles of ‘earth care, people care and fair share’. They take the children outside to discover the overwhelming treasures of nature, and they learn how to take and use nature and natural materials inside as well. Participants are taught how to design and develop a nature theme with activities covering all relevant development areas.

Download the leaflet Green playing and learning


When: Monday-Tuesday, 13-14 May 2019

Where: Visitors centre Natuurmonumenten Gooi en Vechtstreek, Noordereinde 54-b, 1243JJ, ’s Graveland

Course size: maximum of 12 participants (max. 2 per ISSA member)

Accommodation: one night stay covered by ISSA/PLA program (bed + breakfast).

Travel: 100 EUR per participant contribution to travel cost is provided by ISSA/PLA.

Meals: on Monday May 13th lunch and dinner are provided. On Tuesday May  14th lunch is provided.


Training: Peace Education – Expanding Peace from Inside

ISSA members, Neohumanist Education Association (Romania) and Mutant (Netherlands) are pleased to invite you to a two-day “Peer Learning Activity” (PLA) funded by ISSA, to teach the skills necessary for inner and outer peace and happiness from the early years, in age-appropriate ways!

This PLA will adapt the “Peace in your Hands” international training and materials to early childhood education and incorporate practices from Neohumanist Education, such as Quiet Time, Yoga for Children, Wisdom stories and the inner development of the teacher.

Who is this Peer-Learning Activity for?

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Conferinta Internationala Copiii in Permacultura, PragaFirst International Children in Permaculture Conference in Prague

The international Children in Permaculture conference was a great celebration of a learning journey, enriching teamwork, inspiring networking and a precious seed for the future steps.

This event which took place in Prague, Czech Republic 4-5 May 2018, brought together more than 150 people from different countries and fields, such as educators, school and kindergarten teachers, head teachers, permaculturists, trainers, children’s and outdoor learning NGO, families and children of course. Several Czech and international volunteers supported the conference with their active and lively contribution. All shared a dream of including children in permaculture and embedding its ethics and principles into education.

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New C.I.P. Manual ! Earth Care, People Care and Fair Share in Education

Manualul de la proiect “Copiii in Permacultura” este publicata! Aici gasiti varianta online:

At last, after several years of intensive collaboration during the Erasmus Plus project “Children in Permaculture”  – the C.I.P. manual has been published!  “Earth Care, People Care and Fair Share in Education”  was co-authored by Lusi Aldersrowe, Gaye Amus and Didi A. Devapriya (the president of the Neohumanist Association of Romania) but many more were involved in the three year process that included seven partner organizations from five countries – including the U.K., Romania, Slovenia, Czechoslavakia, Italy.
The manual is the fruit of a rich exchange of best practices and theory between permaculture experts, experienced practitioners of outdoor education, forest kindergarten leaders, educators and Neohumanist education experts.  The manual is now available in entirety online, as well as in printed form for participants in C.I.P. trainings!

The manual has received excellent reviews from  by some of the leading experts in the fields of outdoor education, nature education and permaculture  including Richard Louv, Dr. (Fil lic) Anders Szczepanski,  Rosemary Morrow, Janet Millington and Carolyn Nuttall. You can find more details below and in the manual itself:

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Children in Permaculture Training

 A fresh, innovative approach to ecological education in the early years

  • Are you inspiring or educating children between 3-12 years old (as a teacher, parent, grandparent, child-care worker, etc)?
  • Do you love nature and want to find ways to share that passion with children?
  • Are you concerned about the future of the planet and want to be part of long-term, sustainable solutions?

This two day workshop offers practical tools for embedding ecological attitudes and love for nature into the education of young children Read More

CiP Peer Learning in Scotland!

The Children in Permaculture partners met in Scotland, in September 2017 for a practical peer-to-peer learning experience. Each partner organised a learning experience in the outdoors for children from the local schools of Gatehouse and Twynholm.  It was an opportunity to test out activities designed within the “Children in Permaculture” curriculum and receive feedback from peers, teachers and most importantly, the children.

Activities organised by the CiP team included creating a rainwater catchment system on a greenhouse, learning about birds, storytelling and play in the forest, puppet play, making a wormery and many more. Many of the successful activities will be included in the teacher’s manual that the team is busy editing.

The event was covered by the local newspaper:

cip news article

aen CIP erasmus plus logos


Article about Romanian Scottish School Trip in Green Report

From May 15- 19, the Neohumanist Education Association hosted an exchange experience for 30 children from Gatehouse and Tynholm Scotland, to learn more about permaculture and experience Romanian traditions and agriculture. The project was part of the “Children in Permaculture” project, funded by Erasmus Plus.

Ana Racheleanu published an article about the experience in Green Report.

aen CIP erasmus plus logos