Formative Childhood and Peace Building
Scientific evidence supporting families and children as agents of change for peace
Formative childhood: A pathway to grow peace?
Young children and their families are progressively being exposed to greater violence in homes, schools and communities, and among nations. In our search for solutions we turn to science. Evidence from the field of early childhood development (ECD) clearly demonstrates that lasting and intergenerational change can occur through interventions early in life. To break the cycle of violence and promote peaceful societies, the developmental needs of young children must be the primary focus.
Yale University, UNICEF, AÇEV Foundation, and the Fetzer Institute and other global partners have embarked on a joint project to achieve the common objective of analyzing the linkages between early childhood development (ECD) and peace building through scientific research, to disseminate results and advocate for better policies on global platforms - as a pathway to sustainable peace.
Pathways to Peace
The transformative power of children and families
Edited by James F. Leckman, Catherine Panter-Brick and Rima Salah / Yale University
Can more peaceful childhoods promote a culture of peace? Increasing evidence from a broad range of disciplines shows that how we raise our children affects the propensity for conflict and the potential for peace within a given community. Read more here.
Recommendations for a game change in parenting interventions based on a systematic review of the global evidence
By Panter-Brick, C., Burgess, A., Eggerman, M., McAllister, F., Pruett, K. and Leckman, J. F. (2014).
Full text Journal Child Psychology & Psychiatry HERE
"Evidence clearly points to the unique and significant role of the father right from the early stages of infancy" and "suggests that the involvement of both parents in intervention is likely, in most cases, to lead to more positive benefits for children." - P. Ramchandi & J. Iles.
From Commentary: Getting fathers into parenting programmes – a reflection on Panter-Brick et al. (2014). Full text HERE