Early Childhood Development Programs, Peacebuilding, and the Sustainable Development Goals: Opportunities for Interdisciplinary Research and Multisectoral Partnerships

Ponguta, Liliana Angélica; Donaldson, Chelsea; Affolter, Friedrich W.; Connolly, Paul; Dunne, Laura; Miller, Sarah; Britto, Pia Rebello; Salah, Rima; Leckman, James F.

doi:10.1007/978-3-319-96592-5_4

Cited by 6 publications

(2 citation statements)

References 30 publications

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“…Many professionals in the mental health and peace studies fields recognize the importance of investing in early childhood to progress peacebuilding efforts (Ang, 2018; Angelica Ponguta et al, 2018; Britto et al, 2014; Chopra et al, 2012; Chowdhury, 2014; Dunne et al, 2021; Glen et al, 2020; Leckman et al, 2021; Panter-Brick, 2021; Sunar et al, 2013; Yale University & Mother Child Education Foundation, 2012). However, understanding how ECD programs contribute to the promotion of peacebuilding behaviors requires evaluation of how ECD may fit into common peace studies frameworks (Ang, 2018; Donaldson et al, 2018; Early Childhood Peace Consortium, 2017).…”

Section: Ecd and Peacebuildingmentioning

confidence: 99%

Early childhood parenting programs and community peacebuilding behaviors: A case study from postconflict Liberia.

Maloney,

Wall,

Giusto

et al. 2024

Peace and Conflict: Journal of Peace Psychology

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Despite the connection between early childhood development (ECD) and later behavioral outcomes, peacebuilding frameworks have only recently begun to explore pathways through which ECD programs promote peace in community contexts. Recent literature theorizes that ECD interventions may spill over from family to community interactions, which is particularly important in areas affected by conflict. The current case study explored qualitative outcomes associated with peacebuilding behaviors across a randomized controlled trial of Parents Make the Difference, a parenting program in postconflict Liberia. Parents or primary caregivers of children aged 3-5 years (N = 813) attended 10 weekly sessions, with 75 completing follow-up interviews. Participants described engaging in prosocial behaviors in the context of their community following program completion, such as decreased personal conflict and empowerment to mediate conflict between peers. Findings highlight improved community relationships in promoting peace among adults and modeling these behaviors for children during a critical period of development. Public Significance StatementThe current case study provides evidence that supports the previously theorized connection between early childhood development and community peacebuilding efforts. The study illustrates how a parenting program disseminated in Liberia reduced interpersonal conflict and promoted prosocial behaviors among community members.

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Section: Ecd and Peacebuildingmentioning

confidence: 99%

Early childhood parenting programs and community peacebuilding behaviors: A case study from postconflict Liberia.

Maloney,

Wall,

Giusto

et al. 2024

Peace and Conflict: Journal of Peace Psychology

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show abstract

“…Pada pada usia 4 tahun anak mulai mengenal konsep kekerasan dan pada usia 6 tahun mengenal konsep perdamaian (Covel et al, 1994;Hakvoort & Oppenheimer, 1998) Dengan demikian, anak akan lebih dulu menyelesaikan konflik dengan kekerasan daripada dengan damai. Oleh karena itu sejak usia dini anak adalah waktu yang tepat untuk menanamkan nilai cinta damai (Hostetler, 2007;Ponguta et al, 2018;Salah, 2018) karena pada usia tersebut perkembangan fisik,sosial emosional, kognitif dan sinapsi sedang sedang berkembang dengan cepat (Durriyah et al, 2013;Jack P. Shonkoff, MD, a Linda Richter, PhD et al, 2012).…”

Section: Pendahuluanunclassified

Implementasi Pendekatan Saintifik untuk Menginternalisasi Nilai Cinta Damai bagi Anak Usia Dini

Linarsih

Marmawi

Yuniarni

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

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Meskipun penanaman pendidikan karakter dalam praktik pedagogi telah banyak dibicarakan dan diberitakan dalam konteks pendidikan anak usia dini, namun masih sangat sedikit bukti empiris yang menunjukkan bahwa penanaman nilai-nilai karakter khususnya cinta damai dapat dilakukan melalui pendekatan saintifik. Untuk mengisi gap tersebut, artikel ini membahas studi kasus deskriptif yang menyelidiki bagaimana guru taman kanak-kanak di Indonesia menerapkan pendekatan ilmiah dalam menginternalisasi nilai perdamaian dalam praktik pedagogis di kelas. Artikel ini menampilkan bagaimana guru menggunakan berbagai strategi penerapan pendekatan saintifik dalam mengajarkan nilai-nilai perdamaian di Taman Kanak-kanak mulai dari strategi komunikasi, contoh, pembiasaan dan bercerita yang terintegrasi dalam setiap kegiatan pembelajaran melalui proses mengamati, menanya, mencoba, menganalisis/ menalar. , dan mengomunikasikan hasil karya anak secara individu maupun kelompok. Strategi ini dapat dilihat mulai dari kegiatan pendahuluan, kegiatan inti hingga kegiatan penutup baik yang dilakukan di dalam kelas maupun di luar kelas. Implikasi dari penelitian ini adalah perlunya pelatihan-pelatihan pengajaran nilai melalui pendekatan saintifik pada pendidikan guru anak usia dini.

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The Impact of COVID-19 on the Progress towards Sustainable Development Goal 4 in the Early Years: A Rapid Review

Spiteri

2021

COVID-19: Paving the Way for a More Sustainable World

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Early Childhood Development Programs, Peacebuilding, and the Sustainable Development Goals: Opportunities for Interdisciplinary Research and Multisectoral Partnerships

Cited by 6 publications

References 30 publications

Early childhood parenting programs and community peacebuilding behaviors: A case study from postconflict Liberia.

Early childhood parenting programs and community peacebuilding behaviors: A case study from postconflict Liberia.

Implementasi Pendekatan Saintifik untuk Menginternalisasi Nilai Cinta Damai bagi Anak Usia Dini

The Impact of COVID-19 on the Progress towards Sustainable Development Goal 4 in the Early Years: A Rapid Review

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