Currently Skimming:
3 Linking the Science of Early Childhood with Conflict and Peace
3 Linking the Science of Early Childhood with Conflict and Peace
Pages 15-22
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From page 15... ...
Crediting early childhood development as a potentially transformative solution and accelerator of peace, Rebello Britto grounded her remarks in the science of brain development and the revolutionary shift that is occurring in what is known about brain development. As Rebello Britto highlighted the unprecedented rate at which a child's brain develops, particularly influenced by experience and context, she outlined key findings in the developmental and early learning literature (see Box 3-1)
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From page 16... ...
THE RESILIENCY OF CHILDREN DURING TIMES OF CONFLICT Ann Masten, Regents Professor of Child Development at the University of Minnesota in the United States, opened her remarks by leading workshop participants through historical highlights from the research on resilience in children. Masten began with World War II, which she argued had a profound and devastating effect on children around the globe.
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From page 17... ...
She argued that the recovery environment, encompassing the physical, social, spiritual, and cultural domains, is critical to supporting not only children during times of conflict, but also families and communities. Furthermore, Masten suggested that age and gender affect how sensitive a child is to adverse experiences, and thus how that child will respond to adversity, represented as pathways affected by different patterns of exposure (see Figure 3-1)
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From page 18... ...
Masten suggested that a series of protective factors can be mobilized in instances where children have been exposed to chronic adversity. According to Masten, effective methods for building resilience include hope and belief that life has meaning, quality of care, family functionality, and a supportive community environment for families to adequately care for their children, given that the most important protective systems for young children are embedded in the family.
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From page 19... ...
Masten indicated that investments in a child's capacity for adapting in the future are also investments in the resilience of societies. CHILDREN, VIOLENCE, AND WAR Larry Aber, the Willner Family Professor of Psychology and Public Policy at New York University in the United States, communicated key messages from his research on children in war, which he argued drew parallels to contemporary research informing action.
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From page 20... ...
Similarly with loss, the more experiences of displacement a child was susceptible to, the less children deliberately plan in their daily lives. To Aber and his colleagues, this suggests that children were developing adaptive responses to their experience of war across mental health and psychosocial domains.
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From page 21... ...
To do so he suggested developing short-term targeted mental health and parenting interventions that can be delivered by lay community health workers by taking the common elements of both types of interventions and cross-culturally adapting them to specific contexts. Doing so shifts the task of interventions being provided by highly educated professionals, which may be in short supply particularly in a conflict or postconflict setting, to interventions being provided by lay or community health workers who have adequate training and supervision.
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