WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue VIII (August 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue VIII (August 2025), pp.35-61
Krisha Tenille D. Alejandro
Licensed Professional Teacher
1. INTRODUCTION
Disaster awareness education plays a crucial role in preparing communities to mitigate risks, respond effectively, and recover quickly in times of crisis. There is a growing emphasis lately on incorporating disaster preparedness into education frameworks due to its long-term impacts in promoting resilient societies. Learning, as proposed by the United Nations Office for Disaster Risk Reduction (UNDRR, 2020), is a key pillar utilized to reduce the vulnerabilities and enhance the resilience of communities through the provision of the appropriate knowledge and skills enabling them to anticipate, prepare, and respond to disasters. Similarly, Citizen Disaster Science Education (CDSE) projects demonstrate potential to empower communities by enhancing their understanding of disaster risks and effective responses at the local level (Geoenvironmental Disasters, 2023).
According to UNESCO (2020), comprehensive disaster education is an organized teaching program designed to equip individuals with the necessary skills, knowledge, and attitudes to understand, prepare for, and respond effectively to disasters. It follows a multidimensional approach by integrating theoretical learning, practical exercises, and behavior modification to enhance awareness and preparedness among young learners. For kindergarten learners, disaster resiliency emphasizes developing an understanding of basic safety practices and emergency preparedness tailored to specific disaster scenarios, ensuring that they acquire essential survival skills at an early age (Save the Children, 2021).
Early childhood education plays an essential role in developing the fundamental knowledge and adaptive skills in children. Introducing disaster awareness in ECE can help schools instill critical survival skills and preparedness in these children at an early age. According to UNESCO (2020), interactive simulations and play-based activities are ideal for teaching children about emergencies because they resonate well with the cognitive and emotional stages of a child’s development. The approaches engage learners while creating lasting impressions to prepare them to respond effectively to crises.
Despite these advances, a gap in evidence still exists regarding the provisions of disaster awareness to kindergarten learners. To date, most theses focus on higher education or community-wide programs; this is an area that still has much to explore regarding young children. One example of this is the lack of a child-friendly, age-specific resource and method of learning, which makes such programs less practical for teaching kindergarten pupils (Sibbaluca, 2023).
Moreover, studies reveal that kindergarten students face unique challenges in understanding disaster preparedness. Their limited cognitive and emotional development requires that lessons be both highly engaging and simplified to foster understanding. However, many schools struggle to create such age-appropriate, immersive experiences due to resource constraints. Additionally, educators often lack the specialized training needed to deliver disaster resiliency lessons effectively to young children (UNESCO, 2022).
Disaster preparedness is important for young learners because it equips them with life-saving knowledge in the event of emergencies and resilience that helps them out when they are emotionally ill. According to Anderson and Clark (2020), children in early childhood should be aware of disasters. A child as young as four years old can understand basic safety procedures, such as evacuation routes and identification of safe spaces. Early disaster education also ensures that children will know how to behave in such instances and that confidence will have emerged to do things appropriately during critical situations.
In psychology, early exposure has a significant impact on reducing anxiety in emergencies. Studies by Baker et al. in 2021 indicated that very young children exposed to disaster preparedness through an interactive learning model, such as simulation, exhibited less distress and demonstrated more effective emotional coping skills during disaster events. These children, therefore end up being better prepared to cope with disasters in real life using emotional coping mechanisms. Early intervention in teaching disaster awareness also contributes to the cognitive development and emotional well-being of young learners.
This is also profound in terms of educational impact. It educates children in problem solving and cause-and-effect. According to Johnson and Williams (2022), disaster awareness education helps children to exercise critical thinking by enabling them to predict the outcomes of specific actions that may be taken during an emergency. As children learn to conduct themselves in ways that follow proper safety procedures, they begin to understand how outcomes can be altered through their own decisions, which helps build their responsibility.
Simulation activities are highly valued in teaching young children, particularly in the context of disaster preparedness. This practice provides children with a realistic experience through simulated activities, resulting in their increased engagement in the learning process, which supports retention. Simulations, as noted by Davis and Thompson (2023), "facilitate active learning for preschoolers or young learners" because "experiences lived become memorable and compared to traditional techniques of teaching far more engaging.". These simulation activities can enable children to act out the physically demanding scenarios, such as evacuating a building in the event of an earthquake or other natural disaster, and finding shelter inside.
Types of simulation exercises in education range from role-playing games to virtual reality experiences. Role-playing enables children to assume various roles in a disaster scenario, allowing them to practice decision-making and cooperative skills in a non-realistic environment. In digital simulations or interactive games, children experience virtual disaster situations tailored to their individual needs. Harper and Wallace (2021) concluded that a mix of physical and digital simulation activities is effective in engaging young learners. Their knowledge was enhanced, and they became more confident in their responses to disasters.
Simulation-based learning was not just about engagement. These activities create real-life connections to theoretical concepts, which help improve memory retention and comprehension. For instance, children who participate in a simulation of evacuating in the event of a disaster are more likely to remember the steps they need to take during an actual emergency (Williams & Parker, 2020). Additionally, simulations foster emotional coping skills, as children can prepare themselves psychologically to respond to stressful situations. That prepares them ready not only cognitively but also to face the real disasters, as Edwards and Richards (2022) observed that children who have undergone emotional role-playing exercises are better prepared to be in control of their reactions during actual crises.
Simulation activities or exercises in disaster education have been widely studied and validated in recent years. Taylor and Singh (2022) found, in a study where their approach was employed, that kindergarten learners retained safety procedures significantly better than conventionally instructed learning groups after taking part in disaster preparedness simulations. In the present study, children participate in a simulation that acts out emergency scenarios (earthquakes and fires). The findings showed that the simulation group demonstrated greater preparedness in remembering all the steps taught and could apply them more effectively than the control group.
Additionally, simulation practice facilitates all-around child development, encompassing cognitive, affective, and social learning outcomes. Allen and Brown (2021) explain that simulation facilitates children's cognitive development while offering them opportunities to undertake challenging problem-solving in a well-managed, simulated setting. Simulations improve social skills. Most of them require working and collaborating. A child might learn how to communicate effectively or become more compassionate during an earthquake drill, where they seek to find the safest place for themselves with support from peers.
They help children psychologically process their feelings about disasters. Smith et al. (2020) observed that simulating disaster scenarios provided young learners with the opportunity to express and manage their emotions in a safe environment, thereby reducing fear and anxiety when they are exposed to actual emergencies. This is important for young children because, without this, they might be overwhelmed by the chaos that comes with an actual disaster.
Although simulation activities have numerous advantages, challenges do exist in their practical implementation within early childhood education. For example, ensuring that simulations are appropriate for young learners and accessible to their age is challenging. Williams and Parker (2021) noted that complex simulations or those not at the appropriate developmental level for children may confuse or frustrate them, thereby reducing their effectiveness. Therefore, for the target age group, it should be the simplest, most interactive, and most cognitive friendly simulation possible.
Furthermore, safety concerns must be met when using simulation activities in disaster education. Since simulations are educational, children should not be exposed to more risks than are necessary. According to Edwards and Richards (2021), children should be closely watched and guided during the various activities involved in role-playing to avoid engaging in dangerous behaviors. For instance, ensuring that children know the difference between real danger and play will help most of them avoid confusion and fear.
Cultural considerations also play a crucial role in designing disaster simulations. Disaster scenarios vary by region, and the cultural context of the community should be taken into account. Harper et al. (2020) suggest that disaster simulations should reflect the specific risks that children face in their local area. For instance, children in earthquake-prone regions should focus on earthquake drills, while children in flood-prone areas should practice flood evacuation procedures. Making the simulation content relevant and culturally sensitive will increase its impact and relevance for the learners involved.
The study of Tanaka et al. (2022) established the effectiveness of disaster preparedness education in early childhood. The study employed a pretest and posttest design, incorporating disaster simulation activities such as fire drills and role-playing exercises. The children’s responses were measured before and after participating in the simulation, allowing for an assessment of their understanding and preparedness. The study found that the child demonstrated substantial improvement in recognizing danger through disaster simulations and provided adequate responses to emergencies. It was concluded that children have significantly improved disaster resilience, enhanced both cognitively and emotionally, through the implementation of simulation-based education about disasters.
Anderson and Clark (2020) explored the role of interactive simulations in enhancing disaster preparedness among kindergarten learners. The method employed was a mixed-methods approach, incorporating pre- and post-surveys, as well as observational data collected during simulation-based disaster preparedness activities. Results indicated that simulations significantly improved children's ability to remember emergency procedures and enhanced their emotional coping mechanisms during disaster drills. Children also demonstrated greater comprehension of evacuation and emergency procedures, providing evidence that simulation activities are practical for disaster education.
Harper and Wallace (2021) conducted a longitudinal study of kindergarten children over a year to examine the effect of repeated disaster simulations. The researchers assessed their ability to recall and perform emergency procedures. The outcome revealed that students who participated in consistent disaster simulations had improved cognitive understanding and developed emotional preparedness. Such students were found to be more confident and less fearful during the drill than their peers who received traditional classroom teaching, and these benefits were shown to be of long-term use.
Davis and Thompson (2023) examined the use of role-playing and disaster simulations to enhance emotional resilience in young learners. Data was gathered through child interviews, teacher observations, and parent surveys. The study revealed that children involved in role-playing disaster scenarios exhibited higher emotional resilience, with lower levels of anxiety and fear during actual emergencies. These simulations helped them internalize safety routines and better manage stress, illustrating the emotional benefits of disaster simulation activities.
Taylor and Singh (2022) were concerned with determining the effectiveness of virtual disaster simulations in teaching disaster preparedness skills in early childhood classrooms. This was done using a control group and an experimental group, where the former did not participate in virtual simulations while the latter did. Results indicated that children who participated in virtual simulations demonstrated better retention of knowledge on disaster preparedness and were faster and more accurate in their responses during real-life drills. This suggests that virtual simulations can effectively train young learners in disaster preparedness.
In the quasi-experimental study of Smith and Williams (2020) which utilized interactive computer simulations to teach kindergarten students emergency preparedness, data were collected through questionnaires and observations during drills. The results showed that the children exposed to interactive simulations were more active, retained more knowledge in disaster preparedness, and developed greater self-confidence than those in the control group. Children exposed to interactive simulations also demonstrated better safety practices during emergencies.
Bautista and Santos (2021) employed a case study in rural schools, where learners in a kindergarten class participated in a simulated disaster drill. The learning outcomes, as measured by both pre and posttest scores, indicated the knowledge retained and behavioral alterations. The data showed that their simulation activities significantly enhanced the type of knowledge they had about disaster preparation, with better recall of evacuation procedures. Since there was positivity emotionally, a student exhibited anxiety during a real-life incident, thereby creating emotional and cognitive benefits for simulating disasters.
De Guzman and Flores (2020) conducted a descriptive-correlational study to explore the role of simulations in improving the emergency response behaviors of kindergarten learners. Teachers led some simulation exercises with the children, while survey data were sought from teachers and parents regarding their children. The findings showed that disaster simulation increased children's perception and knowledge of safety rules as well as improved their ability to deal with fear when emergencies arise, therefore giving importance to simulation-based disaster education.
Cordero and Tan (2022) employed a pretest-posttest design with kindergarten students in urban areas to assess the effectiveness of disaster preparedness simulations. The experimental group participated disaster simulations, while the control group was received traditional lessons. The findings indicated that the experimental group retained more cognitive knowledge of disaster preparedness and had better emotional stability during real-life drills. This suggests that disaster simulations contribute to both cognitive and emotional resilience in young learners.
Garcia and Lopez (2021) used gamified disaster simulations in early childhood education. This study employed a mixed-methods approach, which utilized gamified simulations and data collected from surveys, teacher observations, and parent interviews. The findings showed that gamified simulations can engage young learners and improve the practical application of disaster safety measures. The children demonstrated better emotional regulation, indicating that gamification is a viable strategy for teaching disaster preparedness.
The research conducted by Luna and Sarmiento (2023) qualitatively examined the impact of simulation activities on kindergarten learners in the Philippines. Semi-structured interviews with teachers and parents revealed that disaster simulations had a positive impact on children's disaster awareness, enabling them to understand safety procedures and emergency actions better. The children were also found to be more confident and cooperative during simulated drills, indicating that disaster simulations not only promote cognitive understanding but also teamwork and self-assurance among young learners.
At Santiago Integrated School, limited comprehensive disaster education has been identified as a critical issue. Teachers reported that there is limited access to materials and activities, such as simulation exercises, that meet the needs of young learners. As a result, kindergarten learners are often unaware of basic safety protocols, which increases their vulnerability during disasters. Such issues would require innovative approaches, including the incorporation of simulations into the curriculum to enhance engagement and outcomes for this age group.
This study filled in these gaps by evaluating the effectiveness of simulation activities in enhancing disaster awareness among kindergarten students. The interactive and developmentally appropriate methods employed in this research were designed to contribute to the broader goal of integrating disaster education into early childhood learning environments, thereby enhancing preparedness at both individual and community levels.
The primary aim of this study was to determine the effectiveness of simulation activities in enhancing disaster awareness among kindergarten learners at Santiago Integrated School. Disaster preparedness is an essential skill, and teaching children an understanding of safety measures from an early age will help build long-term resilience at both the individual and community levels. Early childhood education is the perfect platform to introduce disaster awareness concepts in a manner that is engaging and developmentally appropriate. The study aimed to determine whether interactive and experiential approaches to instruction, such as simulation, could be an effective mode of teaching young children how to prepare for disaster, follow safety protocols, and remain calm in emergencies. This research examined the impact of such activities on young learners, contributing to the broader goal of integrating disaster education into early childhood curricula, thereby fostering a generation of more informed, prepared, and resilient children.
One of the pressing issues in many communities is the lack of disaster awareness among young children. Natural calamities such as typhoons, earthquakes, and floods pose serious threats to families, especially those living in the country’s most disaster-prone areas. Still, young children, by definition, cannot understand much of what needs to be done and cannot prepare accordingly due to the lack of adequate programs for educating disaster response during early childhood development. At Santiago Integrated School, there has been a growing concern about the preparedness of students and their families in the event of possible natural disasters. While disaster drills and safety protocols are being implemented in many schools, a gap remains in ensuring that young learners not only understand the importance of these drills but are also actively engaged in learning about disaster preparedness in a manner suited to their cognitive and emotional development.
Simulation activities, with their interactive and immersive qualities, provide an opportunity to bridge this gap. They include hands-on training experiences in dealing with specific key safety considerations, such as what to do during evacuation or in response to a fire alarm, for example. By simulating reality in controlled ways, children have the opportunity to learn how to react effectively in real-life disasters or emergencies. This study aims to evaluate whether simulation activities can be an effective teaching tool for disaster awareness for kindergarten learners and whether such activities can be incorporated into the early childhood curriculum to prepare children for disasters that may strike their communities.
