Promoting the Capacity for Peace in Early Childhood
Promoting the Capacity for Peace in Early Childhood
Perspectives from Research on Resilience in Children and Families
This chapter highlights concepts, approaches, findings, and controversies from studies of resilience to inform and promote pathways to peace in early childhood. These include a relational developmental systems perspective on peace; an emphasis on positive goals, processes, and pathways; and issues related to defining how well human systems at multiple levels are doing. It discusses the delineation of adaptive systems that promote and protect peaceful function in interacting human systems and considers developmental timing and cascading influences among children and their nurturing environments. It highlights the importance of intervention evidence for advancing a translational science agenda for peace. Delineating processes of peace and peacebuilding in childhood requires attention to processes by which interacting systems shape the development and experiences of childhood pertinent to peace, particularly in the nurturing environments of childrearing and early education. Key questions are raised for consideration by those aiming to promote peace through early childhood policies and practices. Published in the Strungmann Forum Reports Series.
Keywords: resilience, adaptive systems, risk, early childhood education
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