<![CDATA[Purpose – Disaster mitigation education in early childhood has often emphasized hazard recognition, preparedness drills, and safety procedures, while insufficiently addressing children’s social, cultural, and developmental contexts. This conceptual article aims to develop LADMiC-ECE (Locally Anchored Disaster Mitigation Curriculum for Early Childhood Education) as a conceptual framework integrating disaster mitigation into Early Childhood Social Studies through local wisdom, play-based learning, socio-ecological values, and authentic assessment.Design/methods/approach – This study employed a conceptual-design synthesis approach. Relevant literature on early childhood education, Social Studies learning, disaster risk reduction education, local wisdom, place-based learning, play pedagogy, sustainability education, embodied and sociocultural learning, and authentic assessment was systematically reviewed and synthesized. The selected sources were analyzed through conceptual coding, gap analysis, theoretical integration, and framework development to formulate curriculum principles and developmental mechanisms.Findings – The synthesis resulted in LADMiC-ECE, a conceptual curriculum framework consisting of five design principles: (1) place before hazard, (2) culture before procedure, (3) play before instruction, (4) values before compliance, and (5) observation before testing. The framework proposes a developmental pathway in which children’s experiences with place and community are mediated through cultural meaning-making, play, and social interaction, leading to socio-ecological awareness and collective safety agency. The framework also generates curriculum architecture, learning scenarios, and an authentic assessment matrix for documenting children’s language, actions, emotional responses, cooperation, and participation in safety practices.Research implications/limitations – This study contributes a theoretical foundation for integrating disaster mitigation into Early Childhood Social Studies. However, LADMiC-ECE remains a conceptual proposition and has not yet been validated through expert review, classroom implementation, or empirical measurement of children’s learning outcomes.Practical implications – LADMiC-ECE provides teachers and curriculum developers with a reference for designing disaster mitigation learning experiences that are developmentally appropriate, culturally responsive, and connected to children’s everyday environments. The framework may guide activities such as storytelling, environmental exploration, role play, mapping, simple simulations, and reflection on values of care and collective responsibility.Originality/value – This article advances disaster mitigation education in early childhood by repositioning mitigation as a social and cultural learning process rather than merely a safety procedure. LADMiC-ECE offers a conceptual bridge between disaster education, Early Childhood Social Studies, local wisdom, play pedagogy, and authentic assessment. Paper type Conceptual paper ]]>
