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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Aber L., Biersteker L., Dawes A., Rawlings L. Social Protection and Welfare Systems: Implications for Early Childhood Development. In: al P.RBritto, editor. Handbook of Early Childhood Development Research and Its Impact on Global Policy. New York: Oxford Univ. Press; 2013. 2. p. 260-274p.
Aboud F., Yousafzai A. Very Early Childhood Development. In: Black R.E, Laxminarayan R., Temmerman M., Walker N., editors. Reproductive, Maternal, Newborn, and Child Health: Disease Control Priorities, Third Edition (Volume 2). Washington (DC); 2016.
Abramowitz S., Marten M., Panter-Brick C. Medical humanitarianism: anthropologists speak out on policy and practice. Med Anthropol Q. 2015;29(1):1-23.
Abramowitz S., Panter-Brick C. Medical Humanitarianism: Ethnographies of Practice. Penn University Press; 2015.
Abu-Akel A., Armour E., Baron-Cohen S., Charnalia N., Leckman J., D. R., et al. Empathy an invaluable natural resource for peace. Rome, Italy: Foundation Child; 2019.
Abu-Nimer M., Nasser I. Forgiveness in The Arab and Islamic Contexts. Journal of Religious Ethics. 2013;41(3):474-494.
Evaluating Interreligious Peacebuilding and Dialogue. Abu-Nimer M, Nelson RKatalin, editors. De Gruyter; 2021.
Abu-Nimer M, Nasser I. Linking peacebuilding and child development: A basic framework. In: Leckman JF, Panter-Brick C, Salah R, editors. Pathways to peace: The transformative power of children and families. The MIT Press; 2014. 3. p. 323-338p.
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WVOB, FAWE,, AfricanUnion. Gender-responsive pedagogy in early childhood education: A toolkit for teachers and school leaders. Nairobi, Kenya: Forum for African Women Educationalists (FAWE); 2019.
Yoshikawa H., Leyva D., Snow C., Trevino E., Barata M., Weiland C., et al. Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes. Dev Psychol. 2015;51:309-22.
Yoshikawa H., Mistry R., Wang Y. Advancing Methods in Research on Asian American Children and Youth. Child Dev. 2016;87:1033-50.
Gustafsson-Wright E, Boggild-Jones I. Measuring the cost of investing in early childhood interventions and applications of a standardized costing tool. Annals of the New York Academy of Sciences. 2018;1419(1):74-89.
Yousafzai A., Rasheed M., Siyal S., Franchett E., Sudfeld C., Ponguta L., et al. LEAPS: a strategy to benefit young children and youth. Hague, The Netherlands: Bernard van Leer Foundation; 2019.
Murphy KM, Yoshikawa H, Wuermli AJ. Implementation research for early childhood development programming in humanitarian contexts. Annals of the New York Academy of Sciences. 2018;1419(1):90-101.
Zartman I. A Skeptics View. In: Faure G., Rubin J., editors. Culture and Negotiation: The Resolution of Water Disputes. London: Sage Publications; 1993.

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