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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K B., Yoshikawa H., Murphy K., Lombardi J. Early childhood development and early learning for children in crisis and conflict. UNESCO; 2018.
Kagan S., Kauerz K., Tarrant K. The early care and education teaching workforce at the fulcrum: An agenda for reform. New York, NY: Teacher's College Press; 2008.
Kagan S., Britto P. Final report to UNICEF: Going global with early learning and development standards.. 2005.
Kagawa DS. Child-Friendly Schooling for Peacebuilding. New York: Learning for Peace; 2014.
Kagitcibasi C, Britto PR. Interventions: What has worked and why? In: Leckman JF, Panter-Brick C, Salah R, editors. Pathways to peace: The transformative power of children and families. Vol 15. The MIT Press; 2014. 3. p. 305-322p.
Kâğıtçıbaşı Ç. Family, Self, and Human Development Across Cultures: Theory and Applications. L. Erlbaum Associates; 2007.
Kağıtçıbaşı Ç., Sunar D., Bekman S. Long-term effects of early intervention: Turkish low-income mothers and children. J Appl Dev Psychol. 2001;22:333-361.
Kağıtçıbaşı Ç., Sunar D., Bekman S., Cemalclar Z. Continuing effects of the Turkish Early Enrichment Project in adult life. J Appl Dev Psychol. 2009;30:764-779.
Kâğıtçıbaşı Ç., Sunar D., Bekman S. Long-term effects of early intervention: Turkish low-income mothers and children. J Appl Dev Psychol. 2001;22:333-361.
Kâğıtçıbaşı Ç., Sunar D., Bekman S., Baydar N., Cemalcilar Z. Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later. J Appl Dev Psychol. 2009;30:764-779.
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Riva M., Panter-Brick C., Eggerman M. Sustainable Development and Health: From Global to Local Agenda. In: Sillitoe P., editor. Sustainable Development: An Appraisal of the Gulf Region. New York: Berghahn Books; 2014. 3. p. 391-415p.
Roberton T, Carter ED, Chou VB, Stegmuller AR, Jackson BD, Tam Y, et al. Early estimates of the indirect effects of the COVID-19 pandemic on maternal and child mortality in low-income and middle-income countries: a modelling study. The Lancet Global Health. 2020.
Rodriguez ML, Dumont K, Mitchell-Herzfeld SD, Walden NJ, Greene R. Effects of Healthy Families New York on the promotion of maternal parenting competencies and the prevention of harsh parenting. Child Abuse Negl. 2010;34(10):711-23.
ROMA. Roma Education Fund’s statement on COVID 19 effecting Roma communities and access to education. Hungary: ROMA Education Fund; 2020.
Rosen L., Lim A., Felt J., Carrier L., Cheever N., Lara-Ruiz J., et al. Media and technology use predicts ill-being among children, preteens and teenagers independent of the negative health impacts of exercise and eating habits. Computers in Human Behavior. 2014;35:364-375.
Rosman E., Yoshikawa H. Effects of welfare reform on children of adolescent mothers: moderation by maternal depression, father involvement, and grandmother involvement. Women Health. 2001;32:253-90.
Roth D., Krishna A., Leung M., Shi J., Bassani D., Barros A. Early childhood linear growth faltering in low-income and middle-income countries as a whole-population condition: analysis of 179 Demographic and Health Surveys from 64 countries (1993-2015). Lancet Glob Health. 2017;5:e1249-e1257.
Rouse C., Brooks‐Gunn J., McLanahan S. Introducing the issue, ‘School readiness: Closing racial and ethnic gaps’. The Future of Children. 2005;15:5-14.
Royalance S. The Family and the MDGs. Doha, Qatar: Doha Institute for Family Studies and Development; 2012.
Ruxton S., Burrell S. Masculinities and COVID-19: Making the Connections. Promundo; 2020.
Rygaard NP. Improving the mental health of abandoned children: Experiences from a global online intervention. American Psychologist. 2020;75(9):1376-1388.
Sadeh A, Hen-Gal S, Tikotzky L. Young children's reactions to war-related stress: a survey and assessment of an innovative intervention. Pediatrics. 2008;121(1):46-53.
Sadler LS, Slade A, Close N, Webb DL, Simpson T, Fennie K, et al. Minding the Baby: Enhancing Reflectiveness to Improve Early Health and Relationship Outcomes in an Interdisciplinary Home-Visiting Program. Infant Mental Health Journal. 2013;34(5):391-405.
Sadruddin AF, Ponguta LA, Zonderman AL, Wiley KS, Grimshaw A, Panter-Brick C. How do grandparents influence child health and development? A systematic review. Social Science & Medicine. 2019:112476.
Salah R. Global citizenship and the role of the United Nations: The promise of the Early Childhood Peace Consortium. New Directions for Child and Adolescent Development. 2018;2018(159):99-105.
Samman E., Lombardi J., UNICEF. Childcare and working families: New opportunity of missing link? An evidence brief. New York, NY: UNICEF; 2019.
Samms-Vaughan M. Comprehensive longitudinal studies of child health, development and behaviour in Jamaica: findings and policy impact. The West Indian medical journal. 2008;57:639-44.
Samson M., UNICEF. The role of child benefits in enabling family-friendly policies to achieve the triple bottom line. An evidence brief. 2019: UNICEF; 2019.
Sanders MR, Turner KM, Metzler CW. Applying Self-Regulation Principles in the Delivery of Parenting Interventions. Clinical Child and Family Psychology Review. 2019;22(1):24-42.
Sanders MR. Triple P-Positive Parenting Program: towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clin Child Fam Psychol Rev. 1999;2(2):71-90.
Sanders MR, Montgomery DT, Brechman-Toussaint ML. The mass media and the prevention of child behavior problems: the evaluation of a television series to promote positive outcomes for parents and their children. J Child Psychol Psychiatry. 2000;41(7):939-48.
Sandy SV, Boardman SK. THE PEACEFUL KIDS CONFLICT RESOLUTION PROGRAM. International Journal of Conflict Management. 2000;11:337-357.
Sanford M, Byrne C, Williams S, Atley S, Miller J, Allin H. A pilot study of a parent-education group for families affected by depression. Can J Psychiatry. 2003;48(2):78-86.
Santavirta T., Santavirta N., Betancourt T., Gilman S. Long term mental health outcomes of Finnish children evacuated to Swedish families during the second world war and their non-evacuated siblings: cohort study. BMJ. 2015;350:g7753.
SASSA, UNICEF. South African Child Support Grant Impact Assessment. Pretoria: Dept. of Social Development.; 2012.
Sato R, Fujiwara T, Kino S, Nawa N, Kawachi I. Pet Ownership and Children’s Emotional Expression: Propensity Score-Matched Analysis of Longitudinal Data from Japan. International Journal of Environmental Research and Public Health. 2019;16(5):758.
SavetheChildren. Road to recovery: Responding to children’s mental health in conflict. London: Save the Children; 2019.
SavetheChildren. Advancing justice for children: Innovations to strengthen accountability for violations and crimes affecting children in conflict. Save the Children; 2021.
SavetheChildren. Defenceless: The impact of the Israeli military detention system on Palestinian children. Save the Children; 2020.
Sayed Y., Badroodien A., McDonald Z., Hanayo A., Salmon T., Balie L., et al. Education and Social Cohesion Country Report: South Africa. Centre for International Teacher Education (CITE)Cape Peninsula University of Technology (CPUT)UNICEFAmsterdam Institute for Social Science Research (AISSR), University of AmsterdamCentre for International Education, University of Suss; 2016.
Sayed Y., Novelli M. Synthesis Report on Findings from Myanmar, Pakistan, South Africa and Uganda. UNICEF Amsterdam Institute for Social Science Research (AISSR), University of Amsterdam Centre for International Education, University of Sussex UNESCO Centre at Ulster University; 2016.
Schechter DS, Myers MM, Brunelli SA, Coates SW, Zeanah CH, Davies M, et al. Traumatized mothers can change their minds about their toddlers: Understanding how a novel use of videofeedback supports positive change of maternal attributions. Infant Ment Health J. 2006;27(5):429-447.
Schindler H., Kholoptseva J., Oh S., Yoshikawa H., Duncan G., Magnuson K., et al. Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis. J Sch Psychol. 2015;53:243-63.
Schininà G. IOM manual on community-based mental health and psychosocial support in emergencies and displacement. Geneva, Switzerland: nternational Organization for Migration; 2019.
Schneiderman I., Zagoory-Sharon O., Leckman J., Feldman R. Oxytocin during the initial stages of romantic attachment: relations to couples' interactive reciprocity. Psychoneuroendocrinology. 2012;37(8):1277-85.
Schneiderman I., Zilberstein-Kra Y., Leckman J., Feldman R. Love alters autonomic reactivity to emotions. Emotion. 2011;11(6):1314-21.
Scholer SJ, Hudnut-Beumler J, Dietrich MS. A brief primary care intervention helps parents develop plans to discipline. Pediatrics. 2010;125(2):e242-9.
Schonkoff JP. Stress, Resilience, and the Role of Science: Responding to the Coronavirus Pandemic. Boston, MA: Center for the Developing Child, Harvard University; 2020.
Schonkoff JP, Williams DR. Thinking About Racial Disparities in COVID-19 Impacts Through a Science-Informed, Early Childhood Lens.; 2020.
Schrumpf F., Crawford D., Bodine R. Peer Mediation: Conflict Resolution in Schools : Program Guide. Research Press Company; 1997.
Schultz PN, G Remick-Barlow A, Robbins L. Equine-assisted psychotherapy: a mental health promotion/intervention modality for children who have experienced intra-family violence. Health Soc Care Community. 2007;15(3):265-71.
Schwartz K, Michael D, Torossian L, Hajal D, Yoshikawa H, Abdulrazzak S, et al. Leveraging Caregivers to Provide Remote Early Childhood Education in Hard-to-Access Settings in Lebanon: Impacts From a Randomized Controlled Trial. Journal of Research on Educational Effectiveness. 2024:1-31.
Schweinhart L., Barnes H., Weikhart D. Significant benefits, the High/Scope Perry Pre-School Study through age 27. In: Child welfare: Major themes in health and social welfare. Vol IV. New York: Routledge; 2005. 9. p. 9-29p.
Schweinhart L., Montie J., Xiang Z., Barnett W., Belfield C., Nores M. Lifetime Effects: The High/Scope Perry Preschool Study Through Age 40. High/Scope Press; 2005.
Sciberras E., Mulraney M., Silva D., Coghill D. Prenatal Risk Factors and the Etiology of ADHD-Review of Existing Evidence. Current psychiatry reports. 2017;19:1.
Science. Science: Parenting. Vol 345. ScienceMag; 2014.
Scorza P., Araya R., Wuermli A., Betancourt T. Towards Clarity in Research on "Non-Cognitive" Skills: Linking Executive Functions, Self-Regulation, and Economic Development to Advance Life Outcomes for Children, Adolescents and Youth Globally. Hum Dev. 2016;58:313-317.
Scott-Villiers P., Ndung’u D., Wilson S., Kabala N., Kullu M., Scott-Villiers A. A Study of Education and Resilience in Kenya’s Arid and Semi-Arid Lands. UNICEF Eastern and Southern Africa Regional Office (ESARO); 2015.
Scott-Villiers P., Wilson S., Kabala N., Kullu M., Ndung’u D., Scott-Villiers A. A Study of Education and Resilience in Kenya’s Arid and Semi-Arid Lands. UNICEF Eastern and Southern Africa Regional Office (ESARO); 2015.
Seidel F., de Martel E. Cooler Earth - Higher Benefits Actions by those who care about children, climate and finance.. World Council of Churches; 2020.

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