Armijo, EstelaAsnake, Tina2025-02-042025-02-042025-02-04https://hdl.handle.net/10986/42756Early childhood is a crucial period for skills development and socio-emotional growth. Forcibly displaced children experience significant trauma, necessitating effective interventions. This paper examines the effect of Early Childhood Development (ECD) programs on the psychosocial and socioemotional well-being of forcibly displaced caregivers and children between the ages of 0 and 8 years through a systematic literature review and key informant interviews. Findings indicate the crucial linksbetween parents’ mental well-being and children’s development. Despite challenges, ECD interventions show promising outcomes and fill important gaps to build developmental foundations and school readiness. ECD interventions must be well designed, target both the caregivers and the child, and be culturally sensitive, child-friendly, and trauma-informed. The recommendations here focus on sustaining impact, leveraging technology, securing sustainable funding and advocating for sustained investments in the early years in fragile and conflict settings.en-USCC BY-NC 3.0 IGOQUALITY EDUCATIONEARLY CHILDHOOD DEVELOPMENT (ECD)FORCIBILY DISPLACED CHILDRENCAREGIVERS' MENTAL WELL-BEINGWorking PaperWorld Bank10.1596/42756