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

Knowledge Base

If we are to teach real peace in this world, and if we are to carry on a real war against war, we shall have to begin with the children.

- Mahatma Ghandi (1869 -1948)

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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, UNICEF, WorldBank, WorldFoodProgram, UNHCR. Framework for reopening schools. UNICEF; 2020.
&Peace IE. Global Peace Index 2019: Measuring peace in a complex world. Sydney, Australia: Institute for Economics & Peace; 2019.
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., Panter-Brick C. Medical Humanitarianism: Ethnographies of Practice. Penn University Press; 2015.
Abramowitz S., Marten M., Panter-Brick C. Medical humanitarianism: anthropologists speak out on policy and practice. Med Anthropol Q. 2015;29(1):1-23.
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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.
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).
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.
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.
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.
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.
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.
INEE. 20 Years of INEE: Achievements and Challenges in Education in Emergencies. Inter-agency Network for Education in Emergencies (INEE); 2020.
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.
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.
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.
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.

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