The Implementation of the Safe Disaster Education Unit (SPAB) in Early Childhood Education as an Effort to be Responsive, Alert, and Ready to Survive

Abstract

Early childhood is the most vulnerable group to the impacts of disasters, yet disaster education at the Early Childhood Education (ECE) level remains very limited. The Disaster-Safe Education Unit (SPAB) program emerges as a systematic effort to build disaster preparedness and resilience from an early age. This study aims to analyze the implementation of the SPAB program in ECE units and its impact on improving the preparedness of children, teachers, and the educational environment. This research employs a descriptive qualitative approach with a case study method in three ECE units that have implemented the SPAB program in Ngadiluwih District, Kediri Regency, East Java Province. Data collection was conducted through in-depth interviews, participatory observation, and document analysis. The results show that the implementation of SPAB in ECE encompasses three main pillars: safe school facilities, school disaster management, and disaster prevention and risk reduction education. Activities carried out include the formation of a disaster response team, the development of standard operating procedures for emergencies, the arrangement of a safe play environment, and the integration of disaster materials into play activities through role-playing methods, evacuation simulations, and educational games. The main obstacles encountered are limited references and training for teachers, as well as the difficulty in designing disaster learning that is appropriate to the characteristics of early childhood. This study recommends strengthening teacher capacity through continuous training, providing contextual teaching modules, and strengthening cross-sector collaboration between ECE units, local governments, and the Regional Disaster Management Agency.