Background/Context: Even before the COVID-19 pandemic, the realities of many under-resourced and conflict-affected settings posed numerous challenges for in-person early childhood education (ECE) programming. Families migrate. Classroom spaces are scarce. Transportation to and from schools can be challenging to impossible. Schooling going remote during the pandemic only highlighted an already urgent need within humanitarian settings to understand how ECE can best be incorporated, implemented/adapted, and scaled given the myriad of challenges such settings pose (see Murphy, Yoshikawa, & Wuermli, 2018). Toward this end, there is a particular need to understand the efficacy of: 1) short-term, remote programming, which could be deployed when (or for families for whom) in person classes are not a viable option and in situations in which families are only present for a short period of time or only have a short window before the a\start of formal schooling; and, 2) two-generation programming, which seeks to support both children and primary caregivers simultaneously and may be particularly important for remote services when the caregiver is also the primary program implementer. Purpose/Objective/Research Question: This three-armed impact evaluation assesses the impact of a ten-week remote early learning program and early learning program plus remote caregiver support program as compared to a wait list control group who is not yet receiving any programming. Key outcomes include caregiver wellbeing, parenting self-efficacy, reported caregiver-child interactions, caregiver beliefs about play/learning through play, and child development (as assessed through a remotely implemented adaptation of the IDELA, piloted in Lebanon in 2021, see Schwartz et al., 2022). Setting and Population: Services are being implemented over WhatsApp largely in rural areas of Bekaa, Baalbek, Tripoli, and Akkar with both host (5%) and Syrian refugee (95%) community families and target 5-year-old children (600 each per treatment arm and control condition) with little to no history (93% report none and another 3% each report 0-2 and 2-4 months prior experience, respectively) of ECE who will be starting primary school next year. Participating caregivers are approximately two third mothers and one third fathers. Intervention/Program/Practice: The first treatment arm is receiving a 10-week child-facing early learning intervention based on Preschool Healing Classrooms (PSHC) in which children and caregivers have group calls in remote 'classrooms' of 5-6 child/caregiver dyads 3 times a week. Each 'classroom' is led by an ECE trained teacher. Calls are 20-30 minutes each. Teachers run 10-12 classrooms at a time. They also hold regular individual follow-up video calls with caregiver/child dyads as needed, if caregiver/child dyads miss a group session or have specific questions or if the teacher notices anything that feels worth following up on. Teachers send links to caregivers via WhatsApp for resources, such as storybooks, games, worksheets, and information on the importance of early childhood development (ECD), and ask caregivers to photograph or videotape various activities as they complete them. The second treatment arm will receive this programming as well as eight weekly caregiver support meetings (also over WhatsApp and with the same group of caregivers) with an ECD Facilitator. These meetings will focus on caregiver coping and wellbeing, their own and children's stress, behavior management and parenting, and the importance of ECD. Research Design: Caregivers/children are individually, randomly assigned to treatment arm and then grouped into classrooms and assigned teachers and (as relevant) ECD facilitators. The control is a wait list control group that will begin programming midsummer after endline data collection is complete and in time to still be certified as having received ECE services prior to the start of primary school. Data Collection and Analysis: Caregiver interviews -- including questions related to wellbeing, efficacy, child interactions, and beliefs about play -- are being conducted as both baseline and endline along with a remote (phone-based) adaptation of the IDELA in order to assess child development. Depending on how nested the data is by caregiver group/teacher/ECD facilitator, analyses will either be conducted as multi-level or fixed effects models and will control for baseline measures of all outcome variables. Missing data will be analyzed for patterns/bias and -- assuming missing largely at random -- accounted for using full information maximum likelihood. Program implementation is currently underway and analyses are being conducted in July and August of 2022. Findings/Results/Conclusions: As far as we are aware this is the first study to look at the efficacy of short-term, remote ECE programming delivered to caregiver-child dyads and one of the first to causally assess short-term ECE programming at all (see Bonilla et al., 2019). If such programming is found to be effective, it could greatly change programs' ability to serve far flung, highly mobile, or otherwise difficult to reach families. It is also a model that is significantly more cost effective to both implement and scale than in person classrooms. In addition, this study assesses the added impact of caregiver-focused stress, wellbeing, ECD programming. A common phenomenon in ECE research (that policy and program makers alike struggle with) is that of caregiver pushback as teachers are trained in more developmentally appropriate play-based approaches, with caregivers seeing play as non-learning or "unstructured" time (see Kabay, Wolf, & Yoshikawa, 2017). An early learning program with intensive hands-on caregiver involvement and play-based activities has the potential to help address this concern if found to alter caregivers' beliefs surrounding the value of play. Furthermore, there is potential benefit to first introducing children to ECE type activities in their own homes and with trusted adults and siblings/friends/cousins so that when beginning in-person learning (where so much is new) the activities are familiar and already beloved. This could have consequences for teacher-child and child-child interactions as well as classroom wide engagement.