School teacher teachers her students with the help of a laptop at the rural school (West Bengal, India).

Knowledge Base

This knowledge platform for scholarly publishing is provided by the ECPC. Research and scholarly output included here has been selected and deposited based on its relevance to early childhood development, social cohesion, violence prevention and peace promotion, and more. Additional literature will be added as it becomes available.

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&Peace IE. Global Peace Index 2019: Measuring peace in a complex world. Sydney, Australia: Institute for Economics & Peace; 2019.
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Heckman J., Raut L. Intergenerational Long-Term Effects of Preschool - Structural Estimates from a Discrete Dynamic Programming Model. J Econom. 2016;191:164-175.
Heckman J., Pinto R., Savelyev P. Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes. Am Econ Rev. 2013;103:2052-2086.
Heckman J. Invest in Early Childhood Development: Reduce Deficits, Strengthen the Economy. Heckman; 2020.
Heim C., Nemeroff C. The role of childhood trauma in the neurobiology of mood and anxiety disorders: preclinical and clinical studies. Biological psychiatry. 2001;49:1023-39.
Hein S, Bick J, Issa G, Aoude L, Maalouf C, Awar A, et al. Maternal perceptions of father involvement among refugee and disadvantaged families in Beirut, Lebanon. PLOS ONE. 2020;15(3):e0229670.
Hein S, Group EC. Overview of the Early Childhood Peace Consortium’s Early Childhood and Peacebuilding Research and Practice. Early Childhood Peace Consortium; 2023.
L. Henry-Allain L, Lloyd-Rose M. The tiney guide to becoming an inclusive, anti-racist early educator. Tiney; 2021.
Herba C., Glover V., Ramchandani P., Rondon M. Maternal depression and mental health in early childhood: an examination of underlying mechanisms in low-income and middle-income countries. Lancet Psychiatry. 2016;3:983-992.
Hermosilla S, Metzler J, Savage K, Musa M, Ager A. Child friendly spaces impact across five humanitarian settings: a meta-analysis. BMC Public Health. 2019;19(1).
Herrington R. Emerging Practices in Design, Monitoring, and Evaluation for Education for Peacebuilding Program.; 2015.
Hewstone M., Brown R. Contact Is Not Enough: An Intergroup Perspective on the Contact Hypothesis. In: Hewstone M., Brown R., editors. Contact and Conflict in Intergroup Encounters. Oxford: Basil Blackwell; 1986. 1. p. 1-44p.
Heydenberk W, Heydenberk R. More than Manners: Conflict Resolution in Primary Level Classrooms. Early Childhood Education Journal. 2007;35(2):119-126.
Higgins S, Maber E, Cardozo ML, Shah R. The Role of Education in Peacebuilding Country Report: Myanmar. UNICEF Amsterdam Institute for Social Science Research (AISSR), University of Amsterdam Centre for International Education, University of Sussex UNESCO Centre at Ulster University; 2016.
Hinde R., Stevenson-Hinde J. Framing our analysis: A dialectical perspective. In: Leckman J., Panter-Brick C., Salah R., editors. Pathways to Peace: The Transformative Power of Children and Families. Vol 15. MIT Press; 2014. 1. p. 19-25p.
Hinde R. Changing How We Live. Spokesman Books; 2011.
Hiscock H, Bayer JK, Price A, Ukoumunne OC, Rogers S, Wake M. Universal parenting programme to prevent early childhood behavioural problems: cluster randomised trial. BMJ. 2008;336(7639):318-21.
Hoddinott J., Maluccio J., Behrman J., Flores R., Martorell R. Effect of a nutrition intervention during early childhood on economic productivity in Guatemalan adults. Lancet (London, England). 2008;371:411-6.
Hodgkin R., Newell P.,. UN. Implementation Handbook for the Convention on the Rights of the Child: Fully Revised Third Edition. UNICEF; 2007.
Hommel R., Freiberg K., Lamb C., Leech M., Carr A., Hampshire A. The pathways to prevention project: The first five years, 1999-2004. Sydney, Australia: Mission Australia and the Key Centre for Ethics, Law, Justice & Governance. Griffith University; 2006.
Hostinar C., Nusslock R., Miller G. Future Directions in the Study of Early-Life Stress and Physical and Emotional Health: Implications of the Neuroimmune Network Hypothesis. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53. 2018;47:142-156.
Hsueh J., Yoshikawa H. Working nonstandard schedules and variable shifts in low-income families: associations with parental psychological well-being, family functioning, and child well-being. Dev Psychol. 2007;43:620-32.
Hughes K., Bellis M., Hardcastle K., Sethi D., Butchart A., Mikton C., et al. The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. The Lancet Public health. 2017;2:e356-e366.
Humphreys KL. Early Caregiving Intervention Holds Promise for Long-term Improvements in Neural Function Following Adversity. Biological Psychiatry. 2019;85(4):e15-e16.
IASC. My Hero is You, Storybook for Children on COVID-19 (available in 24 languages). Inter-Agency Standing Committee; 2020.
IDAC. Missing from the story: The urgent need for better data to protect children on the move. International Data Alliance for Children on the Move (IDAC); 2021.
IFC, WHO. Childcare in the COVID-19 Era: A Guide for Employers. International Finance Corporation; 2020.
IRC, Committee IR. INEE Background Paper on Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings. New York; 2016.
INEE. 20 Years of INEE: Achievements and Challenges in Education in Emergencies. Inter-agency Network for Education in Emergencies (INEE); 2020.
INEE. Journal on Education in Emergencies (JEiE).; 2021.
INEE, Emergencies TI. INEE Guidance Note on Conflict Sensitive Education.; 2013.
INEE. Non-formal Education for Adolescents and Youth in Crisis and Conflict Contexts: a Proposed Taxonomy (Background Paper). e Inter-agency Network for Education in Emergencies (INEE; 2020.
Institute F. Fatherhood Institute research summary: Fathers’ impact on their children’s learning and achievement. Fatherhood Institute; 2013.
InternationalRescueCommittee, GlobalTiesforChildren, DubaiCares. The Impacts of Tutoring Informed by Social-Emotional Learning: An Analysis Across Crisis Contexts. International Rescue Committee (IRC); 2021.
Inuzuka M. Family Support Surrounding Child Abuse: Treatment and Education. Jpn J Child Adolesc Psychiatry. 2016;57:769-782.
IPA. The Effects of a Play-Based Preschool Learning Program in Rural Ghana. New Haven, CT US: Innovations for Poverty Action (IPA); 2018.
Ippen CG, Harris WW, Van Horn P, Lieberman AF. Traumatic and stressful events in early childhood: can treatment help those at highest risk? Child Abuse Negl. 2011;35(7):504-13.
IRFC. Alone and unsafe: Children, migration, and sexual and gender-based violence. Geneva: IFRC; 2018.
Irwin L., Siddiqi A., Hertzman C. The Equalizing Power of Early Child Development: From the Commission on Social Determinants of Health to Action. Child Health Education. 2007;1:146-161.
Irwin G., Siddiqui A., Hertzman C. Early child development: A powerful equalizer. British Colmbia, Cananda: HELP Research Institute, College of Interdisciplinary Studies, University of British Columbia; 2007.
ISSA. Early childhood educators: Supporting professionalism during COVID-19.; 2020.
Isumi A., Fujiwara T., Nawa N., Ochi M., Kato T. Mediating effects of parental psychological distress and individual-level social capital on the association between child poverty and maltreatment in Japan. Child abuse & neglect. 2018;83:142-150.
Jack H, Masterson AR, Khoshnood K. Violent conflict and opiate use in low and middle-income countries: a systematic review. Int J Drug Policy. 2014;25(2):196-203.
Jack S., Busser D., Sheehan D., Gonzalez A., Zwygers E., MacMillan H. Adaptation and implementation of the nurse-family partnership in Canada. Can J Public Health. 2012;103(7 Suppl 1):eS42-8.
Jack S., Catherine N., Gonzalez A., MacMillan H., Sheehan D., Waddell D. Adapting, piloting and evaluating complex public health interventions: lessons learned from the Nurse-Family Partnership in Canadian public health settings. Health Promot Chronic Dis Prev Can. 2015;35(8-9):151-9.
Jacobso S. The Importance of Early Childhood Education in an Age of Global Disruption. Global Ed Leadership; 2018.
Jayasekaran S., Kampfer I., Kip C., Knaak B., UNICEF. Business and family-friendly policies. An evidence brief. New York, NY: UNICEF; 2019.
Jefee-Bahloul H, Khoshnood K. Mental health research in the Syrian humanitarian crisis. Front Public Health. 2014;2:44.
Jensen SK, Placencio-Castro M, Murray SM, Brennan RT, Goshev S, Farrar J, et al. Effect of a home-visiting parenting program to promote early childhood development and prevent violence: a cluster-randomized trial in RwandaIntroductionMethodsResultsConclusionTrial registration number. BMJ Global Health. 2021;6(1):e003508.
Jeong J, Franchett EE, de Oliveira CV, Rehmani K, Yousafzai AK. Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis. PLOS Medicine. 2021;18(5):e1003602.
Jeong J, Siyal S, Fink G, McCoy DC, Yousafzai AK. “His mind will work better with both of us”: a qualitative study on fathers’ roles and coparenting of young children in rural Pakistan. BMC Public Health. 2018;18(1).

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